| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY4069 | Developmental Psychopathology | Fall | 3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi AYŞE MELTEM BUDAK |
| Course Lecturer(s): |
Dr. Öğr. Üyesi AYŞE MELTEM BUDAK Dr. Öğr. Üyesi SENA CÜRE |
| Recommended Optional Program Components: | "." |
| Course Objectives: | The objective of this integrative course is to provide a framework for understanding psychological disorders of childhood and adolescence with a focus on the contexts; developmental processes; environmental, genetic, and neurobiological factors that have been found to be associated with the onset of these disorders. |
|
The students who have succeeded in this course; 1. Explore child psychopathology from a developmental perspective 2. Explain why some children develop atypically 3. Learn about the role of families and caregivers in the development of pathology 4. Identify concepts such as risk and resilience, and early predictors of certain outcomes 5. Learn about prevention and treatment of these disorders |
| 1. Developmental psychopathology perspective 2. Biological and environmental context of psychopathology 3. Classification and evaluation 4. Anxiety and obsessive-compulsive disorders 5. Trauma and stress-related disorders 6. Mood disorders 7. Behavior problems 8. Attention deficit/hyperactivity disorder 9. Communication and learning disorders 10. Intellectual disability 11. Autism spectrum disorders 12. Disorders of basic physical functioning 13. Psychological conditions affecting medical conditions |
| Week | Subject | Related Preparation |
| 1) | General introduction to the Course | |
| 2) | Developmental psychopathology perspective | |
| 3) | Biological and environmental context of psychopathology & classification and assessment | |
| 4) | Anxiety and obsessive-compulsive disorders | |
| 5) | Trauma and stress-related disorders | |
| 6) | Mood Disorders | |
| 7) | Behavioral problems | |
| 8) | Midterm | |
| 9) | Attention deficit/hyperactivity disorder | |
| 10) | Communication and learning disorders | |
| 11) | Intellectual disability | |
| 12) | Autism spectrum disorders | |
| 13) | Disorders of basic physical functioning | |
| 14) | Discussion week |
| Course Notes / Textbooks: | Israel, A. C., Malatras, J. W., & Wicks-Nelson, R. (2021). Abnormal Child and Adolescent Psychology (9th ed.). Routledge. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 15 | % 10 |
| Quizzes | 1 | % 10 |
| Homework Assignments | 1 | % 20 |
| Midterms | 1 | % 20 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentations / Seminar | 1 | 4 | 4 |
| Homework Assignments | 2 | 4 | 8 |
| Midterms | 1 | 22 | 22 |
| Final | 1 | 35 | 35 |
| Total Workload | 139 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Develop close interest in human mind and behavior, and attain critical thinking skills (in particular the ability to evaluate psychological theories using empirical evidence), as well as appreciating psychology as an evidence based science. | 5 |
| 2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | |
| 3) | Acquire theoretical and applied knowledge and learn about basic psychological concepts and perspectives | 5 |
| 4) | Familiarize with methodology and data evaluation techniques by being aware of scientific research methods (i.e. correlational, experimental, longitudinal, case study). | 2 |
| 5) | Employ ethical sensitivity while doing assessment, research or working with groups. | 3 |
| 6) | Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). | 3 |
| 7) | Get the opportunity and skills to evaluate qualitative and quantitative data, write reports, and present them. | 3 |
| 8) | Attain preliminary knowledge for psychological measurement and evaluation. | 3 |
| 9) | To have a basic knowledge of other disciplines (e.g. sociology, history, political science, communication studies, philosophy, anthropology, literature, law, art, etc) that can contribute to psychology and to be able to make use of this knowledge in understanding and interpreting of psychological process. |