Psychology | |||||
Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | ||||
Course Code | PSYC 345 | ||||
Course Title in English | Aggression and Violence | ||||
Course Title in Turkish | Agresyon ve Şiddet | ||||
Language of Instruction | EN | ||||
Type of Course | Flipped Classroom | ||||
Level of Course | Advanced | ||||
Semester | Spring | ||||
Contact Hours per Week |
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Estimated Student Workload | 160 hours per semester | ||||
Number of Credits | 6 ECTS | ||||
Grading Mode | Standard Letter Grade | ||||
Pre-requisites |
PSYC 208 - Adult Psychopathology | PSYC 301 - Child and Adolescent Psychopathology |
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Expected Prior Knowledge | Adult psychopathology or Child and adolescent psychopathology | ||||
Co-requisites | None | ||||
Registration Restrictions | Only Undergraduate Students | ||||
Overall Educational Objective | To learn the foundational knowledge of human aggression and violence across the life-span guided by the theoretical framework. | ||||
Course Description | This course aims to introduce the students the concept of human aggression and violence across the life-span and dive into the ongoing debate on whether aggressive behaviour is learned or develops in infancy and early childhood tied with evolutionary theories. It will give students a breadth of understanding on key aspects of human aggression and violence across the life course, including topics such as sibling aggression, peer bullying, domestic violence, child maltreatment. | ||||
Course Description in Turkish | Bu ders, öğrencilere saldırganlık ve şiddet kavramlarını tanıtmayı ve evrimsel tarihle bağlantılı olarak bebeklik ve erken çocukluk döneminde saldırgan davranışların öğrenilip öğrenilmediğine dair var olan araştırmalarla tanıştırmayı amaçlamaktadır. Bu ders öğrencilere, kardeş saldırganlığı, akran zorbalığı, aile içi şiddet,çocuk tacizi gibi konular dahil olmak üzere yaşam boyunca insan saldırganlığının ve şiddetin temel sebepleri hakkında geniş bir anlayış sağlayacaktır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) analyse the strengths and limitations of theoretical frameworks for the study of aggression and violence; 2) identify and evaluate the research of aggression and violence; 3) compare and assess a range of research methodologies for examining aggression and violence; 4) evaluate the risk and protective factors for aggression; 5) review and discuss policy implications and potential interventions for aggression and violence. |
Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
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1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||
2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||
3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||
4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||
5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||
6) Internalization and dissemination of professional ethical standards. | |||||
7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||
8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||
9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||
10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||
11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||
12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||
13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
N None | S Supportive | H Highly Related |
Program Outcomes and Competences | Level | Assessed by | |
1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | H | Exam,HW,Presentation |
2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | H | Participation |
3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | S | Participation |
4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | H | Exam,HW |
6) | Internalization and dissemination of professional ethical standards. | N | |
7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | S | HW |
8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | H | Exam,HW,Participation,Presentation |
9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | Participation |
11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
12) | Ability to acquire knowledge independently, and to plan one’s own learning. | H | HW |
13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | HW,Presentation |
Prepared by and Date | SÜZET TANYA LEREYA BALTAŞ , March 2022 |
Course Coordinator | SENA CÜRE ACER |
Semester | Spring |
Name of Instructor | ASLI AKİŞ |
Week | Subject |
1) | Meet & Greet; Introducing the Course Syllabus |
2) | Theoretical frameworks for the study of aggression and violence |
3) | Sex differences in aggression and violence |
4) | Developmental trajectories of aggression subtypes |
5) | Intergenerational transmission |
6) | Environmental and genetic influences |
7) | Revision |
8) | Midterm Week |
9) | Sibling aggression |
10) | Peer bullying and cyber bullying |
11) | Intimate partner violence |
12) | Child maltreatment |
13) | Interventions and policy implications |
14) | Consolidation Week |
15) | Final Examination Period |
16) | Final Examination Period |
Required/Recommended Readings | Required Textbook: Malti, T., Rubin, K.H & Vaillancourt, T. (2018). Handbook of child and adolescent aggression. New York: The Guildford Press. There will also be a set of required readings from academic journals such as Psychological Science, The Lancet Psychiatry & Journal of the American Academy of Child & Adolescent Psychiatry. | ||||||||||||||||||
Teaching Methods | This course will be taught in the flipped learning formats. All students will be asked to read 2-3 empirical articles prior to the lecture. Students will be randomly assigned into each week’s topic and will be asked to create a short presentation (max 15 slides; 15 minutes). Two presenters will be randomly selected out of the pool of those prepared presentation and will be asked to present. Those that prepared a presentation but didn’t have the opportunity to present will be asked to lead discussions. All students will be expected to contribute appropriately to class discussions and assist the learning of other students. I as the instructor commit to preparing and selecting high-quality materials for each class. | ||||||||||||||||||
Homework and Projects | Students will be expected to join in discussions based on the assigned required reading. They will also be asked to create a short presentation on their assigned topic. Lastly, they will write one 1000-word essay at the end of the course. | ||||||||||||||||||
Laboratory Work | |||||||||||||||||||
Computer Use | |||||||||||||||||||
Other Activities | Students will be asked to read each week’s book chapter and 2-3 articles prior to that week’s classroom session. Classroom discussions will be based on these readings as well as various videos. | ||||||||||||||||||
Assessment Methods |
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Course Administration |
TBA Attendance at all classes is mandatory. Students arriving late or unprepared will be barred from that class, which will impact upon their continuous assessment grade. Students must provide a legitimate, acceptable and documented excuse for missing a scheduled exam. There will be a make-up exam if students miss the midterm. Make-up exams could be in a different format than midterm or final exam. Students are expected to treat university personnel and one another respectfully at all times; this includes showing respect for class content and for others’ opinions. The commitment of acts of cheating, lying, and deceit in any of their diverse forms such as plagiarism, and copying during examinations is dishonest and will not be tolerated. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation. |
Activity | No/Weeks | Hours | Calculation | ||||
No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
Course Hours | 14 | 2 | 3 | 1 | 84 | ||
Midterm(s) | 1 | 8 | 2 | 10 | |||
Paper Submission | 3 | 20 | 2 | 66 | |||
Total Workload | 160 | ||||||
Total Workload/25 | 6.4 | ||||||
ECTS | 6 |