ECTS - Selected Topics in Developmental Psychology
Selected Topics in Developmental Psychology (PSY410) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Selected Topics in Developmental Psychology | PSY410 | 3 | 0 | 0 | 3 | 5 |
| Pre-requisite Course(s) |
|---|
| PSY 102 Introduction to Psychology II |
| 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. |
| Course Lecturer(s) |
|
| Course Objectives | This course aims to focus on applied developmental psychology topics with a life-span perspective. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Theoretical and practical issues regarding development in prenatal, infancy, early childhood, adolescence, adulthood, and old age periods within the field of applied developmental psychology. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Review of Major Developmental Concepts and Processes | |
| 2 | Play and Play Development | Assigned Reading: R1 & R2 |
| 3 | Attachment | Assigned Reading: R3 & R4 |
| 4 | Attachment | Assigned Reading: R5 & R6 |
| 5 | Forensic Interviewing of Children | Assigned Reading: R7 |
| 6 | Forensic Interviewing of Children | Assigned Reading: R8 |
| 7 | Bullying | Assigned Reading: R9 |
| 8 | Suicide Prevention in Adolescence | Assigned Reading: R10 & R11 |
| 9 | Transition to Parenthood | Assigned Reading: R12 & R13 & R14 |
| 10 | Generativity in Middle Age | Assigned Reading: R15 & R16 |
| 11 | Cognition in Adulthood and Old Age | Assigned Reading: R17 |
| 12 | STUDENT PRESENTATIONS | |
| 13 | STUDENT PRESENTATIONS | |
| 14 | STUDENT PRESENTATIONS | |
| 15 | Final Examination Period | |
| 16 | Final Examination Period |
Sources
| Other Sources | 1. R1. Smith, P. K. (2011). Play and the beginnings of peer relationships. In A. Slater & G. Bremnier (Eds.), An introduction to developmental psychology (pp. 453- 485). UK: BPS Blackwell Publishing. |
|---|---|
| 2. R2. Aarssen, J. (2010). Beyond the basis: A further look into early childhood development. Netherlands: Sardes. (Chapter 2: Play)Hughes, D. A. (2004). Facilitating developmental attachment: The road to emotional recovery and behavioral change in foster an | |
| 3. R3. Hughes, D. A. (2004). Facilitating developmental attachment: The road to emotional recovery and behavioral change in foster and adopted children. NY: Rowmen & Littlefield. (Chapter 2: Attachment: Theory and research) | |
| 4. R4. Howe, D. (2005). Child abuse and neglect: Attachment, development and intervention. NY: Palgrave Macmillan. (Chapter 3: Patterns of attachment) | |
| 5. R5. Levy, T. M., & Orlans, M. (2000). Attachment disorder and the adoptive family. In T. M. Levy (Ed.), Handbook of attachment interventions (pp. 243- 259). NY: Academic Press. | |
| 6. R6. Hughes, D. A. (2004). Facilitating developmental attachment: The road to emotional recovery and behavioral change in foster and adopted children. NY: Rowmen & Littlefield. (Chapter 11: Principles of parenting) | |
| 7. R7. Blandon-Gitlin, I, & Pezdek, K. (2009). Children’s memory in forensic contexts: Suggestibility, false memory, and individual differences. In B. L. Bottoms, C. J. Najdowski, & G. S. Goodman (Eds.), Children as victims, witnesses, and offenders: Psychol | |
| 8. R8. Saywitz, K. J., & Camparo, L. B. (2009). Contemporary child forensic interviewing: Evolving consensus and innovation over 25 years. In B. L. Bottoms, C. J. Najdowski, & G. S. Goodman (Eds.), Children as victims, witnesses, and offenders: Psychological | |
| 9. R9. Powell, M. D., & Ladd, L. D. (2010). Bullying: A review of the literature and implications for family therapists. The American of Journal of Family Therapy, 38, 189-206. | |
| 10. R10. Miller, D. N., & Eckert, T. L. (2009). Youth suicidal behavior: An introduction and overview. School Psychology Review, 38(2), 153-167. | |
| 11. R11. Eskin, M., Ertekin, K., Dereboy, Ç., & Demirkıran, F. (2007). Risk factors for and protective factors against adolescent suicidal behavior in Turkey. Crisis, 28(3), 131-139. | |
| 12. R12. Mitnick, D. M., Heyman, R. E., & Slep, A. M. S. (2009). Changes in relationship satisfaction across the transition to parenthood: A meta-analysis. Journal of Family psychology, 23(6), 848-852. | |
| 13. R13. Lawrence, E., Nylen, K., & Cobb, R. J. (2007). Prenatal expectations and marital satisfaction over the transition to parenthood. Journal of Family Psychology, 21(2), 155-164. | |
| 14. R14. Medina, A. M., Lederhos, C. L., & Lillis, T. A. (2009). Sleep disruption and marital satisfaction across the transition to parenthood. Families, Systems, & Health, 27(2), 153,-160. | |
| 15. R15. McAdams, D. P., de St. Aubin, E., & Logan, R. L. (1993). Generativity among young, midlife, and older adults. Psychology and Aging, 8(2), 221-230. | |
| 16. R16. Grossbaum, M. F., & Bates, G. W. (2002). Correlates of psychological well-being at midlife: The role of generativity, agency and communion, and narrative themes. International Journal of Behavioral Development, 26(2), 120-127. | |
| 17. R17. Perlmutter, M. (1994). Cognitive skills within the context of adult development and old age. In C. B. Fisher, & R. M. Lerner (Eds.), Applied developmental psychology (pp. 101-135). NY: McGraw-Hill. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | 2 | 70 |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | - | - |
| Final Exam/Final Jury | 1 | 30 |
| Toplam | 3 | 100 |
| Percentage of Semester Work | 70 |
|---|---|
| Percentage of Final Work | 30 |
| 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 | 16 | 1 | 16 |
| Presentation/Seminar Prepration | |||
| Project | 2 | 20 | 40 |
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | |||
| Prepration of Final Exams/Final Jury | 1 | 25 | 25 |
| Total Workload | 129 | ||