| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | |||||
| Course Code | PSYC 438 | |||||
| Course Title in English | Developmental Psychopathology | |||||
| Course Title in Turkish | Gelişimsel Psikopatoloji | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom | |||||
| Level of Course | Intermediate | |||||
| Semester | Bahar | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 146 hours per semester | |||||
| Number of Credits | 6 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
PSYC 301 - Child and Adolescent Psychopathology |
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| Expected Prior Knowledge | Child and Adolescent Psychopathology | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To enhance understanding and familiarity with the literature on and the scientific study of developmental psychopathology; and to have a better understanding of the basic childhood disorders. | |||||
| Course Description | The aim of this course is to look at psychopathology from a developmental perspective while familiarizing students with the main disorders of childhood. The scope of the course will include: the clinical definition and diagnostic features of the childhood disorders, developmental pathways (risk factors, resilience, comorbidity, nature of progression, biology and environment interactions), whether the disorder is a developmental delay or a deviance, models of developmental psychopathology, theoretical explanations of the disorder, and contribution of studying pathologies to the normal developmental theory. | |||||
| Course Description in Turkish | Bu dersin amacı, öğrencileri çocukluk çağının temel bozukluklarıyla tanıştırırken psikopatolojiye gelişimsel bir perspektiften bakmaktır. Dersin kapsamı şunları içerecektir: Çocukluk çağı bozukluklarının klinik tanımı ve tanısal özellikleri, gelişimsel yollar (risk faktörleri, dayanıklılık, komorbidite, ilerlemenin doğası, biyoloji ve çevre etkileşimleri), bozukluğun gelişimsel bir gecikme mi yoksa bir sapma mı olduğu, gelişimsel psikopatoloji modelleri, bozukluğun teorik açıklamaları ve patolojilerin incelenmesinin normal gelişim teorisine katkısı. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) 2) 3) 4) 5) 6) |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 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 |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | S | 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. | S | Participation |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | S | Participation |
| 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). | H | Exam,Participation |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | H | 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. | H | Exam |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Participation |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Presentation |
| Prepared by and Date | SENA CÜRE ACER , December 2023 |
| Course Coordinator | SENA CÜRE ACER |
| Semester | Bahar |
| Name of Instructor | Prof. Dr. AYŞE BİLGE SELÇUK |
| Hafta | Konu |
| 1) | Derse Giriş |
| 2) | Özet ve Giriş |
| 3) | Psikopatolojinin Biyolojik ve Çevresel Arka Planı |
| 4) | Psikopatolojinin Biyolojik ve Çevresel Arka Planı |
| 5) | Gelişimsel Psikopatoloji: Bir Perspektif |
| 6) | Gelişimsel Psikopatoloji: Bir Sınıflandırma, Değerlendirme ve Müdahale Perspektifi |
| 7) | Sınıflandırma, Değerlendirme ve Müdahale |
| 8) | Kaygı Bozuklukları |
| 9) | Kaygı Bozuklukları, Duygudurum Bozukluklarını Anlama |
| 10) | Davranım Bozukluğu |
| 11) | Dikkat Eksikliği-Hiperaktivite Bozukluğu |
| 12) | Otizm Spektrum Bozuklukları |
| 13) | Otizm Spektrum Bozuklukları: Asperger Sendromu |
| 14) | Yeme Bozuklukları (Temel Fiziksel ve İlişkili Bozukluklar) |
| 15) | Final Sınavı Dönemi |
| 16) | Final Sınavı Dönemi |
| Required/Recommended Readings | Fonagy, P., Fletcher, J.M., Sharp, C., & Venta, A. (2021). Developmental Psychopathology. John Wiley & Sons Ltd. | ||||||||||||||||||
| Teaching Methods | In this course, we will use flipped learning as one of the teaching methods. Students will be assigned reading materials every week. Students will be asked to read each week’s book chapter and article prior to that week’s classroom session. Classroom discussions will be based on these readings as well as various videos. | ||||||||||||||||||
| Homework and Projects | |||||||||||||||||||
| Laboratory Work | |||||||||||||||||||
| Computer Use | |||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acers@mef.edu.tr Instructor’s mail address: aysebilgeselcuk@gmail.com 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. Exam questions will draw heavily from the lectures and the class discussions. Students who come to classes later than 15 minutes will not be admitted to the classroom. 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. |
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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 | ||||
| Ders Saati | 14 | 2 | 3 | 2 | 98 | ||
| Sunum / Seminer | 1 | 10 | 10 | ||||
| Proje | 1 | 10 | 10 | ||||
| Ara Sınavlar | 1 | 8 | 2 | 10 | |||
| Final | 1 | 16 | 2 | 18 | |||
| Total Workload | 146 | ||||||
| Total Workload/25 | 5.8 | ||||||
| ECTS | 6 | ||||||