GRADUATE SCHOOL
Clinical Psychology With Thesis (English)
CPSY 514 | Course Introduction and Application Information
Course Name |
Clinical Initial Interview
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
CPSY 514
|
Fall/Spring
|
1
|
2
|
2
|
7.5
|
Prerequisites |
None
|
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Course Language |
English
|
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Course Type |
Elective
|
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Course Level |
Second Cycle
|
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Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | - | |||||
Course Coordinator | - | |||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | This course aims to provide students deeper knowledge about the nature of the problems that refer clients to seek help, informing clients about their potential diagnosis, and collecting data about the client in order to plan treatment. At the end of this course, students will gain competence in active listening and observation, establishing relationship, diagnosis related questioning, collecting demographic data, and writing a report. |
Learning Outcomes |
The students who succeeded in this course;
|
Course Description | The aim is to gain competences in active listening and observation, establishing relationship, diagnostic-specific questioning, collecting personal data, forming the interview within the scope of the diagnosis, and writing rapport. |
|
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 | Introduction to Clinical Interviewing | |
2 | Basic ethical issues. Self-awareness. The interview setting. | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley Chapter 1 & 2 |
3 | Attending and observational skills. Encouragers, paraphrasing, and summarization. Directive listening responses. | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley Chapter 3 |
4 | Questioning: Open, closed, projective, and therapeutic | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley Chapter 4 |
5 | Reflection of feeling and empathy: Relationship skills | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley Chapter 5, Morrison, J. (2019). First Interview (4th Edition). The Guilford Press. Chapter 7 |
6 | Structuring and focus skills | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley Chapter 6, Morrison, J. (2019). First Interview (4th Edition). The Guilford Press. Chapter 1 & 2 |
7 | Intake interviewing structure and skills | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley Chapter 7, Morrison, J. (2019). First Interview (4th Edition). The Guilford Press. Chapter 5, 6 & 8 |
8 | Goal-directed interviewing: Mental status exam | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley Chapter 8, Morrison, J. (2019). First Interview (4th Edition). The Guilford Press. Chapter 11 & 12 |
9 | Goal-directed interviewing: Suicide and violence assessments | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley Chapter 9; Morrison, J. (2019). First Interview (4th Edition). The Guilford Press. Chapter 9 |
10 | Diagnosis and treatment planning | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley Chapter 10; Morrison, J. (2019). First Interview (4th Edition). The Guilford Press. Chapter 13 |
11 | Interviews | |
12 | Interviews | |
13 | Interviews | |
14 | Review of the semester | |
15 | - | |
16 | - |
Course Notes/Textbooks | Sommers – Flanagan, J. & Sommers – Flanagan R. (2015). Clinical Interviewing. (5th Edition). Wiley. Morrison, J. (2019). First Interview (4th Edition). The Guilford Press. |
Suggested Readings/Materials |
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application |
1
|
40
|
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments |
1
|
20
|
Presentation / Jury |
1
|
10
|
Project | ||
Seminar / Workshop | ||
Oral Exams | ||
Midterm | ||
Final Exam |
1
|
30
|
Total |
Weighting of Semester Activities on the Final Grade |
3
|
70
|
Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
Total |
ECTS / WORKLOAD TABLE
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
2
|
32
|
Study Hours Out of Class |
14
|
4
|
56
|
Field Work |
0
|
||
Quizzes / Studio Critiques |
0
|
||
Portfolio |
0
|
||
Homework / Assignments |
1
|
20
|
20
|
Presentation / Jury |
1
|
29
|
29
|
Project |
0
|
||
Seminar / Workshop |
0
|
||
Oral Exam |
0
|
||
Midterms |
0
|
||
Final Exam |
1
|
40
|
40
|
Total |
225
|
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