Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Econ., Admin. and Social Sciences | |||||
| Course Code | PSYC 446 | |||||
| Course Title in English | Readings and Research in Clinical Psychology VI | |||||
| Course Title in Turkish | Klinik Psikolojide Okuma ve Araştırma VI | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom | |||||
| Level of Course | Advanced | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
|
|||||
| Estimated Student Workload | 181 hours per semester | |||||
| Number of Credits | 7.5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
PSYC 205 - Research Methods I |
|||||
| Expected Prior Knowledge | Basic research skills in Psychology. | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To acquire the necessary knowledge in the basics of mentalization, to offer a critical evaluation of related topics, and reading/writing reports and designing tasks in pertinent issues. | |||||
| Course Description | The main focus of the course is to read, evaluate, and critically discuss relevant studies, and also to become familiar with field studies. Throughout the course students will be expected to read/present various research papers and design basic mentalizing tasks. | |||||
| Course Description in Turkish | Bu dersin temel odağı zihinselleştirme ile ilişkili çalışmaları okumak, değerlendirmek ve eleştirel bir şekilde sunmak; aynı zamanda da saha çalışmalarına aşina olmaktır. Öğrencilerden dersin ileriki sürecinde çeşitli araştırma makalelerini okumaları/sunmaları ve temel zihinselleştirme görevleri tasarlamaları beklenmektedir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Know the basics of mentalization 2) Address the ethiological and therapeutic issues in attachment, family, trauma from a mentalizing point of view. 3) Understand how intergenerational transmission affects these processes. 4) Understand the significance of research studies and their use in practice. 5) Understand the basics of mentalization-based applications. 6) Design a basic mentalizing task. |
| 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. |
Relation to Program Outcomes and Competences
| 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,Project |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | S | Participation,Presentation,Project |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Participation,Project |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | H | Project |
| 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. | S | Participation,Project |
| 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 | Participation,Presentation,Project |
| 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). | S | Participation,Project |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | H | Project |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | N | |
| 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 | Project |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Presentation,Project |
| Prepared by and Date | SENA CÜRE ACER , December 2023 |
| Course Coordinator | SENA CÜRE ACER |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. SENA CÜRE ACER |
Course Contents
| Week | Subject |
| 1) | Introduction to the course/ syllabus |
| 2) | What is mentalization/mentalizing? |
| 3) | Mentalizing problems |
| 4) | Emotions and mentalization |
| 5) | Attachment and mentalization |
| 6) | Mentalizing in family and parenting |
| 7) | Midterm exam |
| 8) | Trauma and mentalization |
| 9) | Intergenerational transmission of mentalization |
| 10) | Mentalization-based treatment (MBT) |
| 11) | Task design – LAB |
| 12) | Task design/ reporting the mentalizing task – LAB |
| 13) | Reporting the mentalizing task – LAB |
| 14) | Wrap-up and feedback |
| 15) | Final examination period |
| 16) | Final examination period |
| Required/Recommended Readings | Recommended reading: Allen, J. G., Fonagy, P., & Bateman, A. W. (2008). Mentalizing in clinical practice. American Psychiatric Publishing, Inc.. Recommended reading: Fonagy, P., & Allison, E. (2012). What is mentalization? The concept and its foundations in developmental research and socio-cognitive neuroscience. In N. Midgley & I. Vrouva (Eds.), Minding the child: Mentalization-based interventions with children, young people and their families. Routledge. | ||||||
| Teaching Methods | Classes will be a mixture of lectures, class discussions and task designs. I will provide basic information and relevant articles and elaborate the process with relevant activities such as in-class mentalization-based applications and other types of practices. Lab meetings are arranged for the last three weeks of the course. Each student will conduct a literature review and design a mentalizing task for children. Students are expected to follow the course outline, read the assigned readings before coming to class and participate actively throughout the course in the discussion of varied topics and class discussions. | ||||||
| Homework and Projects | Readings, report writing, task design | ||||||
| Laboratory Work | Literature review, task design | ||||||
| Computer Use | MS Office | ||||||
| Other Activities | |||||||
| Assessment Methods |
|
||||||
| Course Administration |
acers@mef.edu.tr 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. |
||||||
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 | 11 | 2 | 3 | 55 | |||
| Laboratory | 3 | 4 | 3 | 3 | 30 | ||
| Study Hours Out of Class | 14 | 0 | 3 | 42 | |||
| Presentations / Seminar | 1 | 5 | 3 | 8 | |||
| Midterm(s) | 1 | 10 | 2 | 12 | |||
| Paper Submission | 1 | 10 | 2 | 12 | |||
| Final Examination | 1 | 20 | 2 | 22 | |||
| Total Workload | 181 | ||||||
| Total Workload/25 | 7.2 | ||||||
| ECTS | 7.5 | ||||||