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 |
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: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi AYŞE MELTEM BUDAK |
Course Lecturer(s): |
Dr. Öğr. Üyesi AYŞE MELTEM BUDAK Assoc. Prof. RAZİYE BİLGE UZUN |
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. |
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: | Berk, L. (2010). Development through the Lifespan. Boston: Pearson. |
References: | "." |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | % 0 | |
Presentation | % 0 | |
Project | % 0 | |
Seminar | % 0 | |
Midterms | 2 | % 60 |
Preliminary Jury | % 0 | |
Final | 1 | % 30 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
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 |
Laboratory | 0 | 0 | 0 |
Application | 0 | 0 | 0 |
Special Course Internship (Work Placement) | 0 | 0 | 0 |
Field Work | 0 | 0 | 0 |
Study Hours Out of Class | 12 | 5 | 60 |
Presentations / Seminar | 0 | 0 | 0 |
Project | 0 | 0 | 0 |
Homework Assignments | 0 | 0 | 0 |
Quizzes | 0 | 0 | 0 |
Preliminary Jury | 0 | 0 | 0 |
Midterms | 2 | 15 | 30 |
Paper Submission | 0 | 0 | 0 |
Jury | 0 | 0 | 0 |
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) | 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. | 4 |
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). | 4 |
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). | 3 |
5) | To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas. | 3 |
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. | 3 |
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. | 2 |
8) | To gain the basic knowledge and skills necessary for psychological assessment and evaluation. | 1 |
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. | 3 |
12) | To be able to criticize any subject in business and academic life and to be able to express their thoughts. | 4 |