| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY4071 | Family Systems | 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 : | Assoc. Prof. OYA MORTAN SEVİ |
| Recommended Optional Program Components: | "." |
| Course Objectives: | Family is the primary social context which influences the individual. Understanding of the family processes contributes to a better understanding of the individual and his/her behavior. The aim of this course is to look at the family system from a psychological framework. The main family theories are presented with a particular focus on Systems Approach and Family Development Theory. Students are introduced to the systemic perspective and equipped with a better understanding of the patterns, processes and dynamics regarding the family. Contemporary issues in family psychology are also discussed. |
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The students who have succeeded in this course; 1. Define psychological phenomena using the concepts of Systems Theory. 2. Define The concepts and assumptions of the Family Systems Theory. 3. Use the systems approach to define and evaluate the family 4. Identify the different stages of the family life cycle 5. Define the characteristic of contemporary families 6. Discuss the needs of the contemporary families. 7. Discuss the problems specific to 21st century families. |
| Definition, types, Ccaracteristics and functions of the 21st Century families are discussed. Basic concepts and assumptions of the Family Systems Theory are explained. Stages of the family life cycle is studied on the basis of Family Development Theory. |
| Week | Subject | Related Preparation |
| 1) | General Introduction | |
| 2) | Family in 21st Century: Definition, Types, Characteristics and Functions | |
| 3) | Family Theories | |
| 4) | General Systems Theory and Systems Perspective | |
| 5) | Family Systems Theory; Family as a System: Basic Concepts and Assumptions | |
| 6) | Family as a System: Basic Concepts and Assumptions | |
| 7) | Family as a System: Basic Concepts and Assumptions | |
| 8) | General Overview | |
| 9) | Family Development Theory; Family Life Cycle: Stages of the Family Development | |
| 10) | Becoming a Family; Stage I: Families Coming Together; Stage II: Joining of the Families | |
| 11) | Stage II: Newly married Couple; Stage IV: Becoming parents – Couple with Children | |
| 12) | Stage V : Mid-life Family; Stage VI: Launching Center | |
| 13) | Aging and the Family | |
| 14) | Contemporary issues in family psychology |
| Course Notes / Textbooks: | 1. Nichols, W.C., Pace-Nichols, M.A., Becvar, D.S., & Napier, A.Y. (2000). Handbook of Family Development and Intervention. New York:John Wiley & Sons, Inc. 2. Carter, B., & McGoldrick, M. (2005). The Expanded Family Life Cycle: Individual, Family, and Social Perspectives (3rd Edition). New York: Allyn and Bacon. 3. Gerson, R., Mcgoldrick, M., & Petry, S. (2008). Genograms: Assessment and Intervention (3rd Ed.). New York: W.W. Norton & Company, Inc. 4. Yalın, A., Oral, N, Gökler I. & Yılmaz B. (2007). Aile Terapisi. F. Çuhadaroğlu Çetin, A. Coşkun, E. İşeri, S. Miral, N. Motavallı, B. Pehlivantürk, T. Türkbay, R. Uslu, F. Ünal (Ed.) Çocuk ve Ergen Psikiyatrisi Temel Kitabı. Ankara. |
| References: | Contemporary scientific articles on the issue. Konularla ilgili çağdaş bilimsel makaleler. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 15 | % 10 |
| Homework Assignments | 1 | % 20 |
| Presentation | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| 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. | 4 |
| 2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | 3 |
| 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. | 2 |
| 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. | 1 |
| 8) | Attain preliminary knowledge for psychological measurement and evaluation. | 2 |
| 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. |