ECTS - Psychosocial Support Services
Psychosocial Support Services (CHL311) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Psychosocial Support Services | CHL311 | Area Elective | 2 | 1 | 0 | 5 | 5 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Observation Case Study, Problem Solving, Brain Storming. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of the course is for students to learn about divorce, having a sibling, death, acute, chronic or fatal diseases, migration, earthquake, etc. The aim is to provide students with information about how the child may be affected developmentally by situations that may require psychosocial support, such as natural disasters, examining these situations in the context of family-child and environment, and methods of coping with these situations |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Situations affecting the life of the child such as divorce, migration, death, acute, chronic or fatal diseases, natural disasters, having a sibling, possible situations that may occur as a result of these events from a child development perspective, and what needs to be done to support the child and family in these situations |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Psychosocial support | |
| 2 | Situations requiring psychosocial support | |
| 3 | Family and child in situations requiring psychosocial support | |
| 4 | Society and child in situations requiring psychosocial support | |
| 5 | Evaluation of divorce in terms of child, family and environment | |
| 6 | Evaluation of an acute, chronic or fatal disease that may occur in any family member or the child, from the perspective of the child. | |
| 7 | Evaluation of acute, chronic or fatal disease from the perspective of the child, family and society | |
| 8 | Midterm | |
| 9 | The concept of death and evaluation of death in the family in terms of child, family and environment | |
| 10 | Evaluation of a new sibling joining the family from the perspective of the other child | |
| 11 | Evaluating the child's perspective if a new sibling joining the family requires special needs or any special needs that may arise in family members. | |
| 12 | Evaluation of natural disaster situations such as earthquakes from the perspective of children, families and the environment | |
| 13 | Evaluation of migration in terms of child, family and environment | |
| 14 | Presentation | |
| 15 | An overview | |
| 16 | Final Exam |
Sources
| Course Book | 1. Unicef Disability and Inclusion Strategy 2022-2030 |
|---|---|
| 2. Afet ve Acil Durumlarda Psikososyal Destek Saha Rehberi (AÇSHB- UNICEF) | |
| 3. IASC Psikososyal Destek Kılavuzu Psikolojik İlk Yardım Saha Rehberi (Dünya Sağlık Örgütü, 2011) | |
| 4. Çağdaş, A., Seçer, Şahin, Z. (2011). Anne Baba Eğitimi, Eğiten Kitap, Ankara. | |
| 5. Ekşi, A. (Ed.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, İstanbul. | |
| 6. Kağıtçıbaşı, Ç. (2010). Benlik, Aile ve İnsan Gelişimi Kültürel Psikoloji, Koç Üniversitesi Yayınları, İstanbul. | |
| 7. Güler, T. (Ed.) (2010). Anne Baba Eğitimi. Pegem Akademi, Ankara | |
| 8. Tanhan, F., Arı İnci, F. (2009). Ölüm Eğitimi. Pegem Akademi, Ankara. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | 1 | 10 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | 1 | 10 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 4 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| 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 | Gains basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | X | ||||
| 2 | Acquires basic concepts, approaches and theories related to the field of child development and relates them to current experiences and national and international developments. | X | ||||
| 3 | It effectively uses sciences such as health, education and psychology by adding them to the basic knowledge and skills of the child development discipline. | X | ||||
| 4 | Gains the ability to identify problems and develop solutions based on the knowledge and skills required by the discipline of child development. | X | ||||
| 5 | Gain the ability to independently carry out the necessary work and take responsibility as an individual and as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. Can independently carry out and take responsibility for the necessary work as an individual or as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. | X | ||||
| 6 | Have the basic knowledge required for applications in preschool education institutions, private education institutions and health institutions regarding child development education. | X | ||||
| 7 | Identify learning needs related to lifelong learning regarding child development and education and provide necessary guidance. | X | ||||
| 8 | Acts in accordance with professional ethics and social responsibility in all professional field practices and social relations. | X | ||||
| 9 | It carries out studies to raise awareness of society and other professional groups on child development. | X | ||||
| 10 | She/He can track information in her field and communicate with colleagues using a universal foreign language. | X | ||||
| 11 | Gains the ability to conduct resource research to access information and to use databases, numerical values and other information sources. | X | ||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | X | ||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | X | ||||
| 14 | In the field of child development, it is sensitive to the universality of social rights, the protection of quality cultural values, and occupational health and safety. | X | ||||
| 15 | Evaluates, prepares and uses materials required by the field of child development (educational toys, educational books and brochures, game materials) in line with educational purposes. | X | ||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | 1 | 8 | 8 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | 1 | 14 | 14 |
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 7 | 7 |
| Prepration of Final Exams/Final Jury | 1 | 14 | 14 |
| Total Workload | 133 | ||