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 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | PCG 214 | ||||
| Course Title in English | Developmental Psychology II | ||||
| Course Title in Turkish | Gelişim Psikolojisi | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Seçiniz | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
|
||||
| Estimated Student Workload | 130 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
PCG 207 - Developmental Psychology I |
||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To be able to see human development through the lenses of developmental theories and research findings. | ||||
| Course Description | You will be introduced to the current theories of development along with the research issues in cognitive, emotional, social, and moral development. We will consider and reflect upon historical, modern-day intuitions and social climates that impact human development. | ||||
| Course Description in Turkish | Bilişsel, duygusal, sosyal ve ahlaki gelişimdeki araştırmalarla birlikte güncel gelişim teorileriyle tanışacaksınız. İnsan gelişimini etkileyen tarihi, modern zaman sezgilerini ve sosyal iklimleri ele alıp tartışacağız. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) To examine theories and research on human development 2) To use popular movies to assist provoking thought and analysis of theory and research 3) To build conceptual relations among readings, movies, and real life 4) To understand milestones of life-stages |
| 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. | S | Participation |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | H | Exam |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | H | Exam |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | S | Exam |
| 5) | Competence in vocational guidance and counseling practices. | H | Participation |
| 6) | Understanding of human relations and interaction. | H | HW |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | S | HW |
| 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. | H | 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. | H | 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. | H | 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 | HW |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | S | Participation |
| Prepared by and Date | MELİKE ACAR , March 2024 |
| Course Coordinator | MELİKE ACAR |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. MELİKE ACAR |
Course Contents
| Week | Subject |
| 1) | Review of the course syllabus Establishing the rules for the semester |
| 2) | Social and Emotional Development in early Childhood Context of childhood |
| 3) | Middle Childhood Physical and Cognitive Development |
| 4) | Middle Childhood: Social and Emotional Development |
| 5) | Physical and Cognitive Development in Adolescence |
| 6) | Social and Emotional Development in Adolescence |
| 7) | Emerging Adulthood |
| 8) | Social and Moral Development |
| 9) | Midterm |
| 10) | Young Adulthood |
| 11) | Middle Adulthood: Physical and Cognitive Changes |
| 12) | Middle Adulthood : Social and emotional development |
| 13) | Late Adulthood : Physical and Cognitive changes |
| 14) | Late Adulthood: Social and emotional development |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | |||||||||||||||||||
| Teaching Methods | |||||||||||||||||||
| Homework and Projects | |||||||||||||||||||
| Laboratory Work | |||||||||||||||||||
| Computer Use | |||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
|
||||||||||||||||||
| Course Administration |
acarmel@mef.edu.tr EQUALITY, EQUITY, AND RESPECT: I will do my best to provide a safe learning environment for everyone in class. I highly recommend that you use inclusive language to create a classroom atmosphere in which each student’s experience and viewpoint are treated with equal respect and value in relation to his or her gender, sexual orientation, ethnic and religious background, socioeconomic status, and ability/disability. Any type of unprofessional, unethical, or disruptive student attitudes and behaviors that interfere with the development and maintenance of emotional and physical safety are not acceptable. SPECIALIZED SUPPORT AND DISABILITY SERVICES: Students with documented disabilities affecting vision, mobility, hearing, learning, and mental or physical health who may require accommodations should make an appointment with me as soon as possible, no later than the 3rd week of the semester, to discuss their needs. ACADEMIC DISHONESTY AND PLAGIARISM: YOK 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 | 14 | 2 | 3 | 1 | 84 | ||
| Homework Assignments | 1 | 8 | 8 | ||||
| Midterm(s) | 2 | 8 | 2 | 20 | |||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 130 | ||||||
| Total Workload/25 | 5.2 | ||||||
| ECTS | 5 | ||||||