Mansi Bisht India

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About Me

I have three years of teaching experience as a Private Tutor for Psychology (Grades 11–12) and core academic subjects for middle school learners. In addition, my experience as an Educational Psychologist & Content Writer Intern at Scoreazy (EdTech Startup) strengthened my ability to design evidence-based educational materials and psychometric tools. My teaching methodology focuses on interactive learning, conceptual clarity, and application-based understanding through discussions, case studies, and reflective tasks. I encourage a collaborative and student-centered environment where learners connect theory to real-life situations. I have also completed multiple certified NPTEL and foundation courses in psychology and psychotherapy, enhancing both my academic and practical teaching skills.

I’m Mansi Bisht, a Clinical Psychology postgraduate from Amity University, Noida, and UGC-NET qualified (95.41 percentile) in Psychology. I am a published researcher and have completed over 300 hours of clinical training under experienced clinical psychologists. I am deeply passionate about mental health awareness, educational psychology, and teaching. My interests lie in integrating psychological principles into classroom learning, promoting self-awareness among students, and helping them understand the science behind behavior and emotions.

Tags
  • Psychology. comm
  • Psychology classes
  • Guidance
  • Mentorship
  • Cuet ug and pg prep

Offering

This Introduction to Psychology course spans 20 weeks and provides a comprehensive overview of the fundamental concepts, theories, and methods in psychology. The course includes major areas such as the History and Schools of Psychology, Biological Bases of Behavior, Learning and Memory, Sensation and Perception, Emotion and Motivation, Intelligence, Personality, Psychological Testing, Life-span Development, Abnormal and Clinical Psychology, and Statistics for Psychology. Each topic is organized weekly to ensure a progressive understanding from foundational ideas to more complex psychological concepts and applications. The course consists of approximately 60–70 teaching sessions (3–4 sessions per week), combining lectures, discussions, and self-study components. Students will also engage in self-assessment through Previous Year Questions (PYQs) at the end of each unit to reinforce learning and familiarize themselves with exam-oriented questions. By the end of the course, students will have gained a solid grounding in the scientific study of behavior and mental processes, along with an understanding of how psychological principles are applied in various fields such as education, health, and industry.
Curriculum

CURRICULUM (THIS CURRICULUM CAN BE REVISED BASED ON THE STUDENT'S NEEDS)

Introduction to Psychology

History of Psychology

Schools of Psychology

Biological bases of Behavior

Learning, Memory

Sensation and Perception

Emotion and Motivation

Intelligence

Personality

Psychological Testing

Life-span Development

Abnormal and Clinical Psychology

Statistics for Psychology

 

Week 1: Introduction to Psychology

  • Definition, Nature & Goals of Psychology
  • Branches: Clinical, Social, Developmental, Educational, Industrial/Organizational, Health
  • Methods: Experimental, Observation, Case Study, Survey, Interview, Introspection, Psychological testing
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 2–3: History of Psychology

  • Paradigms in Psychology
  • Early Roots: Philosophy & Physiology
  • Emergence of Psychology as a Science
  • Nature vs Nurture Debate
  • Milestones: Wundt, William James, Ebbinghaus, Pavlov, Watson, Skinner
  • Growth of Psychology in India
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 4: Schools of Psychology

  • Structuralism & Functionalism
  • Behaviorism
  • Gestalt Psychology
  • Psychoanalysis
  • Humanistic Psychology
  • Cognitive Revolution
  • Contemporary Perspectives (Biopsychosocial, Evolutionary, Positive Psychology)
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 5–6: Biological Bases of Behavior

  • Neurons & Synaptic Transmission; Action Potential; Types of Cells
  • Nervous System: Central, Peripheral, Autonomic
  • Brain Structures & Functions (Lobes, Hemispheres)
  • Neurotransmitters & Hormones
  • Genetics & Behavior
  • Biological Rhythms (Sleep, Circadian Rhythms)
  • Methods of Brain Study (Lesion, EEG, fMRI, PET etc)
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 7–9: Learning & Memory

  • Learning: Classical Conditioning, Operant Conditioning, Reinforcement & Punishment, Schedules of Reinforcement, Observational Learning, Cognitive Approaches
  • Memory: Processes (Encoding, Storage, Retrieval), Types (Sensory, Short-term, Long-term, Implicit/Explicit)
  • Models: Atkinson-Shiffrin, Working Memory, Levels of Processing
  • Forgetting: Decay, Interference, Encoding Failure
  • Retrieval cues, Improving Memory
  • Attention & Theories
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 10: Sensation & Perception

  • Sensory Processes (Vision, Hearing, Smell, Taste, Touch) & Theories
  • Psychophysics: Thresholds, Weber’s Law, Signal Detection
  • Perception: Gestalt Principles, Depth Perception, Illusions, Perceptual Constancies
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 11: Emotion & Motivation

  • Emotion: Theories (James-Lange, Cannon-Bard, Schachter-Singer, Lazarus etc)
  • Motivation: Theories (Drive, Incentive, Arousal, Maslow, Self-determination etc)
  • Biological Motives (Hunger, Thirst, Sex, Sleep)
  • Social Motives (Achievement, Affiliation, Power)
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 12: Intelligence

