| School/Faculty/Institute |
Faculty of Economics, Administrative and Social Sciences |
| Course Code |
PSYC 361 |
| Course Title in English |
Play Therapy |
| Course Title in Turkish |
Oyun Terapisi |
| Language of Instruction |
EN |
| Type of Course |
Ters-yüz öğrenme,Lecture |
| Level of Course |
Başlangıç |
| Semester |
Fall |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: |
Lab: |
Other: |
|
| Estimated Student Workload |
148 hours per semester |
| Number of Credits |
6 ECTS |
| Grading Mode |
Standard Letter Grade
|
| Pre-requisites |
PSYC 201 - Developmental Psychology I
|
| Co-requisites |
None |
| Expected Prior Knowledge |
Developmental psychology |
| Registration Restrictions |
Only Undergraduate Students |
| Overall Educational Objective |
To become familiar with the basic theoretical background of play therapy, major approaches, methods and techniques of play therapy. |
| Course Description |
The purpose of the course is to introduce the students to the history, major theoretical approaches, and techniques of play therapy. Throughout the course, the students will be provided an introductory experience in skill development. Students will also work both individually and in a group setting. They will learn specific skills, which can be used when working with children and their families using the developmentally appropriate setting of play. |
Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) Oyun terapisinin tarihini, teorik arka planını ve bağlamını anlamak.
2)
Oyun işlevlerini (biyolojik, içsel, kişiler arası ve sosyo-kültürel), oyun terapisi sürecini anlamak ve bunun çocuk danışanların değişimi ve büyümesi için neden uygun bir yöntem olduğunu kavramak.
3) Oyun terapisinin tarihini şekillendiren önemli kişiler, teorisyenler ve kuruluşları karşılaştırmak ve karşıtlıklarını incelemek.
4) En yaygın kabul gören oyun terapisi teorik modellerini ve en sık sunulan formatlarını karşılaştırmak ve karşıtlıklarını incelemek.
5) Giriş seviyesinde oyun terapisi becerilerini sergilemek.
|
| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
5 |
Relation to Program Outcomes and Competences
| N None |
S Supportive |
H Highly Related |
| |
|
|
| |
Program Outcomes and Competences |
Level |
Assessed by |
| Prepared by and Date |
SENA CÜRE ACER , March 2022 |
| Course Coordinator |
MERVE CAN |
| Semester |
Fall |
| Name of Instructor |
Öğr. Gör. BUSE ZEYNEP SARIKAYA |
Course Contents
| Hafta |
Konu |
| 1) |
Oyun Terapisinin Tarihi |
| 2) |
Oyunun Terapötik Gücü |
| 3) |
Psikanalitik – Psikodinamik Oyun Terapisi |
| 4) |
Nesne İlişkileri ve Bağlanma Temelli Oyun Terapisi |
| 5) |
Jung Oyun Terapisi ve Adler Oyun Terapisi |
| 6) |
Çocuk Merkezli Oyun Terapisi ve Çocuk-Ebeveyn İlişkileri Terapisi |
| 7) |
Vize |
| 8) |
Theraplay |
| 9) |
Deneyimsel Oyun Terapisi |
| 10) |
Aile Oyun Terapisi |
| 11) |
Bilişsel Davranışçı Oyun Terapisi & Çözüm Odaklı Oyun Terapisi |
| 12) |
Kuralcı Oyun Terapisi ve Oyun Terapisine Bütünleştirici Yaklaşım |
| 13) |
Sunumlar ve Tartışmalar |
| 14) |
Sunumlar ve Tekrar |
| 15) |
Final Sınavı Dönemi |
| 16) |
Final Sınavı Dönemi |
| Required/Recommended Readings | Required: Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
The History of Play Therapy (Chapter 2 from Jane L. Johnson)
The Therapeutic Powers of Play (Chapter 3 from Athena A. Drewes & Charles E.Schafer)
Psychoanalytic – Psychodynamic Play Therapy. Chapter 2 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Object Relations and Attachment Based Play Therapy. Chapter 5 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Jungian Play Therapy. Chapter 3 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Adlerian Play Therapy. Chapter 4 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Child Centered Play Therapy. Chapter 5 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Child-Parent Relationship Therapy (Filial Therapy). Chapter 9 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Theraplay. Chapter 10 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice.
Experiential Play Therapy (Norton, Norton In Schaefer, Kaduson Contemporary Play Therapy.pdf)
Family Play Therapy (Chapter 13: from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice.)
Cognitive Behavioral Play Therapy (Chapter 6: from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice.)
Solution-Focused Play Therapy (Contemporary Play Therapy_ Theory, Research, and Practice)
Prescriptive Play Therapy (Braverman, Lisa D._ O’Connor, Kevin J._ Schaefer, Charles E. - Handbook of play therapy)
Integrative Approach to Play Therapy (Chapter 7: from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice.)
Recommended: Schaefer, C. E. (Ed.). (2011). Foundations of play therapy (2nd ed.). Hoboken, NJ, US: John Wiley & Sons Inc.
|
| Teaching Methods | A combination of experiential learning, lecture, discussion, and reading will be used. Instructional methods include readings, lecture, discussion, role-playing, small group experiences, video analysis, demonstrations, and observation of play therapy sessions. |
| Homework and Projects | Assignment #1 and Presentation: Observation of a child’s play for 20 minutes in the child’s natural context (home, playground etc.). During/right after your observation, the students will take notes. After the observation, they will write a short paper about the observation and personal experience. The observation paper should be only 2-pages double-spaced text (in APA format).
Assignment #2 and Presentation: In a group of 3 or 4, each student will choose one theoretical approach/play therapy modality, will explain the main principles and how it is used with a specific case (will be provided) and design the setting (materials, toys etc.) related to that approach and conduct a “play session” with a child (and family), in a role play format in classroom. The paper (in individual) should be 5-6 pages double-spaced text (in APA format). The presentation (in group) will be 30 minutes.
|
| Laboratory Work | None |
| Computer Use | None |
| Other Activities | Students will be asked to read each week’s book chapter and article prior to that week’s classroom session. Classroom discussions will be based on these readings as well as various videos. |
| Assessment Methods |
| Assessment Tools |
Count |
Weight |
| Devam |
14 |
% 10 |
| Ödev |
1 |
% 35 |
| Ara Sınavlar |
1 |
% 20 |
| Final |
1 |
% 35 |
| TOTAL |
% 100 |
|
| Course Administration |
kodalaka@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.
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. |