| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY2002 | Developmental Psychology II | Spring | 3 | 0 | 3 | 5 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi AYŞE MELTEM BUDAK |
| Course Lecturer(s): |
Dr. Öğr. Üyesi AYŞE MELTEM BUDAK |
| Recommended Optional Program Components: | "." |
| Course Objectives: | The Developmental Psychology course focuses on human development throughout the life-span, from birth to death. In the second semester of this two-semester course, we will examine physical, cognitive, and socioemotional development from adolescence to late adulthood. We will focus on biological, social and cultural factors that interact in developmental changes in different domains of an individual’s life. |
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The students who have succeeded in this course; 1. Explain and compare theories of development as well as of aging 2. Define biological and environmental foundations of development and aging; appreciate the interaction between the two 3. Explain physical and cognitive development in adolescence and adulthood 4. Explain social and emotional development in adolescence and adulthood 5. Appreciate familial, societal, cultural and biological influences on human development 6. Define death; explain psychological processes related to dying, death and bereavement |
| The course physical and cognitive development, social and emotional development in adolescence, and physical and cognitive development, social and emotional development in early adulthood, and physical and cognitive development and Social and emotional development in middle adulthood, and physical development and cognitive development in late adulthood, death, dying, and bereavement. |
| Week | Subject | Related Preparation |
| 1) | Physical and cognitive development in adolescence | |
| 2) | Physical and cognitive development in adolescence | |
| 3) | Social and emotional development in adolescence | |
| 4) | Physical and cognitive development in early adulthood | |
| 5) | Physical and cognitive development in early adulthood | |
| 6) | Review | |
| 7) | Social and emotional development in early adulthood | |
| 8) | Physical and cognitive development in middle adulthood | |
| 9) | Social and emotional development in middle adulthood | |
| 10) | Physical development in late adulthood | |
| 11) | Cognitive development in late adulthood | |
| 12) | Death, dying, and bereavement | |
| 13) | Review of the semester | |
| 14) | Review of the semester | |
| 15) | Final | |
| 16) | Final |
| Course Notes / Textbooks: | Berk, L. (2010). Development through the Lifespan. Boston: Pearson. |
| References: | "." |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Midterms | 2 | % 60 |
| 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 | 12 | 5 | 60 |
| Midterms | 2 | 15 | 30 |
| Final | 1 | 18 | 18 |
| 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. | 5 |
| 2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | 5 |
| 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). | 3 |
| 5) | Employ ethical sensitivity while doing assessment, research or working with groups. | 1 |
| 6) | Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). | |
| 7) | Get the opportunity and skills to evaluate qualitative and quantitative data, write reports, and present them. | 3 |
| 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. |