| 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 |
| GEP1012 | 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: | Turkish |
| Type of course: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Assist. Prof. SELDA POLAT |
| Recommended Optional Program Components: | This course will be a hybrid course consisting of face-to-face lectures in an on-campus classroom environment and online lectures via a virtual classroom. Students are expected to be present in the classroom during the theoretical class hours. |
| Course Objectives: | The aim of this course is to enable students to increase their level of awareness through psychodrama techniques and thus to get to know themselves and others better, to increase their self-esteem and assertive behavior characteristics. In addition, students are expected to develop empathy, communication and problem solving skills within group dynamics. |
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The students who have succeeded in this course; At the end of this course: - To be able to define the basic principles, techniques and application methods of psychodrama, - To develop the ability / flexibility to exhibit situation-specific behavior in the face of various challenging events that they may encounter in real life, - To be able to empathize by acting out roles that they cannot enter in real life, - To be able to apply the warm-up games used in psychodrama processes and to participate actively in the group, - To be able to participate in studies on self-awareness and awareness development processes - To gain the ability to empathize and strengthen interpersonal communication through group dynamics and role analysis, - To be able to develop creative problem solving and decision making skills using psychodramatic approaches - To be able to explain the place and importance of psychodrama methods in therapy and group work, - To be able to realize how negative emotions are reflected by the person and their own resources in controlling them, - To understand the importance of ethical rules and the importance of respecting each other as individuals - To realize the importance of being a group and team. Translated with DeepL.com (free version) |
| 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. Ders notları 2. Deniz ALTINAY, Psikodramada Seçme Konular, Epsilon, İstanbul, 2015 3. Deniz ALTINAY, Psikodrama Grup Psikoterapisi El Kitabı Yaşama Dair Çok Şey, Nobel, İstanbul Diğer gerekli okumalar, Itslearning aracılığıyla öğrenciler için yüklenecektir. Herhangi bir materyale erişemiyorsanız, lütfen benimle iletişime geçin. |
| References: | 1. Ders notları 2. Deniz ALTINAY, Psikodramada Seçme Konular, Epsilon, İstanbul, 2015 3. Deniz ALTINAY, Psikodrama Grup Psikoterapisi El Kitabı Yaşama Dair Çok Şey, Nobel, İstanbul Diğer gerekli okumalar, Itslearning aracılığıyla öğrenciler için yüklenecektir. Herhangi bir materyale erişemiyorsanız, lütfen benimle iletişime geçin. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Midterms | 1 | % 35 |
| Final | 1 | % 55 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 45 | |
| PERCENTAGE OF FINAL WORK | % 55 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 3 | 39 |
| Application | 6 | 6 | 36 |
| Study Hours Out of Class | 12 | 3 | 36 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 115 | ||
| 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 |