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 438

Course Title in English

Developmental Psychopathology

Course Title in Turkish

Gelişimsel Psikopatoloji

Language of Instruction

Type of Course

Flipped Classroom

Level of Course

Intermediate

Semester

Spring

Contact Hours per Week

Lecture: 3

Recitation:

Lab:

Other:

Estimated Student Workload

146 hours per semester

Number of Credits

6 ECTS

Grading Mode

Standard Letter Grade

Pre-requisites

PSYC 301 - Child and Adolescent Psychopathology

Expected Prior Knowledge

Child and Adolescent Psychopathology

Co-requisites

None

Registration Restrictions

Only Undergraduate Students

Overall Educational Objective

To enhance understanding and familiarity with the literature on and the scientific study of developmental psychopathology; and to have a better understanding of the basic childhood disorders.

Course Description

The aim of this course is to look at psychopathology from a developmental perspective while familiarizing students with the main disorders of childhood. The scope of the course will include: the clinical definition and diagnostic features of the childhood disorders, developmental pathways (risk factors, resilience, comorbidity, nature of progression, biology and environment interactions), whether the disorder is a developmental delay or a deviance, models of developmental psychopathology, theoretical explanations of the disorder, and contribution of studying pathologies to the normal developmental theory.

Course Description in Turkish

Bu dersin amacı, öğrencileri çocukluk çağının temel bozukluklarıyla tanıştırırken psikopatolojiye gelişimsel bir perspektiften bakmaktır. Dersin kapsamı şunları içerecektir: Çocukluk çağı bozukluklarının klinik tanımı ve tanısal özellikleri, gelişimsel yollar (risk faktörleri, dayanıklılık, komorbidite, ilerlemenin doğası, biyoloji ve çevre etkileşimleri), bozukluğun gelişimsel bir gecikme mi yoksa bir sapma mı olduğu, gelişimsel psikopatoloji modelleri, bozukluğun teorik açıklamaları ve patolojilerin incelenmesinin normal gelişim teorisine katkısı.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) Enhance understanding and familiarity with the literature
2) Evaluate scientific study of developmental psychopathology
3) Comprehend scientific English and communicate it in a scientific manner
4) Create new research ideas
5) Evaluate models and theoretical explanations of developmental psychopathology
6) Enhance understanding of diagnostic feature of childhood disorders

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.	S	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.	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
9)	Recognition, understanding, and respect for the complexity of sociocultural and international diversity.	H	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.	H	Exam
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	Presentation

Prepared by and Date	SENA CÜRE ACER , December 2023
Course Coordinator	SENA CÜRE ACER
Semester	Spring
Name of Instructor	Prof. Dr. AYŞE BİLGE SELÇUK

Course Contents

Week	Subject
1)	Introduction to the Course
2)	Outline and Introduction
3)	Biological and Environmental Background of Psychopathology
4)	Biological and Environmental Background of Psychopathology
5)	Developmental Psychopathology: A Perspective
6)	Developmental Psychopathology: A Perspective Classification, Evaluation, and Intervention
7)	Classification, Evaluation, and Intervention
8)	Anxiety Disorders
9)	Anxiety Disorders Understanding Mood Disorders
10)	Conduct Disorder
11)	Attention-Deficit Hyperactivity Disorder: An Overview
12)	Autism Spectrum Disorder
13)	Autism Spectrum Disorder Asperger Syndrome
14)	Eating Disorders (Basic Physical Health and Related Disorders)
15)	Final Examination Period
16)	Final Examination Period

Required/Recommended Readings

Fonagy, P., Fletcher, J.M., Sharp, C., & Venta, A. (2021). Developmental Psychopathology. John Wiley & Sons Ltd.

Teaching Methods

In this course, we will use flipped learning as one of the teaching methods. Students will be assigned reading materials every week. 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.

Homework and Projects

Laboratory Work

Computer Use

Other Activities

Assessment Methods

Assessment Tools	Count	Weight
TOTAL		%

Course Administration

acers@mef.edu.tr

Instructor’s mail address: aysebilgeselcuk@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. Exam questions will draw heavily from the lectures and the class discussions. Students who come to classes later than 15 minutes will not be admitted to the classroom. 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	1	10			10
Project	1	10			10
Midterm(s)	1	8	2		10
Final Examination	1	16	2		18
Total Workload					146
Total Workload/25					5.8
ECTS					6