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 341 | |||||
| Course Title in English | Coping Skills: Stress, Coping and Health | |||||
| Course Title in Turkish | Baş Etme Becerileri: Stres, Baş Etme ve Sağlık | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom,Lecture | |||||
| Level of Course | Introductory | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 143 hours per semester | |||||
| Number of Credits | 6 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Expected Prior Knowledge | None | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To develop knowledge and understanding of the concepts and theories of stress and coping skills and apply these coping skills in daily life to tolerate stressful and challenging situations. | |||||
| Course Description | Stress is a part of our lives. We experience different things throughout our lives. Some of them are significant experiences, and some of them are less. Some experiences make us anxious even though we would like them to happen, such as starting university, a job interview, or going abroad. Although the only constant in life is change, the uncertainty that comes with change brings stress and anxiety. At this point, to sustain well-being, we need to be an expert in several skills, which we call psychological resilience. Throughout this 14-week journey, we will cover the different aspects of well-being and psychological resilience as a predictor of well-being. We will explore how well-being is achieved, how much of it is genetic and how much is environmental, how much can be developed, and how much is inherited. We will also learn how to sustain our well-being and what skills we need to build to become resilient. In every class of this course, we will learn and apply the theoretical background to daily life. This course is planned as an interactive course with a combination of a lecture and activities. Students will actively participate in in-class activities, group work, and role-plays to practice what they have learned and improve their psychological resilience. | |||||
| Course Description in Turkish | Stres hayatımızın bir parçasıdır. Hayatımız boyunca çok şey yaşarız, bunlardan bazıları önemli deneyimlerdir, bazıları ise daha önemsizdir. Ayrıca üniversiteye başlamak, iş görüşmesine gitmek, yurt dışına çıkmak gibi bazı deneyimler olmasını istediğimiz halde bizi kaygılandırır. Çünkü hayatta değişmeyen tek şey değişim olsa da değişimin getirdiği belirsizlik stres ve kaygıyı da beraberinde getirir. Bu noktada psikolojik iyilik halini sürdürebilmek için psikolojik sağlamlık adı verilen birçok beceriyi geliştirmek gereklidir. Bu 14 haftalık ders boyunca, iyilik halinin ve iyi oluşun yordayıcısı olarak psikolojik dayanıklılığın farklı yönlerini ele alınacaktır. Psikolojik iyi oluşun nasıl geliştirildiği, ne kadarının genetik, ne kadarının çevresel olduğu, ne kadarının geliştirilebilir, ne kadarının kalıtsal olduğu araştırılacaktır. Ayrıca psikolojik iyi oluşu sürdürmenin ve psikolojik olarak sağlam olabilmek için hangi becerileri geliştirmek gerektiği de öğretilecektir. Bu dersin her haftasında önce teorik altyapıyı sunulup ardından öğrenilen bilgiler günlük hayata uygulanacaktır. Bu ders ders ve etkinliklerin birleşiminden oluşan interaktif bir ders olarak planlanmıştır. Öğrenciler öğrendiklerini uygulamak ve psikolojik dayanıklılıklarını geliştirmek için sınıf içi etkinliklere ve grup çalışmalarına aktif olarak katılacaklardır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Understanding the concept of well-being; 2) Developing the necessary skills for becoming a resilient individual; 3) Research-based strategies for coping with stress in your life; 4) Building a toolkit of specific techniques to regulate stress and emotions for daily and immediate coping methods, as well as long-term coping mechanisms; 5) Learning a framework regarding your temperament and its impact on your life; 6) Improving your self-regulation skills, which are essential in adult life. |
| 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,Presentation |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | S | Exam |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | S | Exam |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | H | Exam,Participation,Presentation |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | S | Presentation |
| 6) | Internalization and dissemination of professional ethical standards. | S | 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. | S | 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). | S | Presentation |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | N | |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | S | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | S |
| Prepared by and Date | AYŞE BİLGE SELÇUK , September 2023 |
