| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Lıfe Perıod and Adaptatıon Problems | RPD 204 | 4 | 2 + 0 | 2 | 2 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | -Child Psychology -Adult Education and Lifelong Learning -Mother-Father Training -Divorce and Divorce Mediation - Premarital Pscyhological Counseling -Lifelong Career Development |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Prof.Dr. EYÜP ÇELİK |
| Dersi Verenler | Prof.Dr. EYÜP ÇELİK, |
| Dersin Yardımcıları | Research Assist. Samet MAKAS Research Assist. Eda BİÇENER |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | Identifying special / abnormal situations that interrupt the daily life of the individual or adversely affect the development process. Examining the adaptation problems and their areas of influence in the individual exposed to these special / abnormal conditions (developmental periods larıchildhood, adolescence, adulthood, old age - and environmental factors) and identifying the coping mechanisms of the individual who have adaptation problems.Identifying special / abnormal situations that interrupt the daily life of the individual or adversely affect the development process. Examining the adaptation problems and their areas of influence in the individual exposed to these special / abnormal conditions (developmental periods larıchildhood, adolescence, adulthood, old age - and environmental factors) and identifying the coping mechanisms of the individual who have adaptation problems. |
| Dersin İçeriği | Differential diagnosis criteria in diagnosing adjustment disorders (post-traumatic stress disorder, defiant disorder, aspects separated from behavioral disorders), reasons of adaptation disorders according to age periods, protective factors and risk factors in adjustment disorders; first childhood, second childhood, adolescence, young adulthood, adulthood, adulthood adjustment disorders and coping with them. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Knows the physical, emotional, cognitive and moral development characteristics of children, adolescents and adults. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| 2 | Explains the adaptation problems encountered in transition periods and the ways of coping with these problems. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| 3 | Explains the reasons of adaptation disorders according to their age. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| 4 | Identifies situations that interrupt the development process. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| 5 | Discuss the dynamics of romantic relations. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| 6 | Interpret the importance of role models in adolescence. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| 7 | Discusses the intergenerational transition in families. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| 8 | Evaluates the relationship between aging psychology and culture. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| 9 | Discuss various aspects of therapeutic interventions in the process of mourning and mourning. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| 10 | Interpret adaptation problems in parent-child communication. | Lecture, Question-Answer, Discussion, Drilland Practice, Case Study, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Mental Health Overview, Adaptation and Noncompliance | |
| 2 | Theories That Explain Human Development | |
| 3 | Understanding the Nature of Compliance and Behavior Problems | |
| 4 | Compliance and Behavioral Problems in 0-6 Years of Infancy and Early Childhood | |
| 5 | Adaptation and Behavioral Problems in Primary School Period | |
| 6 | Self-injurious Behavior and Suicide in Adolescents | |
| 7 | Risk Prevention and Intervention in Adolescence | |
| 8 | Midterm | |
| 9 | University Youth and Adaptation Problems | |
| 10 | Young Adulthood and Adaptation Problems | |
| 11 | Adaptation and Psychopathology in Middle Adulthood | |
| 12 | Stress, Coping and Psychological Strength in Middle Adulthood | |
| 13 | Aging and Adaptation Problems | |
| 14 | Coping with Mourning and Mourning Process |
| Kaynaklar | |
|---|---|
| Ders Notu |
Documents belonging to the course will be shared via the SABIS academic information system.
|
| Ders Kaynakları | Savi Çakar, F. (2018). Yaşam dönemleri ve uyum sorunları. Ankara: Pegem A Yayıncılık, Yörükoğlu, A. (1982). Çocuk ruh sağlığı. Türkiye İş Bankası Kültür Yayınları. Yörükoğlu, A.(1997). Değişen toplumda aile ve çocuk. (5. Basım). İstanbul: Özgür Yayın-Dağıtım, Yörükoğlu, A.(1992) Gençlik çağı ruh sağlığı ve ruhsal sorunlar.(17. Basım). İstanbul: Özgür Yayın Dağıtım. Onur, B.(2007). Gelişim psikolojisi (yetişkinlik, yaşlılık, ölüm ). Ankara: Simge Yayınları. Köknel, Ö.(1995). Ergenlik dönemi, ana-baba okulu.(5. Basım). İstanbul: Remzi Kitabevi.
|
| 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. Ödev | 20 |
| 1. Ara Sınav | 50 |
| 1. Kısa Sınav | 15 |
| 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) | 16 | 1 | 16 |
| Mid-terms | 1 | 2 | 2 |
| Quiz | 2 | 2 | 4 |
| Final examination | 1 | 5 | 5 |
| Assignment | 1 | 3 | 3 |
| Toplam İş Yükü | 62 | ||
| Toplam İş Yükü / 25 (Saat) | 2,48 | ||
| Dersin AKTS Kredisi | 2 | ||