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 301 | ||||||||
| Course Title in English | Child and Adolescent Psychopathology | ||||||||
| Course Title in Turkish | Çocuk ve Ergen Psikopatolojisi | ||||||||
| Language of Instruction | EN | ||||||||
| Type of Course | Flipped Classroom,Guided Personal Study | ||||||||
| Level of Course | Intermediate | ||||||||
| Semester | Fall | ||||||||
| Contact Hours per Week |
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| Estimated Student Workload | 147 hours per semester | ||||||||
| Number of Credits | 6 ECTS | ||||||||
| Grading Mode | Standard Letter Grade | ||||||||
| Pre-requisites |
PSYC 201 - Developmental Psychology I |
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| Expected Prior Knowledge | Introduction to developmental psychology | ||||||||
| Co-requisites | None | ||||||||
| Registration Restrictions | Only Undergraduate Students | ||||||||
| Overall Educational Objective | To acquire the necessary knowledge and foster critical thinking in the following; 1) the rationale for the diagnostic scheme in abnormal psychology, 2) developmental approach to psychopathology, and 3) research and theory related to the course, etiology, and treatment of a variety of behavioral problems. | ||||||||
| Course Description | This course includes the study of behavioral problems of children and adolescents from an integrative framework considering biological, contextual and psychosocial aspects. Within this framework, diagnostic schemes will be critically evaluated and epidemiology, biological and psychosocial aspects in etiology and treatment of a variety of psychological disorders will be examined via lecture presentations, case studies, in-class discussions/activities and homeworks. The course will follow the DSM-V categorization system. Several major categories of psychological disorders will be covered, including anxiety disorders, mood disorders, conduct problems, attention-deficit and hyperactivity disorder, language and learning disorders, intellectual disability, and autism-spectrum disorders and schizophrenia. | ||||||||
| Course Description in Turkish | Bu dersin içeriği davranışsal problemleri olan çocuk ve ergenlerin sorunlarını entegretif bir çerçevede biyolojik, bağlamsal, ve pikososyal unsurları gözeterek incelemektir. Bu bağlamda tanı kriterleri ve uygulaması olumlu ve olumsuz yanlarıyla değerlendirilecektir. Derslerde içerik paylaşımı, vaka sunumları, sınıf içi katılım, etkinlikler ve ev ödevleri aracılığıyla, rahatsızlıkların epidimiyolojisi, biyolojik ve psikososyal nedenleri, ve tedavi yöntemleri işlenecektir. Dersin içeriğinde en güncel tanı kitabı olan DSM-V’in tanı kategorilerini referans alınacaktır. Bu bağlamda belirli ana psikolojik rahatsızlık gruplarından kaygı bozuklukları, duygudurum bozuklukları, davranım (conduct) bozukluğu, dikkat eksikilği ve hiperaktivite, dil ve öğrenme bozuklukları, ve otizm spectrum bozuklukları ve şizofreni, ders kapsamındadır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) critically evaluate the distinction between what is normal and abnormal; 2) discuss the categorical diagnostic approach to defining psychological disorders and evaluate alternative approaches; 3) understand the uniqueness of individual experiences of psychopathology within a developmental framework; 4) understand the complexity of the relations between contextual, developmental, psycho-social and biological factors in symptom development and presentation; 5) understand the personal experiences of children and adolescents with psychological problems; 6) relate the impact of contextual factors and socio-cultural diversity with individual experience of psychopathology; 7) critically evaluate the psychological theories with respect to their value in predicting, diagnosing and preventing psychological disorders; 8) generate new questions of study to foster the healthy development of children and adolescents; 9) keep up-to-date with empirical evaluations of psychological treatments. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
| 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,HW,Participation,Presentation |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | S | Participation,Presentation |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | S | HW,Participation,Presentation |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | H | Select,Participation,Presentation |
| 6) | Internalization and dissemination of professional ethical standards. | N | Participation,Presentation |
| 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. | H | HW,Presentation |
