| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Developmental Psychology II | RPD 201 | 3 | 2 + 0 | 2 | 4 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Arş.Gör. SAMET MAKAS |
| Dersi Verenler | Doç.Dr. BETÜL DÜŞÜNCELİ, |
| Dersin Yardımcıları | Research Assistant Samet Makas |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The main objective of this course is to examine the physical, mental, emotional and social development of the individual. |
| Dersin İçeriği | Developmental characteristics of children and adolescents and their reflection on psychological counseling process; principles and techniques in psychological counseling process with children and adolescents; planning the psychological counseling process, structuring and managing the counseling session; psychological counseling theories effective in working with children and adolescents; individual and group counseling with children and adolescents. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Knows the characteristics of the transition period to adulthood. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 2 | Explains the basic features of young adulthood. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 3 | Explain the effect of adaptation to working life on mental health in young adulthood. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 4 | Give examples from daily life about the relationship between developmental tasks specific to mid adulthood and possible problems. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 5 | Explains the relationship between subjects such as physical development in mid adulthood, cognitive development in mid adulthood, personality development in mid adulthood, and psycho-social development in mid adulthood. | Lecture, Question-Answer, Brain Storming, | Testing, Homework, |
| 6 | Understands the basic features of the old age. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| 7 | Explain the effect of physical development, personality development, cognitive development and psycho-social development on the functionality level of the individual in the elderly. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction | The relevant sections will be read from the specified sources. |
| 2 | Developmental characteristics of transition to emerging adulthood | The relevant sections will be read from the specified sources. |
| 3 | Basic characteristics of young adulthood | The relevant sections will be read from the specified sources. |
| 4 | Developmental tasks in young adulthood | The relevant sections will be read from the specified sources. |
| 5 | Establishing close relationships during young adulthood | The relevant sections will be read from the specified sources. |
| 6 | Adaptation to working life in young adulthood | The relevant sections will be read from the specified sources. |
| 7 | Basic characteristics of middle adulthood | The relevant sections will be read from the specified sources. |
| 8 | Midterm | The relevant sections will be read from the specified sources. |
| 9 | Developmental duties specific to middle adulthood and problems that may be encountered in this process | The relevant sections will be read from the specified sources. |
| 10 | Physical development, cognitive development, personality development, psycho-social development in middle adulthood | The relevant sections will be read from the specified sources. |
| 11 | Basic features of old age | The relevant sections will be read from the specified sources. |
| 12 | Developmental duties in old age | The relevant sections will be read from the specified sources. |
| 13 | Phsyical development, personality development in old age | The relevant sections will be read from the specified sources. |
| 14 | Cognitive development and psycho-social development in old age | The relevant sections will be read from the specified sources. |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Banu Yazgan İnanç, Melek Kılıç Atıcı, Mehmet Bilgin, Sema Bengi Gürkan, Gelişim Psikolojisi II: Yetişkinlik, Yaşlılık ve Ölüm, Pegem Akademi Yayıncılık. Hasan Bacanlı, Şerife Işık Terzi, Yetişkinlik ve Yaşlılık Gelişimi ve Psikolojisi, Pegem Akademi Yayıncılık. Joan T. Erber, Yaşlanma ve İleri Yetişkinlik, Nobel Akademik Yayıncılık. John W. Santrock, Yaşam Boyu Gelişim- Gelişim Psikolojisi, Nobel Akademik Yayıncılık Bekir Onur, Gelişim Psikolojisi, İmge Kitapevi; Hatice Ergin ve Armağan Yıldız, Gelişim Psikolojisi, Nadir Kitap Nuray Senemoğlu. Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya, Yargı yayın evi. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. | X | |||||
| 2 | • They use the terminology of guidance and counseling by adhering to grammar rules of the native language | X | |||||
| 3 | • They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts. | X | |||||
| 4 | • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture. | X | |||||
| 5 | • They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field. | X | |||||
| 6 | • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance. | X | |||||
| 7 | • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling. | X | |||||
| 8 | They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. | X | |||||
| 9 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 10 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 11 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 12 | • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools. | X | |||||
| 13 | • They plan individual and group counseling sessions by deciding on the needs of their clients. | X | |||||
| 14 | • They take into account the consultant and situation-specific conditions while planning the psychological counseling process. | X | |||||
| 15 | • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve. | X | |||||
| 16 | • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients. | X | |||||
| 17 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 18 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 19 | • They know the scope of school guidance and psychological services and serve school stakeholders within this context. | X | |||||
| 20 | • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories. | X | |||||
| 21 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 22 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 23 | • They offer psychological counseling assistance after traumatic events that may occur at the national or local level. | X | |||||
| 24 | • They take into consideration spiritual and universal values while conducting the psychological aid process. | X | |||||
| 25 | • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services. | X | |||||
| 26 | • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring. | X | |||||
| 27 | • They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling. | X | |||||
| 28 | • They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group. | X | |||||
| 29 | • They implement a guidance program for treatment of developmental crises that may arise during life span. | X | |||||
| 30 | They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling. | X | |||||
| 31 | • They develop professional attitudes in accordance with the basic principles of human relations and communication. | X | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 60 |
| 1. Kısa Sınav | 15 |
| 1. Ödev | 10 |
| 2. Kısa Sınav | 15 |
| Toplam | 100 |
| 1. Final | 40 |
| 1. Yıl İçinin Başarıya | 60 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 13 | 2 | 26 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 2 | 6 | 12 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 100 | ||
| Toplam İş Yükü / 25 (Saat) | 4 | ||
| Dersin AKTS Kredisi | 4 | ||