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 358 | |||||
| Course Title in English | Addiction | |||||
| Course Title in Turkish | Bağımlılık | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom,Lecture | |||||
| Level of Course | Intermediate | |||||
| Semester | Spring | |||||
| 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 |
PSYC 208 - Adult Psychopathology | PSYC 301 - Child and Adolescent Psychopathology |
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| Expected Prior Knowledge | Adult psychopathology or Child and adolescent psychopathology | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To gain an understanding of the theoretical models of the etiology of addiction, existing treatments for addiction, and current controversies in the field of addiction research, and treatment. | |||||
| Course Description | This course will cover approaches, addressing neurobiological, behavioral, psychological, and social factors that influence addiction. Topics will include, epidemiology, etiology, diagnosis, and models of addiction, intervention and treatment approaches. | |||||
| Course Description in Turkish | Bu dersin ana odağı, bağımlılığı etkileyen nörobiyolojik, davranışsal, psikolojik ve sosyal faktörlerin anlaşılmasını sağlamaktır. Öğrencilere, bağımlılığın etiyolojisi, prognozu ve tedavi yöntemleri hakkında bilimsel temele dayanan bilgilerin kazandırılması amaçlanmaktadır. Edinilen bilgilerin pekiştirilmesi için öğrenciler sınıfta vaka örneklerini tartışacak ve dersin ilerleyen zamanında belirlenen makalelerin sunumlarını yapıp sınıf içi tartışmaları yöneteceklerdir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) describe basic definitions and classifications in substance use disorders; 2) understand initiation, development and maintenance of substance use disorders; 3) apply various models and theories which explain the etiology of addiction; 4) evaluate scientific articles in the relation to theoretical models of addiction; 5) identify clinical assessment tools commonly used and understand their role in diagnosis, treatment planning, and treatment outcome; 6) discuss treatment approaches and interventions. |
| 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 |
| 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. | H | 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. | S | Participation |
| 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. | N | |
| 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,Presentation |
| 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. | H | Presentation |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Presentation |
| Prepared by and Date | SENA CÜRE ACER , December 2023 |
| Course Coordinator | SENA CÜRE ACER |
| Semester | Spring |
| Name of Instructor | Öğr. Gör. NAZ ŞANSAL |
Course Contents
| Week | Subject |
| 1) | Introduction to Basic Concepts in Addiction |
| 2) | Perspectives on Nature of Addiction: Disease vs Choice |
| 3) | Drugs and Brain |
| 4) | Cognitive and Behavioural Models of Addiction |
| 5) | Socioenvironmental Aspects of Substance Use Disorders |
| 6) | Psychoactive Drugs Part I: Depressants and Stimulants |
| 7) | Midterm |
| 8) | Psychoactive Drugs Part II: Opioids and Hallucinogens |
| 9) | Alcohol and Nicotine Dependence |
| 10) | Behavioural Addictions |
| 11) | Psychopathology and Addiction: Co-Occurrence |
| 12) | Screening, Diagnostic Approaches and Treatment |
| 13) | Psychosocial Interventions |
| 14) | Relapse Prevention and Recovery |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | There is no required textbook for this course but I will prepare the course materials using the textbooks below; Douaihy, A., & Daley, D. C. (2013). Substance Use Disorders. New York: Oxford University Press. Levinthal, C. F. (2013). Drugs, Behaviour & Modern Society (8th edition). New Jersey: Pearson Education. Rosenberg, K. P., & Feder, L. C. (Eds.). (2014). Behavioral Addictions: Criteria, Evidence, and Treatment. Academic Press. Thombs, D. L., & Osborn, C. J. (2019). Introduction to Addictive Behaviors (5th edition). New York: Guilford Publications. West, R. & Brown, J. (2013). Theory of Addiction. Oxford: John Wiley & Sons. Scientific articles will be assigned to introduce students to reading in the profession and discipline. | ||||||||||||||||||
| Teaching Methods | I will deliver course materials on a weekly basis, and elaborate lectures with relevant articles and case examples. I am also going to ask questions to initiate class discussions for students to be able to internalize newly acquired information and integrate them with their personal experiences. | ||||||||||||||||||
| Homework and Projects | Each week, number of students will be presenting an allocated article and coordinating a discussion about it. All students will be asked to read the articles and prepare discussion questions prior to presentations. Articles will be discussed based on their research methodology and theoretical background, helping students extend their knowledge about various topics in addiction research. | ||||||||||||||||||
| Laboratory Work | - | ||||||||||||||||||
| Computer Use | - | ||||||||||||||||||
| Other Activities | Students are expected to contribute each week’s class discussion. | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acers@mef.edu.tr Attendance and participation are an essential part of this course. Students are expected to arrive classes on time and stay until the end of the lecture. Students arriving late or unprepared will be barred from that class, which will impact upon their continuous assessment grade. All assignments should be individually prepared unless I assign students into groups. Late assignments will not be accepted. Students must provide legitimate, acceptable and documented excuse for missing a scheduled exam. Make-up exams might be in a different format compared to 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 commitments of acts of cheating, lying, and deceit in any of their diverse forms such as plagiarism, and copying during examination 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 | ||
| Presentations / Seminar | 1 | 8 | 3 | 11 | |||
| Midterm(s) | 1 | 10 | 2 | 12 | |||
| Final Examination | 1 | 20 | 2 | 22 | |||
| Total Workload | 143 | ||||||
| Total Workload/25 | 5.7 | ||||||
| ECTS | 6 | ||||||