| PSYCHOLOGICAL COUNSELING AND GUIDANCE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY1001 | Introduction to Psychology | Fall | 3 | 0 | 3 | 8 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Must Course |
| Course Level: | Bachelor |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Dr. Öğr. Üyesi BAHAR TANYAŞ |
| Course Lecturer(s): |
Dr. Öğr. Üyesi DORUK UYSAL İRAK Dr. Öğr. Üyesi ARZU KARAKULAK Dr. Öğr. Üyesi BAHAR TANYAŞ |
| Course Objectives: | Successful students should be able to 1. Explain how psychology works as a scientific process 2. Discuss some major issues/debates in psychology 3. Critically evaluate psychological theories |
|
The students who have succeeded in this course; At the end of the course, students will be able to: 1. Identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures 2. Understand the scientific basis of psychology 3. Describe the strengths and weaknesses of descriptive, experimental, and correlational research 4. Identify the basic structures of a neuron, the function of each structure, and how messages travel through the neuron 5. Describe the role of the nervous system 6. Explain different kinds of learning 7. Identify the difference between sensation and perception 8. Explain how nature, nurture, and epigenetics influence personality and behavior 9.Compare and contrast theories lifespan development theories 10. Explain the physical, cognitive, and emotional development that occurs from infancy through elderly |
| This course will introduce you to the fundamental principles of psychology and to the major subjects of psychological inquiry. The course begins with a short overview of how psychology developed as an academic discipline and an introduction to a number of the principle methodologies most commonly deployed in its study. The subsequent units are arranged around broad areas in psychology, including biological perspective, sensation and perception, consciousness, learning, developmental perspective, gender and sexuality. |
| Week | Subject | Related Preparation | |
| 1) | Introduction: The Science of Psychology | ||
| 2) | History of Psychology Modern Perspectives in Psychology | ||
| 3) | The Scientific Methodology and Ethics of Psychological | ||
| 4) | Biological Perspective | ||
| 5) | Biological Perspective | ||
| 6) | Sensation and perception | ||
| 7) | Consciousness | ||
| 8) | Learning | ||
| 9) | MIDTERM | ||
| 10) | Developmental Perspective | ||
| 11) | Developmental Perspective | ||
| 12) | Gender and Sexuality Read | ||
| 13) | Stress and Health Read | ||
| 14) | Overview | ||
| Course Notes: | Ciccarelli, S.K. & White, J.N. (2017). Psychology (5th ed). Essex: Pearson Education |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 0 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 1 | % 30 |
| Presentation | 0 | % 0 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 30 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 40 |
| Paper Submission | 0 | % 0 |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload | |
| Course Hours | 14 | 42 | |
| Laboratory | |||
| Application | |||
| Special Course Internship (Work Placement) | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 98 | |
| Presentations / Seminar | |||
| Project | |||
| Homework Assignments | |||
| Quizzes | |||
| Preliminary Jury | |||
| Midterms | 1 | 1 | |
| Paper Submission | |||
| Jury | |||
| Final | 1 | 2 | |
| Total Workload | 143 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure. | |
| 2) | School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people. | |
| 3) | School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. | |
| 4) | School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises. | |
| 5) | School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. | |
| 6) | School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations. | |
| 7) | School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics. | |
| 8) | School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services. | |
| 9) | School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession. | |
| 10) | School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services. | |
| 11) | School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources. | |
| 12) | School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program | |
| 13) | School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions. | |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | |
| 15) | School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development. |