| Course Coordinator | AYŞE BİLGE SELÇUK |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. OYTUN SULTAN AYGÜN |
Course Contents
| Week | Subject |
| 1) | Introduction and Warm Up |
| 2) | Glossary: Back to Basics |
| 3) | What is Psychological Resilience? |
| 4) | Coping with Loss |
| 5) | Building Resilience: The Lifespan Development of Resilience |
| 6) | The One Skill to Regulate Them All: Coping with Self and Emotions |
| 7) | How to Control Your Mind Like Jedis? |
| 8) | Mid-term Exam |
| 9) | Tactics for Stress Management and Well-Being - 1 |
| 10) | Tactics for Stress Management and Well-Being - 2 |
| 11) | Close Relationships and Resilience |
| 12) | Psychological First Aid |
| 13) | Your Scientific Theory of Happiness |
| 14) | End of the class |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | • American Psychological Association. (2023). Stress’ effects on the body. https://www.apa.org/topics/stress/body • Bonanno, G. A. (2008). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? Psychological Trauma: Theory, Research, Practice, and Policy, S(1), 101–113. • Yavuz‐Müren, H. M., Korucu, I., & Selçuk, A. B. (2022). Temperament and social development in childhood. In Smith, P.K. & Hart, C.H. (Eds.), The Wiley‐Blackwell Handbook of Childhood Social Development, pp. 297-315. • Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227-238. • Richmond-Rakerd, L. S., Caspi, A., Ambler, A., d’Arbeloff, T., de Bruine, M., Elliott, M., & Moffitt, T. E. (2021). Childhood self-control forecasts the pace of midlife aging and preparedness for old age. Proceedings of the National Academy of Sciences, 118, 1-11. • McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1–9. • Beck, J. (2020). Cognitive conceptualization. Cognitive Therapy: Basics and Beyond, (3rd ed.). The Guilford Press, 1995, pp. 26-55. • Marder, J. (2022). Be here now: how to exercise mindfully. The New York Times. https://www.nytimes.com/2022/01/28/well/move/exercise-mindfulness.html • Mastandrea, S., Fagioli, S., & Biasi, V. (2019). Art and psychological well-being: Linking the brain to the aesthetic emotion. Frontiers in Psychology, 10, 739. • Slatcher, R. B., & Selcuk, E. (2017). A social psychological perspective on the links between close relationships and health. Current Directions in Psychological Science, 26(1), 16–21. • Global First Aid Platform. (2021). Psychological first aid. https://www.globalfirstaidcentre.org/psychological-first-aid/ • Madeson, M. (2017). The PERMA model: Your scientific theory of happiness. Positive Psychology Blog.https://positivepsychology.com/permamodel/ *Additional readings will be announced during the semester. | ||||||
| Teaching Methods | This course will use a flipped format. Students will prepare for class by watching videos or reading about the skills they develop in that week’s classes. During class, students will work individually/together on ungraded exercises to develop those skills. Students will work alone or in groups according to their preference and according to that week’s subject matter. | ||||||
| Homework and Projects | Students will provide in-class activities and assignments, worth 50% of the total grade. | ||||||
| Laboratory Work | None. | ||||||
| Computer Use | Students will be expected to use appropriate information technology both in their out-class activities, homeworks and during class hours. They will need to search for and read online resources and articles and watch several videos before the class. | ||||||
| Other Activities | |||||||
| Assessment Methods |
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| Course Administration |
selcukay@mef.edu.tr The students are expected to attend all class sessions and contribute to the weekly lecture. Attendance in in-class activities and participation will be considered in assigning grades. Make-up exams and compensations for class activities will be given only for university-approved excused absences with written documentation where appropriate. Throughout the semester, some extra credit opportunities (e.g., movie critique, reflection papers, participating in the experiments) may be provided to the students. The students are expected to treat university personnel and one another respectfully at all times; this includes showing respect for class content and others’ opinions. Although helping each other and exchanging notes for missed class sessions are encouraged, the assignments you turn in should be your own work. Cheating and plagiarism are not tolerated in this course. 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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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 | 1 | 70 | ||
| Application | 13 | 1 | 2 | 1 | 52 | ||
| Homework Assignments | 2 | 1 | 1 | 1 | 6 | ||
| Midterm(s) | 1 | 14 | 1 | 15 | |||
| Total Workload | 143 | ||||||
| Total Workload/25 | 5.7 | ||||||
| ECTS | 6 | ||||||