| NUTRITION AND DIETETIC (ENGLISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0012 | Introduction to Psychodrama | Spring | 3 | 0 | 3 | 5 |
| 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: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. SELDA POLAT |
| Recommended Optional Program Components: | This course will be delivered in a hybrid format, including face-to-face on-campus classrooms and online courses via virtual classrooms. Students taking the course are expected to be present in the classroom during theoretical lecture hours. |
| Course Objectives: | The aim of this course is to enhance students' level of self-awareness through psychodrama techniques, enabling them to better understand themselves and others, and to improve self-esteem and assertive behavior traits. Additionally, the course aims to help students develop empathy, communication, and problem-solving skills within group dynamics. |
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The students who have succeeded in this course; By the end of this course, students will be able to: • Define the basic principles, techniques, and application methods of psychodrama. • Develop flexibility and the ability to respond appropriately to challenging real-life situations. • Foster empathy by role-playing situations they may not encounter in real life. • Apply warm-up games used in psychodrama processes and participate actively in group activities. • Engage in self-exploration and self-awareness exercises. • Strengthen interpersonal communication skills through the analysis of group dynamics and roles. • Enhance creative problem-solving and decision-making skills using psychodramatic approaches. • Explain the role and importance of psychodrama methods in therapy and group work. • Recognize how negative emotions are expressed and learn to use personal inner resources for emotional regulation. • Understand the importance of ethical principles and mutual respect among individuals. • Become aware of the significance of being a group or a team |
| History of psychodrama, basic techniques, warm-up games. Teaching methods and techniques used in the course: narration, educational games, group work, practice, drama, observation will be used. |
| Week | Subject | Related Preparation |
| 1) | Introduction and Introduction to the Course Introduction to Psychodrama Course Rules | |
| 2) | History of Psychodrama Theoretical Information About Psychodrama Elements of Psychodrama | |
| 3) | Basic Techniques in Psychodrama/Stages of Psychodrama Session/Warm-up Games-Sharing-Feedback | |
| 4) | Warm-up Games-Sharing-Feedback | |
| 5) | Warm-up Games-Sharing-Feedback | Sharing of the week after the warm-up game of the previous lesson |
| 6) | Theory- Warm-up Games-Sharing-Feedback | Sharing of the week after the warm-up game of the previous lesson |
| 7) | Warm-up Games-Sharing-Feedback | Sharing of the week after the warm-up game of the previous lesson |
| 8) | MİDTERM | |
| 9) | Theory- Warm-up Games-Sharing-Feedback | Sharing of the week after the warm-up game of the previous lesson |
| 10) | Warm-up Games-Sharing | Sharing of the week after the warm-up game of the previous lesson |
| 11) | Warm-up Games-Sharing | Sharing of the week after the warm-up game of the previous lesson |
| 12) | Warm-up Games-Sharing | Sharing of the week after the warm-up game of the previous lesson |
| 13) | Warm-up Games-Sharing | Sharing of the week after the warm-up game of the previous lesson |
| 14) | Closing warm-up games-Lesson Evaluation and Feedback | Sharing and feedbacks about the course during the semester |
| Course Notes / Textbooks: | 1. Deniz ALTINAY, Psikodramada Seçme Konular, Epsilon, İstanbul, 20152. 2. Deniz ALTINAY, Psikodrama Grup Psikoterapisi El Kitabı Yaşama Dair Çok Şey, Nobel, İstanbul |
| References: | 1. Course notes 2. Deniz ALTINAY, Psikodramada Seçme Konular, Epsilon, İstanbul, 2015 3. Deniz ALTINAY, Psikodrama Grup Psikoterapisi El Kitabı Yaşama Dair Çok Şey, Nobel, İstanbul Additional required readings will be uploaded via itslearning. If you are unable to access any material, please contact the instructor. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Project | 2 | % 35 |
| Final | 1 | % 55 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 10 | |
| PERCENTAGE OF FINAL WORK | % 90 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 3 | 39 |
| Application | 6 | 10 | 60 |
| Study Hours Out of Class | 4 | 4 | 16 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 119 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To use theoretic and methodological approach, evidence-based principles and scientific literature in Nutrition and Dietetics field systematically for practice. | 4 |
| 2) | To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. | 3 |
| 3) | To assess nutritional status of risky groups in nutrition related problems (pregnant, babies, adolescences, elders, etc.) | 5 |
| 4) | To use healthcare, information technologies for Nutrition and Dietetic practice and research. | 4 |
| 5) | To communicate effectively with advisee, colleagues for effective professional relationships. | 4 |
| 6) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 7) | To use life-long learning, problem-solving and critical thinking skills. | 4 |
| 8) | To act in accordance with ethical principles and values in professional practice. | 3 |
| 9) | To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. | 3 |
| 10) | To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. | 4 |
| 11) | To take responsibility and participate in the processes actively for training of other dieticians, education of health professionals and individuals about nutrition. | 5 |
| 12) | To carry out dietetic practices considering cultural differences and different health needs of different groups in the community. | 4 |