| 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 Spring |
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 : | Assist. Prof. AYŞENUR BENEVENTO |
| Course Lecturer(s): |
Dr. Öğr. Görevlisi EBRU YILMAZ |
| 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. Addressing child psychopathology from a developmental perspective 2. Understanding why some children develop atypically 3. Learning the roles of families and caregivers in the development of pathology 4. Learning concepts such as risk factors and resilience and early indicators of certain outcomes 5. Having knowledge about preventing these disorders and treating them if they occur. |
| The teaching methods of the course are lectures, articles, individual studies and case discussions from the perspective of developmental psychopathology. 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 |
| Week | Subject | Related Preparation |
| 1) | General introduction to the Course | |
| 2) | Developmental psychopathology perspective | Read chapter 2 |
| 3) | Biological and environmental context of psychopathology & classification and assessment | Read chapter 3 and 5 |
| 4) | Anxiety and obsessive-compulsive disorders | Read chapter 6 |
| 5) | Trauma and stress-related disorders | Read chapter 7 |
| 6) | Mood Disorders | Read chapter 8 |
| 7) | Behavioral problems | Read chapter 9 |
| 8) | Midterm | |
| 9) | Attention deficit/hyperactivity disorder | Read chapter 10 |
| 10) | Communication and learning disorders | Read chapter 11 |
| 11) | Intellectual disability | Read chapter 12 |
| 12) | Autism spectrum disorders | Read chapter 13 |
| 13) | Disorders of basic physical functioning | Read chapter 14 |
| 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 | 13 | % 10 |
| Quizzes | 2 | % 20 |
| Midterms | 1 | % 30 |
| 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 | 13 | 3 | 39 |
| Study Hours Out of Class | 13 | 2 | 26 |
| Homework Assignments | 2 | 4 | 8 |
| Midterms | 1 | 40 | 40 |
| Final | 1 | 38 | 38 |
| Total Workload | 151 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills. | 5 |
| 2) | To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior. | 5 |
| 3) | To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques). | 3 |
| 4) | To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies). | |
| 5) | To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas. | 5 |
| 6) | To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization. | 5 |
| 7) | To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies. | |
| 8) | To gain the basic knowledge and skills necessary for psychological assessment and evaluation. | 5 |
| 9) | To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes. | |
| 10) | To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society. | 3 |
| 11) | To have problem solving skills and to be able to develop the necessary analytical approaches for this. | 3 |
| 12) | To be able to criticize any subject in business and academic life and to be able to express their thoughts. | 3 |