GRADUATE SCHOOL
Clinical Psychology With Thesis (English)
CPSY 519 | Course Introduction and Application Information
Course Name |
Child and Adolescence Psychopathology
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
CPSY 519
|
Fall/Spring
|
3
|
0
|
3
|
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 provides students a deep understanding of mood disorders, anxiety disorders, developmental disorders, autistic spectrum disorder and attention deficit and hyperactivity disorders in children and adolescents. The aim is provide detailed knowledge about symptomatology, etiology, differential diagnostic, epidemiology and treatment approaches of psychological disorders in childhood and adolescence. |
Learning Outcomes |
The students who succeeded in this course;
|
Course Description | This course provides detailed knowledge about symptomatology, etiology, differential diagnostic, epidemiology and treatment approaches of psychological disorders in childhood and adolescence. |
|
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 | Developmental Stages of Childhood and Adolescence | Wilmshurst, L (2017)The Foundations of Abnormal Child and Adolescent Psychology. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
2 | Abnormal Child Psychology | Wilmshurst, L (2017)The Foundations of Abnormal Child and Adolescent Psychology. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
3 | Diagnosis, Assesment, and Treatment | Wilmshurst, L (2017) The Foundations of Abnormal Child and Adolescent Psychology.Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
4 | Neurodevelopmental Disorders: Autistic Spectrum Disorders | Wilmshurst, L (2017) Emotional, Behavioral and Learning Difficulties in Children and Youth: The Nature and Their Course. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
5 | Neurodevelopmental Disorders: ADHD | Wilmshurst, L (2017)The Foundations of Abnormal Child and Adolescent Psychology. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
6 | Neurodevelopmental Disorders: Learning disabilities | Wilmshurst, L (2017)The Foundations of Abnormal Child and Adolescent Psychology. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
7 | Anxiety Disorders, OCD and related disorders | Wilmshurst, L (2017) Internalizing Disorders. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
8 | Ara Sınav | |
9 | Mood Disorders: Depressive and Bipolar Disorders | Wilmshurst, L (2017) Internalizing Disorders. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
10 | Behavioral Disorders; Enuresis Nokturna, Enkopresis Nokturna | Wilmshurst, L (2017). Stress, Trauma Related Disorders and Child Maltreatment. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
11 | Externalizing Disorders | Wilmshurst, L (2017). Stress, Trauma Related Disorders and Child Maltreatment. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
12 | Eating Disorders, Gender Identity | Wilmshurst, L (2017). Stress, Trauma Related Disorders and Child Maltreatment. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
13 | Neglect, Abuse and PTSD | Wilmshurst, L (2017). Stress, Trauma Related Disorders and Child Maltreatment. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
14 | Chronic diseases, Alcohol and substance abuse and addiction | Wilmshurst, L (2017). Stress, Trauma Related Disorders and Child Maltreatment. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
15 | Review of the Semester | |
16 | Final Exam |
Course Notes/Textbooks | Wilmshurst, L (2017). Stress, Trauma Related Disorders and Child Maltreatment. Abnormal Child and Adolescent Psychology: A Developmental Perspective. Routledge |
Suggested Readings/Materials |
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments |
1
|
20
|
Presentation / Jury |
1
|
20
|
Project | ||
Seminar / Workshop | ||
Oral Exams | ||
Midterm |
1
|
30
|
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
|
0
|
|
Study Hours Out of Class |
16
|
5
|
80
|
Field Work |
0
|
||
Quizzes / Studio Critiques |
0
|
||
Portfolio |
0
|
||
Homework / Assignments |
1
|
20
|
20
|
Presentation / Jury |
1
|
20
|
20
|
Project |
0
|
||
Seminar / Workshop |
0
|
||
Oral Exam |
0
|
||
Midterms |
1
|
22
|
22
|
Final Exam |
1
|
35
|
35
|
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