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 Education | ||||
Course Code | PCG 332 | ||||
Course Title in English | Play Therapy | ||||
Course Title in Turkish | Oyun Terapisi | ||||
Language of Instruction | EN | ||||
Type of Course | Flipped Classroom | ||||
Level of Course | Introductory | ||||
Semester | Fall | ||||
Contact Hours per Week |
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Estimated Student Workload | 132 hours per semester | ||||
Number of Credits | 5 ECTS | ||||
Grading Mode | Standard Letter Grade | ||||
Pre-requisites | None | ||||
Expected Prior Knowledge | None | ||||
Co-requisites | None | ||||
Registration Restrictions | Only Undergraduate Students | ||||
Overall Educational Objective | To learn the basic concepts, theories, and applications of play therapy. | ||||
Course Description | This is an introductory course covering the basic concepts, theories, and applications of play therapy. The course helps students enriching their knowledge about therapeutic play and enable them to apply therapeutic play sessions with children. | ||||
Course Description in Turkish | Bu ders, oyun terapisinin temel kavramlarını, teorilerini ve uygulamalarını kapsayan bir giriş dersidir. Ders, öğrencilerin terapötik oyun hakkındaki bilgilerini zenginleştirmelerine ve çocuklarla terapötik oyun seansları uygulamalarına yardımcı olur. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) recognize different theoretical perspectives and theories in the field of play therapy 2) interpret play of children using different theoretical perspectives 3) identify the main play therapy materials, toys, and other instruments required to apply different play therapy models 4) conduct therapeutical relationships with children with ethical understanding |
Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
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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. | N | |
2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,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. | N | |
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. | N | |
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). | N | |
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 | HW,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. | S | Exam,HW |
13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
Prepared by and Date | , |
Course Coordinator | HANDE ÖZKAN |
Semester | Fall |
Name of Instructor | Assoc. Prof. Dr. GÖKÇE KURT |
Week | Subject |
1) | Play therapy: Basic Concepts and Practices |
2) | The Therapeutic Powers of Play and Play Therapy |
3) | Ethical Issues in Play Therapy |
4) | Psychoanalytic Approaches to Play Therapy |
5) | Psychoanalytic Approaches to Play Therapy |
6) | Jungian Analytical Play Therapy |
7) | Adlerian Play Therapy |
8) | Midterm |
9) | Child-centered Play Therapy |
10) | Child-centered Play Therapy |
11) | Filial Therapy |
12) | Gestalt Play Therapy |
13) | Theraplay |
14) | Cognitive Behavioral Play Therapy |
15) | Final Examination Period |
16) | Final Examination Period |
Required/Recommended Readings | Schaefer, C. E. (2011). Foundations of play therapy. Hoboken, NJ: Wiley Additional Textbooks: Axline, V. M. (1964). Dibs: In search of self. New York, NY: Random House. Landreth, G. L. (2012). Play therapy: The art of the relationship. Muncie, IN: Accelerated Development. Kaduson, H. G., & Schaefer, C. E. (2001). 101 more favorite play therapy techniques. Northvale: Jason Aronson. Schaefer, C. E. (2010). Play therapy for preschool children. Washington DC: American Pscychological Association. | |||||||||||||||
Teaching Methods | Lectures, small group / large group discussion, small group / large group activities, readings and discussions of case studies, video analysis, observation of children’s play, researching play therapy resources. | |||||||||||||||
Homework and Projects | Weekly Reflective Journals (30%) Midterm (30%) Final Presentation (40%) Total: 100% | |||||||||||||||
Laboratory Work | ||||||||||||||||
Computer Use | ||||||||||||||||
Other Activities | ||||||||||||||||
Assessment Methods |
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Course Administration |
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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 | 2 | 98 | ||
Homework Assignments | 14 | 1 | 14 | ||||
Midterm(s) | 1 | 8 | 2 | 10 | |||
Final Examination | 1 | 8 | 2 | 10 | |||
Total Workload | 132 | ||||||
Total Workload/25 | 5.3 | ||||||
ECTS | 5 |