PSYCHOLOGY
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
PSY3051	Current Trends in Psychology	Fall Spring	3	0	3	6

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Assist. Prof. ALİYE CANAN TAŞLIOĞLU SAYINER
Course Lecturer(s):	Assist. Prof. ITIR KAŞIKÇI
Recommended Optional Program Components:	"."
Course Objectives:	This course will provide you an overview of psychological perspectives on discrimination and exclusion. It will review both mainstream and critical social psychological perspectives. There will be also a brief discussion on methodologies involved in producing psychological knowledge about inclusion and exclusion practices. The course aims at providing a basis for students to understand basic concepts e.g. stereotype, racism, sexism, homophobia etc as well as to get insights into the ways in which systems of exclusion, marginalization and power hierarchies are justified and strengthened.

Learning Outcomes

The students who have succeeded in this course;
1. Get familiar with key concepts of prejudice, stereotypes, discrimination, and exclusion
2. Explain how systems of oppression and exclusion work
3. Identify the ways in which discriminatory practices are justified
4. Recognize differences between different psychological schools in understanding discrimination and exclusion
5. Identify instances of discrimination and exclusion in everyday life.
6. Critically analyze and evaluate relevant research in the field of Social Psychology.
7. Critically analyze and evaluate discriminatory discourses targeting vulnerable groups

Course Content

This course will provide you an overview of psychological perspectives on discrimination and exclusion. It will review both mainstream and critical social psychological perspectives. There will be also a brief discussion on methodologies involved in producing psychological knowledge about inclusion and exclusion practices. The course aims at providing a basis for students to understand basic concepts e.g. stereotype, racism, sexism, homophobia etc as well as to get insights into the ways in which systems of exclusion, marginalization and power hierarchies are justified and strengthened. Teaching methods and techniques used in the course includes collaborative learning, lecture, reading, discussion, and individual study.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Course Introduction Making Sense of What We Experience After the Earthquake
2)	Mainstream Psychological Approaches ( & Racism)	Davidio et al (2010a)
3)	Racism	Davidio et al (2010b) Wetherell (1996)
4)	Religious Discrimination	Ödev için konunuzu seçin - Schwarzenthal (2022), Tanyas (2019)
5)	Age of Immigration	Inform me about your groups - Rizkalla et al. (2020), Pandır (2020)
6)	Sexism and Gender Roles	Inform me about your group - Becker, J.C. (2014), Magnusson, E. (2014).
7)	Sexism and Gender Roles	Pivec (2018), Van Doorn et al (2021)
8)	LGBT+ Groups	Rodgers (2017), Ohnstad (2005)
9)	Mentally "İll"	Inform me about your your presentation date - Eaton et al (2016), Peters, H.J. et al. (2017)
10)	Overview & Assignment Submission	Submit Your Paper
11)	Student Presentations
12)	Student Presentations
13)	Student Presentations
14)	Student Presentations

Sources

Course Notes / Textbooks:

Becker, J.C. (2014). Sexism. In: T. Teo, (ed.) Encyclopedia of Critical Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5583-7_279

Davidio, J.F. et al (2010a). Stereotyping and discrimination: Theoretical and empirical overview In J.F. Davidio, M. Hewstone, P. Glick and Esses, V.M. (Eds). The SAGE handbook of prejudice, stereotyping and discrimination. pp. 3. London: Sage

Davidio, J. F. et al (2010b). Racism. In J.F. Davidio, M. Hewstone, P. Glick and Esses, V.M. (Eds). The SAGE handbook of prejudice, stereotyping and discrimination. pp. 312. London: Sage

Eaton et al (2016) Failing to meet the good parent ideal: Self-stigma in parents of children with mental health disorders. Journal of Child and Family Studies, 25. 3109-3123.

Magnusson, E. (2014). Sexism. In: T. Teo, (ed.) Encyclopedia of Critical Psychology. Springer, New York, NY.

Ohnstad, A. (2005) Speaking vulnerable issues into existence: The consequences for psychotherapy. Scandinavian Journal of Public Health, 33, 24-28.

Pandır, M. (2020) Media portrayal of refugees and their effects on social conflict and social cohesion. Perceptions, 25 (1), 99-120.

Peters, H.J. et al. (2017) Microaggressions: The experience of individuals with mental illness. Counselling Psychology Quarterly, 30 (1), 86-112.

Pivec, N. (2018). The absence of grey-haired women. In M. Gadpaille, V.K. Horvat & V. Kennedy (eds), Engendering difference: Sexism, power and politics. New Castle: Cambridge Scholars Publishing.

Rizkarla et al (2020). "Children are not children anymore; they are a lost generation": Adverse physical and mental health consequences on Syrian refugee children. International Journal of Environmental Research and Public Health., 17, 5-21.

Rodgers, S.M. (2017) Transitional age lesbian, gay, bisexual, transgender and questioning youth: Issues of diversity, integrated identities and mental health.

Scharzenthal, M. et al (2022). Critical Consciousness Socialization at School: Classroom Climate, Perceived Societal Islamophobia and Critical Action Among Adolescents. Journal of Research on Adolescence. online first.

Tanyas, B. (2019) Rethinking the Coping Perspective in the Context of Discrimination: Young Religious Minorities in Turkey. In S. Frosh (ed) New Voices in Psychosocial Studies. London: Palgrave.

Van Doorn, G., Teese, & Gill, P.R. (2021) Prospective associations between hegemonic masculinity and incidents of depresssion/depressive symptoms: Results from a national sample of Australian emerging adult men. Personality and Infividual Differences, 179. https://doi.org/10.1016/j.paid.2021.110899

Wetherell, M.(1996). Group conflict and the social psychology of racism. In. M. Wetherell (ed). Identities, Groups and Social Issues. Milton Keynes: The Open University Press

References:

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Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 30
Presentation	1	% 10
Final	1	% 60
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Study Hours Out of Class	14	2	28
Presentations / Seminar	1	30	30
Homework Assignments	1	12	12
Final	1	40	40
Total Workload			152

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills.	5
2)	To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior.	5
3)	To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques).	3
4)	To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies).	1
5)	To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas.	5
6)	To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization.	4
7)	To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies.	1
8)	To gain the basic knowledge and skills necessary for psychological assessment and evaluation.	3
9)	To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes.	3
10)	To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society.	3
11)	To have problem solving skills and to be able to develop the necessary analytical approaches for this.	4
12)	To be able to criticize any subject in business and academic life and to be able to express their thoughts.	5