Information Package / Course Catalogue
PSYC 377 Divorce and Its Aftermath
MEF University
Degree Programs
Psychology
General Information For Students
Diploma SupplementErasmus Policy Statement
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 377
Course Title in English Divorce and Its Aftermath
Course Title in Turkish Boşanma ve Sonrası
Language of Instruction EN
Type of Course Flipped Classroom
Level of Course Intermediate
Semester Fall
Contact Hours per Week
Lecture: 3 Recitation: Lab: Other:
Estimated Student Workload 142 hours per semester
Number of Credits 6 ECTS
Grading Mode Standard Letter Grade
Pre-requisites PSYC 208 - Adult Psychopathology
Expected Prior Knowledge Adult psychopathology
Co-requisites None
Registration Restrictions Only Undergraduate Students
Overall Educational Objective To become familiar with the basic concepts and considerations in the divorce literature and to understand risk and protective factors affecting children’s adjustment to divorce.
Course Description This course is designed to provide insight into divorce-related processes and the aftermath of divorce with a particular emphasis on children and their adjustment. Lectures will also focus on discussing the evolution of the divorce literature and the psychosocial effects of divorce related factors on children and families.
Course Description in Turkish Bu ders öğrencilerin boşanma literatüründeki önemli konu ve kavramlarla tanışmalarını, boşanma sonrası aile-için süreç ve dinamikler ilgili bilgi kazanmalarını ve boşanmanın aileler üzerindeki olası etkilerini öğrenmelerini hedeflemektedir.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) comprehend the important concepts and considerations in the divorce literature;
2) understand complex psychosocial effects of divorce-related factors on children and families;
3) evaluate scientific articles in relation to divorce-related processes discussed;
4) form hypotheses about the links between family-related factors and children’s wellbeing in the post-divorce family environment.
Program Learning Outcomes/Course Learning Outcomes 1 2 3 4
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. N
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,Presentation
4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. N
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
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 Select,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). H Participation
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. N
12) Ability to acquire knowledge independently, and to plan one’s own learning. S HW,Presentation
13) Demonstration of advanced competence in the clarity and composition of written work and presentations. S Exam,Presentation
Prepared by and Date DAMLA TIL , March 2022
Course Coordinator SENA CÜRE ACER
Semester Fall
Name of Instructor

Course Contents

Week Subject
1) Introductions, review of the syllabus
2) Introduction to divorce: Basic concepts, statistics, and myths and facts regarding divorce and separation Assignment1
3) Class Presentation 1: Results of the assignment Class discussion
4) The evolution of the divorce literature New directions in the literature and its implications in the society
5) What Maisie knew class discussion
6) Conflict in the pre- and post-divorce family environment and its results
7) MIDTERM
8) Kramer vs. Kramer Is “good divorce” possible? Class discussion
9) Factors facilitating children’s adjustment
10) Co-parenting as a new concept and its implications Resilience
11) Working with divorced adults and their children
12) PRESENTATIONS
13) PRESENTATIONS
14) PRESENTATIONS
15) Final Examination Period
16) Final Examination Period
Required/Recommended ReadingsRequired Readings: Cherlin, A.J.(1999). Going to extremes: Family structure, children’s well-being, and social science. Demography 36, 421–428 (1999). Leonoff, A. (2015). The Good Divorce. London: Routledge. (selected chapters/passages will be used) Negash, S., & Sahin, S. (2011). Compassion fatigue in marriage and family therapy: implications for therapists and clients. Journal of marital and family therapy, 37(1), 1–13. Teubert, D., & Pinquart, M. (2010). The association between coparenting and child adjustment: A meta-analysis. Parenting: Science and Practice, 10(4), 286–307. Kelly J. B. (2000). Children's adjustment in conflicted marriage and divorce: a decade review of research. Journal of the American Academy of Child and Adolescent Psychiatry, 39(8), 963–973. Turner, H. A., & Kopiec, K. (2006). Exposure to Interparental Conflict and Psychological Disorder Among Young Adults. Journal of Family Issues, 27(2), 131–158. Figley, C. R. (Ed.) (2002). Treating Compassion Fatigue. Philadelphia: Brunner/Rutledge. (selected chapters/passages will be used) Lamela, D., & Figueiredo, B. (2016). Coparenting after marital dissolution and children’s mental health: a systematic review. Jornal de Pediatria, 92(4), 331–342. Amato, P. R., & Sobolewski, J. M. (2001). The effects of divorce and marital discord on adult children’s psychological well-being. American Sociological Review, 66(6), 900–921. Shimkowski, J. R., & Schrodt, P. (2012). Coparental communication as a mediator of interparental conflict and young adult children's mental well-being. Communication Monographs, 79(1), 48–71. Recommended Readings: Grych, J. H., & Fincham, F. D. (1997). Children's adaptation to divorce: From description to explanation. In S. A. Wolchik & I. N. Sandler (Eds.), Issues in clinical child psychology. Handbook of children's coping: Linking theory and intervention (p. 159–193). Plenum Press. Amato, P., & Gilbreth, J. (1999). Nonresident Fathers and Children's Well-Being: A Meta-Analysis. Journal of Marriage and Family, 61(3), 557-573. doi:10.2307/353560 Harold, G. T., & Sellers, R. (2018). Annual Research Review: Interparental conflict and youth psychopathology: an evidence review and practice focused update. Journal of Child Psychology and Psychiatry, 4, 374. Davies, P. T., & Cummings, E. M. (1994). Marital conflict and child adjustment: An emotional security hypothesis. Psychological Bulletin, 116(3), 387–411.
Teaching MethodsThis course will be taught entirely in the flipped format. Students will be assigned an online lecture every week as well as empirical articles. Students will be asked to read each week’s article/articles prior to that week’s classroom session. During class time, that week’s lecture will be presented by the instructor which will typically be followed by class discussion and review of the empirical article/articles of the week. Students will be expected to prepare for class by spending sufficient time to master the preparatory materials. They will also be expected to contribute appropriately to class discussions and to assist the learning of other students. I as the instructor commit to preparing and selecting high-quality materials for each class, at an appropriate level of English and provide all the help and support students would need to successfully complete the course.
Homework and ProjectsStudents will be expected to complete an assignment on attitudes and beliefs regarding divorce and present it in class the following week. Students will also be expected to present on one of the topics that will be offered by the instructor which will take place in the last 3 weeks of the class and be considered as their final exam grade for this class.
Laboratory Work-
Computer Use-
Other ActivitiesStudents will also be expected to watch 1 or 2 movie/movies and discuss it in the light of the new concepts they learned in this class.
Assessment Methods
Assessment Tools Count Weight
Attendance 14 % 20
Homework Assignments 1 % 10
Presentation 1 % 40
Midterm(s) 1 % 30
TOTAL % 100
Course Administration damlatilogut@gmail.com

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.

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 3 12 36
Midterm(s) 1 6 2 8
Total Workload 142
Total Workload/25 5.7
ECTS 6