  • Nature & Definitions
  • Theories: Spearman, Thurstone, Cattell, Guilford, Sternberg, Gardner, Emotional Intelligence etc
  • Intellectual Disability
  • Measurement: IQ Tests (Stanford-Binet, WAIS, Raven’s Matrices)
  • Issues: Heredity vs Environment, Cultural Influences
  • Creativity
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 13–14: Personality

  • Theories: Type/Trait and other approaches
  • Assessment: Projective (TAT, Rorschach), Objective (MMPI, 16PF), Self-report
  • Personality Disorders (brief overview)
  • Therapeutic Approaches
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

 

Week 15: Psychological Testing

  • Nature & Scope
  • Sampling and their types
  • Principles: Reliability, Validity, Standardization, Norms
  • Types: Intelligence, Aptitude, Personality, Achievement, Attitude
  • Steps in Research
  • Ethical Issues in Testing
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 16: Life-span Development

  • Stages: Prenatal, Infancy, Childhood, Adolescence, Adulthood, Old Age
  • Theories: Piaget, Vygotsky, Erikson, Kohlberg & Gilligan
  • Language & Emotional Development
  • Developmental Disorders & Challenges (Autism, ADHD, Learning disabilities)
  • Aging & Cognitive Decline
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 17–18: Abnormal & Clinical Psychology

  • Definition of Abnormality
  • Models: Biological, Psychodynamic, Cognitive-Behavioral, Social
  • Major Disorders: Anxiety, Mood, Schizophrenia, Personality, Neurodevelopmental, Neurocognitive
  • Therapies: Psychodynamic, Behavioral, CBT, Humanistic, Biological (ECT, Drugs)
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

Week 19–20: Statistics for Psychology

  • Research Designs
  • Scales of Measurement: Nominal, Ordinal, Interval, Ratio
  • Central Tendency: Mean, Median, Mode
  • Variability: SD, Variance, Range
  • Correlation (Pearson, Spearman), Regression
  • Probability & Normal Distribution
  • Hypothesis Testing: t-test, ANOVA, Chi-square
    ➡ At the end of the week 2 PYQs (to be attempted by students independently as self-study)

End of every week doubt solving session will be held in which students can ask any doubts related to paper or in general.

Each class follows a structured and engaging hourly teaching format designed to promote conceptual clarity and interactive learning. The minimum session duration is 60 minutes, which includes concept explanation, discussion, and short reflective or activity-based tasks to enhance understanding. Depending on the topic’s depth, sessions may extend up to 90 minutes for in-depth exploration or practical demonstrations. Classes are conducted 3–4 times per week, customized according to the student’s needs. I am generally available on weekdays (Monday to Friday), with flexible evening time slots to accommodate students’ schedules. Weekend sessions can also be arranged for revision, doubt-clearing, or PYQ discussions upon request.

Resume

University of Delhi
B.A (Hons.) Applied Psychology
Applied Psychology
2020 — 2023
Amity University, Noida
Masters of Arts
Clinical Psychology
2023 — 2025
Psychology
Gursidak Foundation
Tutor
• Facilitated academic support and socio-emotional learning sessions for underprivileged children (ages 3–17), focusing on holistic development and engagement. • Provided time-to-time counselling and emotional support based on individual student needs.
February 2024 — March 2024
Psychology
Self Employed
Tutor
• Provided personalized tutoring in Psychology for senior secondary students and core school subjects for middle-grade learners. • Designed lesson plans and study strategies tailored to individual learning needs. • Mentored students for board exams, enhancing conceptual clarity and academic performance. • Conducted one-on-one and small group sessions, fostering active engagement and confidence in students.
May 2020 — June 2023
Psychology
Scoreazy (EdTech Startup)
Educational Psychologist & Content Writer Intern
• Assisting in the development of a psychometric tool for career guidance, aimed at assessing students’ traits, strengths, and areas for improvement. • Contributing to the creation of a career guidance guidebook that includes different psychological traits being assessed, along with personalized strategies and skill-enhancement solutions for students. • Designing evidence-based educational and mental health content to support students’ academic and personal growth. • Collaborating with a multidisciplinary team to ensure the psychometric tool and guidebook are user-friendly, research-driven, and effective for student career development.
August 2025 — October 2025
Psychology
Mind Ease- Mental Health Clinic
Counselling Psychologist
• Observed and handled clinical cases across age groups, including children, adolescents, and adults. • Documented detailed case histories under supervision. • Acquired practical experience in identifying psychological disorders based on DSM-5 criteria and applying suitable therapeutic interventions. • Gained knowledge and hands-on understanding of Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), Systematic Desensitization, Mindfulness-Based Techniques, and Exposure and Response Prevention (ERP). • Trained in administering and interpreting a wide range of psychological assessments, including Y-BOCS, HAM-A, HAM-D, STAI, MISIC, PGI, BKT, projective techniques (TAT, HTP, SCT), IPDE, Conners Comprehensive Behavior Rating Scales, and CARS. • Actively engaged in role-play exercises simulating both client and therapist roles to strengthen counselling skills, diagnostic formulation, and therapeutic communication.
December 2024 — April 2025
Psychology
UGC-NET
UGC NET Psychology (PhD Qualified), June 2025 Score- 224/300 Percentile- 95.41
University Grants Commission
2025 — 2025
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