| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY4055 | School Psychology | Spring | 3 | 0 | 3 | 6 |
| 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: | Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi AYŞE MELTEM BUDAK |
| Recommended Optional Program Components: | "." |
| Course Objectives: | School Psychology course focuses on some of the developmental problems that can be encountered in a school setting. In this class, we will examine theories and models as well as biological and environmental contexts of developmental problems. A second aim of this course is to examine preventive strategies and interventions that target improving developmental outcomes in social and academic domains in a school setting. |
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The students who have succeeded in this course; 1. Define and identify typical and atypical development 2. Explain theories, perspectives and models of developmental psychopathology 3. Explain biological and environmental context of developmental problems 4. Explain epidemiology, developmental course and etiology of conduct problems, ADHD, language and learning problems, intellectual disabilities and pervasive developmental problems 5. Describe strategies to improve developmental outcomes for preschool children 6. Decribe strategies to improve effectiveness of learning environment at schools 7. Describe strategies to improve academic performance in different academic domains 8. Explain and evaluate the role and importance of preventive strategies and interventions |
| Introduction and Overview Developmental Psychopathology Perspective Biological and Environmental Contexts of Psychopathology Conduct Problems Attention Deficit Hyperactivity Disorder Language and Learning Disabilities Mental Retardation/Intellectual Disabilities Pervasive Developmental Disorders Proactive Interventions for a Productive Disruption-Free Classroom Environment Intervention to Improve Academic Achievement I Intervention to Improve Academic Achievement II Interventions to Improve Behavior and Social Competence Interventions to Improve Outcomes of Preschool Children |
| Week | Subject | Related Preparation |
| 1) | Introduction and Overview Developmental Psychopathology Perspective | |
| 2) | Biological and Environmental Contexts of Psychopathology | |
| 3) | Conduct Problems | |
| 4) | Attention Deficit Hyperactivity Disorder | |
| 5) | Review | |
| 6) | Language and Learning Disabilities | |
| 7) | Mental Retardation/Intellectual Disabilities | |
| 8) | Pervasive Developmental Disorders | |
| 9) | Proactive Interventions for a Productive Disruption-Free Classroom Environment | |
| 10) | Review | |
| 11) | Intervention to Improve Academic Achievement I | |
| 12) | Intervention to Improve Academic Achievement II | |
| 13) | Interventions to Improve Behavior and Social Competence | |
| 14) | Interventions to Improve Outcomes of Preschool Children | |
| 15) | Final | |
| 16) | Final |
| Course Notes / Textbooks: | Rathvon, N. (2008). Effective School Interventions: Evidence-Based Strategies for Improving Student Outcomes. The Guilford Press: New York. Wicks-Nelson, R. & Israel, A. C. (2009). Abnormal Child and Adolescent Psychology. Pearson: New Jersey. |
| References: | "." |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 15 | % 10 |
| Midterms | 2 | % 50 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 15 | 3 | 45 |
| Study Hours Out of Class | 12 | 5 | 60 |
| Midterms | 2 | 15 | 30 |
| Final | 1 | 20 | 20 |
| Total Workload | 155 | ||
| 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. | 5 |
| 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. | 2 |
| 8) | Attain preliminary knowledge for psychological measurement and evaluation. | 3 |
| 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. |