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 354 | |||||
| Course Title in English | Contemporary Psychotherapy Techniques | |||||
| Course Title in Turkish | Modern Psikoterapi Teknikleri | |||||
| Language of Instruction | EN | |||||
| Type of Course | Lecture | |||||
| Level of Course | Intermediate | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 140 hours per semester | |||||
| Number of Credits | 6 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
PSYC 208 - Adult Psychopathology | PSYC 301 - Child and Adolescent Psychopathology |
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| Expected Prior Knowledge | Child and Adolescent Psychopathology or Adult Psychopathology | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To become familiar with the clinical psychology, psychotherapy techniques, psychopathology and innovative methods in therapy sessions; to be able to understand and interpret case formulation and treatment plan via case study examples. | |||||
| Course Description | This course aims to introduce the students to the innovative/contemporary psychotherapy techniques. Students are introduced to psychopathology, psychotherapy techniques and new technological methods for therapy sessions. | |||||
| Course Description in Turkish | Bu ders, öğrencilere yenilikçi/modern psikoterapi teknikleri ile tanıştırmayı amaçlamaktadır. Öğrenciler psikopatoloji,psikoterapi teknikleri ve terapi seansı için kullunılan yeni teknolojik metodlar ile tanışacaklardır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) demonstrate knowledge of psychopathology and assessment; 2) analyze and use case formulation; 3) evaluate and rethink case studies; 4) Understand new technological methods for therapy session; 5) know clinical skill practice; 6) develop treatment plans. |
| 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. | S | Participation |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | S | Participation |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | S | Participation |
| 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. | N | |
| 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 |
| 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 | Exam,Participation |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | Participation |
| 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 | Participation |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Participation |
| Prepared by and Date | SENA CÜRE ACER , December 2023 |
| Course Coordinator | SENA CÜRE ACER |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. NAZLI IŞIK BİRÇEK GÜL |
Course Contents
| Week | Subject |
| 1) | Standard and Innovative Strategies in Cognitive Behavior Therapy |
| 2) | Virtual Reality for Psychotherapy: Current Reality and Future Possibilities |
| 3) | Guided Internet Treatments- What it is and how it works? |
| 4) | Telehealth,” “Telepsychology,” “E-Health,” “E-Therapy” - Suicide prevention |
| 5) | A case study on depression and Suicide prevention (Example of E- Therapy) and CBT strategies |
| 6) | AVATAR therapy (auditory verbal hallucinations in people with psychosis) |
| 7) | Using Google Earth- Returning to the scene of the trauma in PTSD treatment – why, how and when? |
| 8) | Introducing compassion-focused therapy |
| 9) | A case study on PTSD (Using Google Earth)- Role play practice with students. |
| 10) | Using Online Surveys in Behavioral Experiments |
| 11) | Wilderness therapy- Outdoor Behavioral Health Care |
| 12) | Simulated Presence Therapy |
| 13) | Neurofeedback System for Adults and Children |
| 14) | Animal Assisted Therapy programs for Children & Solution focused therapy |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Hofmann, S. G. (2011). An introduction to modern CBT: Psychological solutions to mental health problems. John Wiley & Sons. Glanz, K., Rizzo, A. S., & Graap, K. (2003). Virtual reality for psychotherapy: Current reality and future possibilities. Psychotherapy: Theory, Research, Practice, Training, 40(1-2), 55. Carlbring, P., Andersson, G., Cuijpers, P., Riper, H., & Hedman-Lagerlöf, E. (2018). Internet-based vs. face-to-face cognitive behaviour therapy for psychiatric and somatic disorders: an updated systematic review and meta-analysis. Cognitive Behaviour Therapy, 47(1), 1-18. Zur, O. (2012). TelePsychology or TeleMentalHealth in the digital age: The future is here. California Psychologist, 45(1), 13-15. Choi, N. G., Marti, C. N., Bruce, M. L., Hegel, M. T., Wilson, N. L., & Kunik, M. E. (2014). Six‐month post-intervention depression and disability outcomes of in‐home telehealth problem‐solving therapy for depressed, low‐income homebound older adults. Depression and anxiety, 31(8), 653-661. Hayward, M., Jones, A. M., Bogen-Johnston, L., Thomas, N., & Strauss, C. (2017). Relating Therapy for distressing auditory hallucinations: a pilot randomized controlled trial. Schizophrenia research, 183, 137-142. Murray, H, Merritt, C, Grey, N (2015). Clients’ experiences of returning to the trauma site during PTSD treatment: an exploratory study. Behavioural and Cognitive Psychotherapy, 43, 1–11. Rouf, K., Fennell, M., Westbrook, D., Cooper, M., & Bennett-Levy, J. (2004). Devising effective behavioural experiments. Oxford guide to behavioural experiments in cognitive therapy, 21-58. Fletcher, T. B., & Hinkle, J. S. (2002). Adventure based counselling: An innovation in counselling. Journal of Counseling & Development, 80(3), 277-285. Cohen-Mansfield, J. (2004). Nonpharmacologic interventions for inappropriate behaviours in dementia: a review, summary, and critique. Focus, 9(2), 361-308. Ochi, Y., Laksanasopin, T., Kaewkamnerdpong, B., & Thanasuan, K. (2017) Neurofeedback game for attention training in adults. In Biomedical Engineering, International Conference (BMEiCON), pp. 1-5. Karol, J. (2007). Applying a Traditional Individual Psychotherapy Model to Equine-facilitated Psychotherapy (EFP): Theory and Method. Clinical Child Psychology and Psychiatry, 12(1), 77–90. https://doi.org/10.1177/1359104507071057 | ||||||||||||||||||
| Teaching Methods | This course will be in the lecture format. Before the lecture, students will be expected to read each week’s articles and chapters prior to that week’s lecture. I will explain contemporary psychotherapy techniques and psychopathology using clinical case studies examples. Following this, the student will discuss and evaluate new psychotherapy techniques on these case examples. Students will be expected to contribute to class discussions. | ||||||||||||||||||
| Homework and Projects | Case formulation and treatment plan | ||||||||||||||||||
| Laboratory Work | |||||||||||||||||||
| Computer Use | |||||||||||||||||||
| Other Activities | Classroom discussion, readings, videos, power-point etc. | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acers@mef.edu.tr Attendance at all classes is mandatory. Students arriving late or unprepared will be barred from that class, which will impact upon their continuous assessment grade. 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. |
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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 | 2 | 98 | ||
| Homework Assignments | 3 | 12 | 1 | 1 | 42 | ||
| Total Workload | 140 | ||||||
| Total Workload/25 | 5.6 | ||||||
| ECTS | 6 | ||||||