GRADUATE SCHOOL
Clinical Psychology With Thesis (English)
CPSY 512 | Course Introduction and Application Information
| Course Name |
Supervision I
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
CPSY 512
|
Fall
|
1
|
2
|
2
|
15
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
Second Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to apply treatment principles of a psychotherapy approach with therapy sessions under clinical supervision. Students will record their weekly psychotherapy sessions and will have the opportunity to discuss their sessions with their supervisors and other students in the course. Students will be able to gain experience of applying a treatment process from beginning to end. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course provides the opportunity to discuss psychotherapy processes with supervisor and other students and to gain the competence of applying a treatment process from beginning to end. |
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Summarizing and discussing theoretical background of cognitive behavioral therapy and psychoanalytical/psychodynamic therapies | Eells, T. C. (2007). Handbook of Psychotherapy Case Formulation. Second Edition.The Guilford Press, New York. Dobson, K.S. (2010). Handbook of Cognitive-Behavioral Therapies. Third Edition. The Guilford Press, New York. Mcwilliams, N (2011). Psychoanalytic Diagnosis, Second Edition: Understanding Personality Structure in the Clinical Process. The Guilford Press; 2nd edition |
| 2 | Summarizing and discussing theoretical background of cognitive behavioral therapy and psychoanalytical/psychodynamic therapies | Eells, T. C. (2007). Handbook of Psychotherapy Case Formulation. Second Edition.The Guilford Press, New York. Dobson, K.S. (2010). Handbook of Cognitive-Behavioral Therapies. Third Edition. The Guilford Press, New York. Mcwilliams, N (2011). Psychoanalytic Diagnosis, Second Edition: Understanding Personality Structure in the Clinical Process. The Guilford Press; 2nd edition |
| 3 | Summarizing and discussing theoretical background of cognitive behavioral therapy and psychoanalytical/psychodynamic therapies | Eells, T. C. (2007). Handbook of Psychotherapy Case Formulation. Second Edition.The Guilford Press, New York. Dobson, K.S. (2010). Handbook of Cognitive-Behavioral Therapies. Third Edition. The Guilford Press, New York. Mcwilliams, N (2011). Psychoanalytic Diagnosis, Second Edition: Understanding Personality Structure in the Clinical Process. The Guilford Press; 2nd edition |
| 4 | Practice under Supervision | |
| 5 | Practice under Supervision | |
| 6 | Practice under Supervision | |
| 7 | Practice under Supervision | |
| 8 | Practice under Supervision | |
| 9 | Practice under Supervision | |
| 10 | Practice under Supervision | |
| 11 | Practice under Supervision | |
| 12 | Practice under Supervision | |
| 13 | Practice under Supervision | |
| 14 | Practice under Supervision | |
| 15 | - | |
| 16 | - |
| Course Notes/Textbooks | Eells, T. C. (2007). Handbook of Psychotherapy Case Formulation. Second Edition.The Guilford Press, New York. ISBN: 978-1606239421
Dobson, K.S. (2010). Handbook of Cognitive-Behavioral Therapies. Third Edition. The Guilford Press, New York
ISBN: 978-1606234372
Mcwilliams, N (2011). Psychoanalytic Diagnosis, Second Edition: Understanding Personality Structure in the Clinical Process. The Guilford Press; 2nd edition.
ISBN: 978-1609184940
|
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
20
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
1
|
80
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade |
1
|
20
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
80
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
1
|
16
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
2
|
32
|
| Study Hours Out of Class |
14
|
21
|
294
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
1
|
108
|
108
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
0
|
||
| Total |
450
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to advance and deepen undergraduate level psychological knowledge to an expert level. |
X | ||||
| 2 | To be able to examine acquired knowledge on an interdisciplinary basis and understand the interaction between psychology and other related disciplines. |
X | ||||
| 3 | To be able to use the acquired theoretical and applied psychology knowledge at an expert level. |
X | ||||
| 4 | To be able to make a case formulation with a certain psychotherapy approach and apply innervation techniques accordingly. |
X | ||||
| 5 | To be able to evaluate personality structures and psychological disorders during clinical interviews, and write a psychological evaluation rapport. |
X | ||||
| 6 | To be able to analyze field related problems according to scientific methods and tools and develop a solution strategy. |
X | ||||
| 7 | To be able to question and critically evaluate issues that are related to behavioral and mental processes with a scientific and creative approach. |
X | ||||
| 8 | To be able to act according to legislation, professional values, and ethical principles while acquiring field knowledge. |
X | ||||
| 9 | To be able to differentiate the genetic, physiological, social and environmental factors while explaining individual’s emotion, thought and behavior; and to understand and interpret the interaction of these factors. |
X | ||||
| 10 | To have the acquired competence in etiology, symptoms, prognosis and termination of a psychological disorder. |
X | ||||
| 11 | To have the competence to evaluate and integrate current research and critical approaches in the field. |
X | ||||
| 12 | To be able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. |
X | ||||
| 13 | To be able to use computer software as well as other informatics and communication technologies required in psychology at an advanced level. |
X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
