| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY4075 | Learning and Behavior Problems in Children | 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 |
| Recommended Optional Program Components: | "." |
| Course Objectives: | This course introduces students to a variety of problems encountered in children such as phobia, tics, anxiety disorders, aggression, anti-social behavior and oppositional behavior. Focus is on the differentiation between learning and behavioral problems as well as their possible co-existence. |
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The students who have succeeded in this course; 1. Define perspectives ,theories, models, concept of development. 2. Explain the pathways of development, equifinality and multifinality, risk and resilience. 3. Differentiate the genetic, learning and sociocultural context of abnormal behavior in children. 4. Define the assessment, intervention and classification methods utilized in developmental psychopathology. 5. Categorize the diagnostic criteria for each category of abnormal behavior in children, its etiology and treatment. |
| In this course main topics will be abnormality,developmental psychopathology perspective,biological and environmental contexts of psychopathology,research: its role and methods,classification, assessment, and intervention,anxiety disorders,mood disorders,conduct disorders,attention-deficit hyperactivity disorder,language and learning disabilities,mental retardation/intellectual disabilities,pervasive developmental disorders and schizophrenia childhood Disorders |
| Week | Subject | Related Preparation |
| 1) | Defining and identifying abnormality | |
| 2) | Developmental psychopathology perspective | |
| 3) | Biological and environmental contexts of psychopathology | |
| 4) | Research: its role and methods | |
| 5) | Classification, assessment, and intervention | |
| 6) | Anxiety disorders | |
| 7) | Mood disorders | |
| 8) | Conduct disorders | |
| 9) | Attention-deficit hyperactivity disorder | |
| 10) | Language and learning disabilities | |
| 11) | Mental retardation/intellectual disabilities | |
| 12) | Pervasive developmental disorders and schizophrenia Childhood Disorders | |
| 14) | Midterm/final |
| Course Notes / Textbooks: | Wicks-Nelson, R. & Israel, A.C. Behavior disorders of childhood. Pearson, 2006. (OR 7th Edition: Abnormal Child and Adolescent Psychology, 2009. |
| References: | "." |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Homework Assignments | 1 | % 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 | 14 | 0 | 0 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Presentations / Seminar | 1 | 20 | 20 |
| Homework Assignments | 2 | 12 | 24 |
| Midterms | 1 | 20 | 20 |
| Final | 1 | 30 | 30 |
| Total Workload | 150 | ||
| 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. | 3 |
| 2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | 4 |
| 3) | Acquire theoretical and applied knowledge and learn about basic psychological concepts and perspectives | 3 |
| 4) | Familiarize with methodology and data evaluation techniques by being aware of scientific research methods (i.e. correlational, experimental, longitudinal, case study). | 1 |
| 5) | Employ ethical sensitivity while doing assessment, research or working with groups. | 4 |
| 6) | Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). | 1 |
| 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. | 1 |
| 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. |