| School/Faculty/Institute | Graduate School | ||||
| Course Code | LSC 516 | ||||
| Course Title in English | Mindfulness: Theories and Practices in School Settings | ||||
| Course Title in Turkish | Bilinçli Farkındalık: Teoriler ve Okul Ortamı Uygulamaları | ||||
| Language of Instruction | EN | ||||
| Type of Course | Exercise,Ters-yüz öğrenme,Lecture | ||||
| Level of Course | Başlangıç | ||||
| Semester | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 130 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | none | ||||
| Registration Restrictions | Graduate Students Only | ||||
| Overall Educational Objective | Understanding the concept of mindfulness, scientific basis, exercises and applications in the school environment. | ||||
| Course Description | This experiential course is an introduction to mindfulness. Through it, students will learn the principles of practice, develop their own mediation practice, and apply principles to daily life. They will learn strategies to skillfully work with thoughts, emotions, and sensations, while developing their capacity to enhance mind-body awareness of present-moment experience. They will study theory and research in the field of mindfulness and the emerging science that shows promising, beneficial effects for physical and mental health and well-being. This course is designed for beginners and is also suitable for those with experience who want to refine their practice. Classes consist of a combination of lecture, practice, and discussion. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Define the mindfulness as a concept. 2) Recognize and understand theories and research in the field of mindfulness that show beneficial effects for physical and mental health 3) Distinguish strategies for working with thoughts, emotions and sensations and developing capacities to increase mind-body awareness in the experience of the present moment. 4) Understands the discipline of practicing, develops their own mindfulness practices and adapts them to daily life. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Ability to investigate innovative ideas in education, evaluate and design best teaching practices | ||||
| 2) Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education | ||||
| 3) Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues | ||||
| 4) Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students | ||||
| 5) Capability to use technological tools to design educational settings and lessons | ||||
| 6) Awareness of the importance of being a lifelong learner | ||||
| 7) Ability to situate themselves in ‘learner’ position when planning educational settings | ||||
| 8) Competence to evaluate educational research articles | ||||
| 9) Competence to communicate academically, in writing and orally. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Ability to investigate innovative ideas in education, evaluate and design best teaching practices | N | |
| 2) | Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education | N | |
| 3) | Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues | N | |
| 4) | Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students | N | |
| 5) | Capability to use technological tools to design educational settings and lessons | N | |
| 6) | Awareness of the importance of being a lifelong learner | N | |
| 7) | Ability to situate themselves in ‘learner’ position when planning educational settings | N | |
| 8) | Competence to evaluate educational research articles | N | |
| 9) | Competence to communicate academically, in writing and orally. | N |
| Prepared by and Date | ZÜMRA ATALAY , March 2024 |
| Course Coordinator | |
| Semester | |
| Name of Instructor | Prof. Dr. ZÜMRA ATALAY |
| Week | Subject |
| 1) | Introduction to Mindfulness |
| 2) | Mindfulness – Scientific Research |
| 3) | Mind-Body Awareness and Connection |
| 4) | Mindfulness Meditations |
| 5) | awareness of thoughts |
| 6) | Awareness of emotions, dealing with emotions |
| 7) | Recognizing Emotions and Taking Action wisely |
| 8) | dealing with Difficult Emotions and Compassion |
| 9) | Mindfulness in Daily Life |
| 10) | Mindfulness in Schools |
| 11) | Mindfulness in Schools |
| 12) | Mindfulness in Schools |
| 13) | Mindfulness Pratice in Schools |
| 14) | Review of the whole course |
| 15) | Project, Assignment Submission Period |
| 16) | Project, Assignment Submission Period |
| Required/Recommended Readings | Önerilen Okumalar Atalay, Z. (2019). Mindfulness (Bilinçli Farkındalık): Farkındalıkla anda kalma sanatı. İstanbul: İnkılap Yayınevi. Atalay, Z. (2020). Mindfulness: Çocuklar için Bilinçli Farkındalık. İstanbul: Masalperest Yayınevi. Atalay, Z. (2023). Mindfulness Temelli Bilişsel Terapi. H. Türkçapar (Ed.), Z. Karataş (Ed), Bilişsel Davranışçı Psikoterapide Yeni Gelişmeler (1. Baskı) içinde (s. 113–142). Nobel Yayıncılık. Segal, Z. V., Williams, M., & Teasdale, J. (2018). Mindfulness-based cognitive therapy for depression. Guilford Publications. Williams, M., & Penman, D. (2020). Mindfulness - Zıvanadan Çıkmış Bir Dünyada Huzur Bulmak İçin 8 Haftalık Bir Rehber. İstanbul: Diyojen Yayıncılık. | ||||||||||||||||||
| Teaching Methods | Flipped Classroom, group works and interactions in small groups or dyads , research papers, practice | ||||||||||||||||||
| Homework and Projects | Attendance and Participation - %15 Weekly Reports (mindfulness home practice form)- %20 Article Review Paper- %25 Final Project- %40 Total- %100 | ||||||||||||||||||
| Laboratory Work | none | ||||||||||||||||||
| Computer Use | none | ||||||||||||||||||
| Other Activities | none | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
atalayz@mef.edu.tr . Prof. Dr. Zümra Atalay |
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| 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 | 1 | 28 | 4 | 32 | |||
| Total Workload | 130 | ||||||
| Total Workload/25 | 5.2 | ||||||
| ECTS | 5 | ||||||