ECTS - Child and Adolescent Psychopathology

Child and Adolescent Psychopathology (PSY530) Course Detail

Course Name Course Code Season Lecture Hours Application Hours Lab Hours Credit ECTS
Child and Adolescent Psychopathology PSY530 3 2 0 4 8
Pre-requisite Course(s)
Course Language English
Course Type N/A
Course Level Social Sciences Master's Degree
Mode of Delivery Face To Face
Learning and Teaching Strategies Lecture, Discussion.
Course Coordinator
Course Lecturer(s)
  • Asst. Prof. Dr. Bahar BAHTİYAR SAYGAN
Course Assistants
Course Objectives The aim of this course is to introduce students to developmental psychopathology which is an interdisciplinary approach focusing on both normal and abnormal development of children and adolescence. After covering the main issues of the developmental psychopathology perspective, students will be exposed to the main disorders of childhood from this perspective.
Course Learning Outcomes The students who succeeded in this course;
  • To be able to define the normal and abnormal behaviors in childhood and adolescence.
  • To be able to explain the etiology and prevalence of childhood and adolescence psychopathologies.
  • To be able to explain the diagnostic criteria and basic features of childhood and adolescence psychopathologies.
  • To be able to describe different prevention and intervention strategies related to childhood and adolescent psychopathologies
Course Content Child and adolescent mental health, assessment, diagnosis and the treatment of psychological disorders in this period, developmental disorders, learning disorders, conduct disorder, ADHD, mood, and anxiety disorders.

Weekly Subjects and Releated Preparation Studies

Week Subjects Preparation
1 Introduction
2 Introduction to Developmental Psychopathology Assigned Reading: Chapter 1
3 Perspectives, Theories, and Psychopathology Assigned Reading: Chapter 2
4 Classification, Assessment, and Intervention Assigned Reading: Chapter 5
5 Anxiety Disorders Assigned Reading: Chapter 6
6 Mood Disorders Assigned Reading: Chapter 7
7 Conduct Disorders Assigned Reading: Chapter 8
8 Attention Deficit Hyperactivity Disorder Assigned Reading: Chapter 9
9 Language & Learning Disabilities Assigned Reading: Chapter 10
10 Intellectual Disability Assigned Reading: Chapter 11
11 Autism Spectrum Disorder and Schizophrenia Assigned Reading: Chapter 12
12 Disorders of Basic Physical Functions Assigned Reading: Chapter 13
13 Autism Spectrum Disorder Assigned Reading: Chapter 12
14 Schizophrenia Assigned Reading: Chapter 12
15 Family Context Assigned Reading: Chapter 2
16 Review of the Topics


Course Book 1. Israel, A. C., Malatras, J. W., & Wicks-Nelson, R. (2021). Abnormal child and adolescent psychology, with DSM-V updates. New York: Routledge.

Evaluation System

Requirements Number Percentage of Grade
Attendance/Participation - -
Laboratory - -
Application - -
Field Work - -
Special Course Internship - -
Quizzes/Studio Critics - -
Homework Assignments - -
Presentation 2 15
Project 1 15
Report - -
Seminar - -
Midterms Exams/Midterms Jury 1 30
Final Exam/Final Jury 1 40
Toplam 5 100
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 Knowledge of theories and empirical data on the professional relationship, such as: Interpersonal relationships, power relationships, boundary issues, therapeutic alliance and more specific knowledge of the fluctuations of the therapeutic/professional relationship as a function of intervention setting. X
2 Knowledge of self, such as motivation, resources, values, personal biases and others; macro (work, national norms) and micro (family, gender differences) environment in which the person functions. X
3 Acquiring skills of effective communication, establishment and maintenance of rapport, establishment and maintenance of trust and respect in the professional relationship. X
4 Accepting obligations, being sensitive to others, and conducting the self in an ethical manner while working with other professionals. X
5 Knowledge and skills of assessment and evaluation such as assessment methods, knowledge of populations served in a cultural context, human development and diagnosis along with necessary skills such as collection and processing data, formulation of hypotheses and making a diagnosis when appropriate, report writing and formulation of an action plan. X
6 The learning of an array of varied interventions with individuals and systems such as couples, families, groups and organizations, selecting and applying appropriate intervention methods. X
7 Analyzing the information by utilizing critical reasoning skills, developing a conceptual framework towards solution of a critical problem, and communicating this to the client. X
8 Sufficient skills in the conduct of research to be able to develop and carry out projects in a professional context and, in certain cases, in an academic context. Applications of various research approaches to social systems. X
9 Has knowledge of ethical principles and skills of ethical decision-making process, proactive identification of potential ethical dilemmas and resolution of ethical dilemmas. X
10 Learning to be a receptive supervisee such as open to supervision, well prepared, able to use time efficiently, aware of limits, and ability to link learning approaches to specific evaluation criteria. X

ECTS/Workload Table

Activities Number Duration (Hours) Total Workload
Course Hours (Including Exam Week: 16 x Total Hours) 16 3 48
Application 16 2 32
Special Course Internship
Field Work
Study Hours Out of Class 16 3 48
Presentation/Seminar Prepration 1 3 3
Project 1 15 15
Homework Assignments
Quizzes/Studio Critics
Prepration of Midterm Exams/Midterm Jury 1 20 20
Prepration of Final Exams/Final Jury 1 30 30
Total Workload 196