Information Package / Course Catalogue
| Guidance and Psychological Counseling | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
ECTS Course Information Package
| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | PCG 333 | ||||
| Course Title in English | Introduction to Health Psychology | ||||
| Course Title in Turkish | Introduction to Health Psychology | ||||
| 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 | 120 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Registration Restrictions | Only undergraduate students | ||||
| Overall Educational Objective | To gain a practical understanding of the emerging field of health psychology, the application of health psychology in several areas of healthcare and the role of a health psychologist in the healthcare and mental health arena. | ||||
| Course Description | This course provides prospective counselors with an introduction to the trans-disciplinary field of health psychology that combines the field of medicine with psychology. We will examine the implementation of health psychology across a range of areas of health from preventative practices to the management of chronic illnesses. We will also study the application of health psychology to K12 settings. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand the preventive role of a health psychologist in promoting the wellness of individuals across the lifespan 2) Explain health behavior theories such as medical and bio-sociocultural models and apply them to the K12 population from different SES backgrounds 3) understand the role of stress and coping style in illness management 4) analyze patients with chronic illnesses from a bio-psycho-social perspective with case studies |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | ||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | ||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | ||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | ||||
| 5) Competence in vocational guidance and counseling practices. | ||||
| 6) Understanding of human relations and interaction. | ||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | ||||
| 8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | ||||
| 9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | ||||
| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | ||||
| 11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | ||||
| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | H | Exam |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | H | Project |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | S | Exam |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | H | Project |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | S | Exam |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | S | Project |
| 8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | S | HW |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | S | HW |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | S | Exam |
| 11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | H | Exam |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | S | Project |
| Prepared by and Date | SERVET ALTAN , February 2024 |
| Course Coordinator | SERVET ALTAN |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. NAZLI MEREY |
Course Contents
| Week | Subject |
| 1) | Introduction to Health Psychology: Mind- Body Relationship, Bio-psycho-social Model, The Roles of Health Psychologists in Different Settings |
| 1) | |
| 2) | Health Behavior Theories: Health Belief Model,The Social Cognitive Theory, The Relapse Prevention Model, Self-determination Theory, Research on Affect and a Biological Model of Desire, Socio-ecological Model |
| 3) | Health Promoting- Health Compromising Behaviors- Changing Health Habits |
| 4) | Stress and Coping 1: What is stress? Theoretical Contributions to the Study of Stress; Sources of Stress; Health- Disease and Stress |
| 5) | Coping with Stress and İllness: Coping and personality, coping resources, coping styles, coping outcomes Social support Coping interventions |
| 6) | Clinical Health Psychology in Medical Settings Patient in the treatment setting Patient-Doctor Provider |
| 7) | Management of Chronic Illness: Introduction to Chronic Illness: Quality of Life, Emotional Responses to Chronic Illness, Coping with Chronic Illness; Psycho-social Interventions in Chronic Illness |
| 8) | Psycho- Immunology Introduction to Psycho-immunology ;Special Topics: Coronary Heart Disease, Diabetes, AIDS |
| 9) | Psycho-oncology 1:Introduction to Psycho-oncology Cancer Journey and Psychopathology in Cancer Patients Assessment and Screening in Cancer Patients |
| 10) | Psycho-oncology II Psycho-social İnterventions in Oncology Setting Family and Cancer, the role of care-giver Culture and Cancer Compassion fatigue-vicarious trauma- burnout in oncology staff |
| 11) | Children and chronic illnesses (Guest Speaker) |
| 12) | Management of Pain and Discomfort |
| 13) | Psychological Aspects of Advancing and Terminal Illness Death across Life Span, Anticipatory Grief and Adjustment Stages to Dying Psychological Issues in Advancing Illness |
| 14) | Health Psychology: Challenges for the Future |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Taylor, S. E. (2018). Health Psychology (10th edition). New York: McGraw Hill | |||||||||||||||
| Teaching Methods | Flipped learning. Constructivist. Student-centered. Activity-based. | |||||||||||||||
| Homework and Projects | Project paper Presentation Reflection journals Case Analysis | |||||||||||||||
| Laboratory Work | ||||||||||||||||
| Computer Use | ||||||||||||||||
| Other Activities | ||||||||||||||||
| Assessment Methods |
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| Course Administration |
acarmel@mef.edu.tr Asst. Prof. Dr. Melike Acar, PCG Department Chair |
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ECTS Student Workload Estimation
| 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 | 1 | 3 | 2 | 84 | ||
| Presentations / Seminar | 4 | 1 | 6 | 2 | 36 | ||
| Midterm(s) | 1 | 0 | 0 | ||||
| Total Workload | 120 | ||||||
| Total Workload/25 | 4.8 | ||||||
| ECTS | 5 | ||||||