ECTS - Stress Management
Stress Management (PSY324) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Stress Management | PSY324 | 3 | 0 | 0 | 3 | 5 |
| Pre-requisite Course(s) |
|---|
| PSY 301, Consent of the instructor |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Role Play. |
| Course Lecturer(s) |
|
| Course Objectives | The course aims to teach students; To review the scientific literature associated with the theories and application of stress; To develop the ability to critique the research design of experimental and clinical studies in the area of stress; To learn a variety of stress management skills; and to develop a stress management plan. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Stress literature, stress management techniques of REBT, application techniques. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Stress Concepts and Theories | Jones, F. & Bright, J. (2001). Stress: Myth, Theory and Research. Pearson/Prentice Hall, London (Chapter II. Approaches to Studying Stress Jones, F. & Kinman, G. pp. 17-45; Chapter VI. Cooper, L. & Bright, J. Individual Differences in Reaction to Stress. pp. 111-153.) |
| 2 | Theories of Coping | Monat, A., Lazarus, R. S.& Reevy, G. (Eds.). (2007). The Praegar Handbook on Stress and Coping. Praeger Publishers, Westport, CT (Part IV The coping concept pp.282-308 |
| 3 | Approaches to Studying Stress | Monat, A., Lazarus, R. S.& Reevy, G. (Eds.). (2007). The Praegar Handbook on Stress and Coping. Praeger Publishers, Westport, CT (Chapter 28 Psychotherapy: A cognitive perspective Everly G. S. & Lating J. M. pp. 496-508.) |
| 4 | Approaches to Stress Management, Problem Solving Approach | Meichenbaum, D. (2007). Stress Inoculation Training: A Preventative and Treatment Approach. |
| 5 | Stress: A Rational Emotive Behavior Perspective | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp.1-17 |
| 6 | Assessments in REBT | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp 17-48 |
| 7 | The Beginning Stage of Stress Counseling | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp 31-48 |
| 8 | The Beginning Stage of Stress Counseling | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp 31-48 |
| 9 | Middle Stage of Stress Counseling | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp 48-67 |
| 10 | Middle Stage of Stress Counseling | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp 48-67 |
| 11 | Middle Stages of Stress Counseling | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp 48-67 |
| 12 | The Ending Stage of Stress Counseling | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp 67-84 |
| 13 | The Ending Stage of Stress Counseling | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp 67-84 |
| 14 | Additional Techniques in REBT | Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. pp 84-101 |
| 15 | Review and practice | |
| 16 | Review and practice |
Sources
| Course Book | 1. Ellis, A.,. Neenan, M., Gordon, J. (Eds.). (2003). Stress Counseling: A Rational Emotive Behavior Approach. SAGE, New York, NY |
|---|---|
| 2. Jones, F. & Bright, J. (2001). Stress: Myth, Theory and Research. Pearson/Prentice Hall, London | |
| Other Sources | 3. Meichenbaum, D. (2007). Stress Inoculation Training: A Preventative and Treatment Approach |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | 1 | 30 |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 3 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | |
|---|---|
| Major Area Courses | X |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Have a comprehensive understanding of basic psychological perspectives and to examine the mental, affective, and behavioral processes of human beings within a scientific discipline | X | ||||
| 2 | Have a knowledge about the historical and philosophical developments, basic concepts, applications and schools of science of psychology as well as the subfields of psychology such as clinical, experimental, social, developmental, industrial, health, traffic and educational psychology | X | ||||
| 3 | Gain skills in identifying, describing, formulating, and solving the problems related to basic mental, emotional, and behavioral problems of human beings | X | ||||
| 4 | Develop new ideas through analytical, critical, and creative point of view by using abstract concepts and to gain skills in evaluating different psychological phenomena | X | ||||
| 5 | Gain knowledge and skills in transforming his/her theoretical knowledge into practice in different fields of psychology | X | ||||
| 6 | Have skills in accessing knowledge and using resources | X | ||||
| 7 | Have knowledge about basic principles of psychological assessment along with various quantitative, qualitative, and experimental research methods, to have skills in designing and conducting research by using these methods, and analyzing, reporting, and presenting research data | X | ||||
| 8 | Have awareness of interpersonal sensitivity, societal processes and problems | X | ||||
| 9 | Have efficient written and oral communication skills in Turkish and English | X | ||||
| 10 | Gain skills in following the developments in the field of expertise and renewing himself/herself with an awareness of life-span learning | X | ||||
| 11 | Have professional and ethical responsibility, knowledge, and awareness | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 15 | 2 | 30 |
| Presentation/Seminar Prepration | |||
| Project | 1 | 15 | 15 |
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 15 | 15 |
| Prepration of Final Exams/Final Jury | 1 | 20 | 20 |
| Total Workload | 128 | ||