| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY4065 | Adult Development and Aging | 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 : | Assoc. Prof. SİMAY İKİER |
| Recommended Optional Program Components: | "." |
| Course Objectives: | This course focuses on age-related changes in psychological functioning that occur as a result of primary aging. Basic theories and fundamental issues related to development during adulthood and old age, such as information processing, memory, intelligence, personality, and psychological disorders and their treatment will be examined. Changes in physiology, health, the senses, moral development, relationships, as well as issues around death, dying and bereavement will also be covered. |
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The students who have succeeded in this course; 1. Explain theories that account for adult development and aging 2. Identify primary (normal) age-related changes in cognitive functions, personality, and interpersonal relationships 3. Define primary and secondary aging in cognition and personality 4. Explain the influence of normal, age-related physiological changes on the older person's psychosocial functioning 5. Describe how support services and the physical environment enhance or suppress the psychological well-being of older persons 6. Describe an older person's competence in relation to environmental press 7. Explain the concept of "successful or optimal aging" 8. Discuss the role of culture in aging process 9. Identify mental disorders and describe their assessment 10. Explain psychological processes involved in dying and grieving |
| Studying Adult Development and Aging: Neuroscience as a Basis for Adult Development and Aging Physical Changes Longevity, Health and Functioning Where People Live: Person-Environment Interaction Attention and Memory Intelligence Social Cognition Personality Clinical Assessment, Mental Health, Mental Disorders Relationships Work, Leisure, and Retirement Dying and Bereavement: Succesfull Aging |
| Week | Subject | Related Preparation |
| 1) | Studying Adult Development and Aging Neuroscience as a Basis for Adult Development and Aging | |
| 2) | Physical Changes | |
| 3) | Longevity, Health and Functioning | |
| 4) | Where People Live: Person-Environment Interaction | |
| 5) | Review | |
| 6) | Attention and Memory | |
| 7) | Intelligence | |
| 8) | Social Cognition | |
| 9) | Personality | |
| 10) | Review | |
| 11) | Clinical Assessment, Mental Health, Mental Disorders | |
| 12) | Relationships | |
| 13) | Work, Leisure, and Retirement | |
| 14) | Dying and Bereavement Succesfull Aging | |
| 15) | Final | |
| 16) | Final |
| Course Notes / Textbooks: | Cavanaugh & Blanchard-Fields (2011). Adult Development and Aging. Wadsworth, Cengage Learning |
| References: | "." |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 15 | % 10 |
| Midterms | 2 | % 55 |
| Final | 1 | % 35 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 65 | |
| PERCENTAGE OF FINAL WORK | % 35 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 15 | 3 | 45 |
| Study Hours Out of Class | 12 | 5 | 60 |
| Midterms | 2 | 13 | 26 |
| Final | 1 | 20 | 20 |
| Total Workload | 151 | ||
| 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. |