| FAMILY COUNSELING (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ALD5009 | Health Literacy | Spring | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | |
| Course Coordinator : | Assoc. Prof. ARZU BUYRUK GENÇ |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course addresses health literacy from both theoretical and practical perspectives, focusing on individuals' abilities to understand, evaluate, and use health-related information. It also explores the role of health literacy in the contexts of health communication, digital health resources, disease prevention, and health promotion. |
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The students who have succeeded in this course; Upon successful completion of this course, students will be able to: Define the concept of health literacy and explain its historical development. Distinguish between types of health literacy (basic, communicative, critical). Analyze individual and societal factors affecting levels of health literacy. Evaluate health communication strategies within the context of health literacy. Explain the concept of digital health literacy and analyze practical examples. Assess national and international policies and programs aimed at improving health literacy. Develop interventions to enhance health literacy among vulnerable groups (elderly, migrants, children). |
| The content of this course addresses the concept of health literacy—which encompasses individuals' abilities to access, understand, evaluate, and apply health-related information—within both theoretical and practical frameworks. The course provides an in-depth examination of the main types of health literacy (basic, communicative, and critical), along with digital health literacy. It focuses on health communication strategies, information management during risk and crisis situations, the use of digital health resources, and the individual and societal factors that influence health literacy levels. Additionally, national and international strategies, policy documents, and best practice examples aimed at improving health literacy are analyzed. The course also specifically addresses the health literacy needs of vulnerable groups such as the elderly, children, and migrants, encouraging students to develop targeted intervention proposals in these areas. |
| Week | Subject | Related Preparation |
| 1) | Introduction | None |
| 2) | Types of health literacy: Basic, functional, critical, and digital | None |
| 3) | Individual and structural factors affecting health literacy | None |
| 4) | The relationship between communication and literacy in healthcare services | None |
| 5) | Risk communication, crisis communication, and health literacy | None |
| 6) | Digital health literacy: E-health, mobile health, and artificial intelligence | None |
| 7) | Health literacy among vulnerable groups (migrants, elderly, individuals with disabilities) | None |
| 8) | Mid Term Exam | None |
| 9) | Cultural sensitivity and ethical principles in health literacy | None |
| 10) | Health information and misinformation in the media: Coping through literacy skills | None |
| 11) | Health literacy and behavior change models | None |
| 12) | National and international health literacy strategies (WHO, Turkey’s Health Literacy Projects) | None |
| 13) | Health literacy education and public awareness campaigns | None |
| 14) | General overview of the course | None |
| Course Notes / Textbooks: | • Nutbeam, D. (2000). Health Literacy as a Public Health Goal • Sørensen, K. et al. (2012). Health literacy and public health: A systematic review • Türkiye Sağlık Okuryazarlığı Araştırması (TÜİK, 2014) • WHO (2021). Health literacy development for the prevention and control of noncommunicable diseases |
| References: | • Nutbeam, D. (2000). Health Literacy as a Public Health Goal • Sørensen, K. et al. (2012). Health literacy and public health: A systematic review • Türkiye Sağlık Okuryazarlığı Araştırması (TÜİK, 2014) • WHO (2021). Health literacy development for the prevention and control of noncommunicable diseases |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 42 | 588 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 3 | 3 |
| Total Workload | 594 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Using the knowledge and skills acquired in the field of family counseling, interpret and evaluate the data put forward scientifically, identify, analyze and synthesize the problems of the field, develop solutions in line with professional and ethical values, share information and participate in teamwork. | 1 |
| 2) | Uses all kinds of information and technologies related to the field of family counseling. | 1 |
| 3) | Has the knowledge of reaching scientific knowledge and findings, results, following, evaluating and applying current literature in the field of family counseling. | 1 |
| 4) | Using the knowledge, skills and experience gained in the field of family counseling, the individual makes the necessary training focused on solutions to the problems that occur in the family and society. | 1 |
| 5) | As a family counselor, he/she plans and manages activities for the development of the employees under his/her responsibility within the framework of a project and monitors and evaluates the process. | 1 |
| 6) | Develops a counseling approach that is in accordance with ethical principles and has a high cultural sensitivity. | 1 |
| 7) | Evaluates individual, couple and family problems with a multidimensional approach. | 1 |
| 8) | Uses related measurement and evaluation tools effectively in the process of family counseling. | 1 |
| 9) | Develops the ability to assess and intervene in structural elements such as communication, roles and boundaries within the family. | 1 |
| 10) | To be able to take responsibility individually and as a team member to solve complex and intricate problems encountered and unforeseen in practices related to the field of family counseling. | 4 |
| 11) | Demonstrates competence in research, data analysis and scientific reporting in the field of family counseling. | 1 |