| 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 | HW,Participation,Presentation |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | H | Exam,HW,Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | Select,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | H | HW,Participation |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | H | HW,Presentation |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | S | Exam,HW,Presentation |
| 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 Introduction to Normal and Abnormal Behavior in Children and Adolescents |
| 2) | Theories and Causes |
| 3) | Research |
| 4) | Assessment, Diagnosis, & Treatment |
| 5) | Autism Spectrum Disorder and Childhood-Onset Schizophrenia |
| 6) | Attention-Deficit/ Hyperactivity Disorder |
| 7) | Conduct Disorder |
| 8) | Midterm |
| 9) | Depressive and Bipolar Disorders |
| 10) | Anxiety and Obsessive-Compulsive Disorders |
| 11) | Trauma and Stressor-Related Disorders |
| 12) | Substance Use Disorders |
| 13) | Feeding and Eating Disorders |
| 14) | Case Discussion Week |
| 15) | Final examination period |
| 16) | Final examination period |
| Required/Recommended Readings | Mash, E. J. & Wolfe, D. A. (2019). Abnormal Child Psychology (7th ed). Boston, MA: Cengage Learning. | ||||||||||||||||||||||||
| Teaching Methods | This course will be taught based on the flipped format. Students will be expected to come to class prepared (having watched the introductory online video and read the required chapter and article for that week). Other visual or reading materials may be assigned for various weeks of study. Students’ understanding of main concepts will be assessed in class discussions. Students will be encouraged to actively participate and contribute to class discussions via in class exercises and case examples. | ||||||||||||||||||||||||
| Homework and Projects | Reflection Paper (30%): You are going to write 3 reflection papers throughout the semester. Each week, we will discuss a research article related to that week's topic. You are going to write the first reflection paper during class hour. You are going to select 2 additional weeks (2 articles) to reflect on. Reflection papers should not exceed 2 double-space pages. A rubric will be provided. Case discussion/report (20%): We will have a case discussion in the class. You are expected to ask questions and actively join the case discussion. After the class discussion, you will write a short report (maximum 2 pages). Case discussion will take place in the last week of the course (January 3rd/4th, 2024), and the reports should be submitted in one week after discussion. Details will be shared. | ||||||||||||||||||||||||
| Laboratory Work | No lab work required for this course. | ||||||||||||||||||||||||
| Computer Use | The textbook has an online learning platform. Through this platform, students will be assigned some pre-class activities/exercises in order to enhance their understanding of the course material and to prepare them for the exams. | ||||||||||||||||||||||||
| Other Activities | Students will be asked to read the assigned materials such as book chapters, articles, assigned cases or watch the assigned video before coming to class. | ||||||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acers@mef.edu.tr Throughout the semester, students are responsible for following announcements, working on the uploaded material and responding to the discussions on the blackboard on a weekly basis. Coming class prepared is compulsory to be able to follow the course and stay engaged within the class. Students can submit a paper assignment on a rescheduled date and take make-up exams only if they submit an official health report to the faculty secretary’s office. The format of the make-up exams might differ from the exam delivered on time. Students are expected to come to class on time and be respectful of the teaching and learning environment at all times. Academic dishonesty will not be tolerated and is strictly penalized. Academic dishonesty includes any commitment of cheating, lying and deceit in any form such as plagiarism or cheating during exams. Students are strictly responsible for submitting their own work, not that of others or other agents. Full citation of others’ work is required. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation. |
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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 | 2 | 3 | 1 | 84 | ||
| Homework Assignments | 3 | 3 | 4 | 21 | |||
| Midterm(s) | 1 | 10 | 2 | 12 | |||
| Paper Submission | 1 | 4 | 4 | 8 | |||
| Final Examination | 1 | 20 | 2 | 22 | |||
| Total Workload | 147 | ||||||
| Total Workload/25 | 5.9 | ||||||
| ECTS | 6 | ||||||