| Course Name | Clinical Observation and Interview |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 311 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | ||||||
| Course Objectives | This course is designed to provide theoretical background for psychological interviewing. This course is also aimed to teach the basic interviewing and observation skills required in clinical assessments and psychotherapy. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | The purpose of this course is to provide knowledge about observation and interview processes in order to gain an understanding of the nature of the problems leading to seeking help, obtaining information about the possible diagnosis of the client, and deciding or guiding the treatment appropriate for the client. The aim of the course is to improve the students' ability to make effective listening and observation, to establish a relationship, to make a diagnosis-specific evaluation, and to take personal histories. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction of the course | |
| 2 | Foundations and Preparations | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 1&2; pp. 3-68 |
| 3 | Basic Attending, Listening, and Action Skills | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 4&5; pp. 113-179 |
| 4 | Directives: Questions and Action Skills | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 6; pp. 181-216 |
| 5 | Evidence Based- Relationships & An Overview of the Interview Process | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 7; pp. 217-154 |
| 6 | Midterm exam I | |
| 7 | Intake Interviewing and Report Writing | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 8; pp. 257-301 |
| 8 | Mental Status Examination and Suicide Assessment | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 9&10; pp. 303-390 |
| 9 | Diagnosis and Treatment Planning | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 11; pp. 393-430 |
| 10 | Interviewing in a Diverse World, Challenging Clients and Demanding Situations | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 12; pp. 433-471 |
| 11 | Midterm exam II | |
| 12 | Principles and Tips for Working with Couples and Families | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 14; pp. 511-550 |
| 13 | Principles and Tips for Working with Children and Youth | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 13; pp. 473-508 |
| 14 | Principles and Tips for Working with Children and Youth | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. Chp 15; pp. 553-577 |
| 15 | Semester Review | |
| 16 | Final exam |
| Course Notes/Textbooks | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2016). Clinical interviewing. John Wiley & Sons. ISBN: 978-1119215585 |
| Suggested Readings/Materials | Michael D. Reiter (2008). Therapeutic Interviewing. Essential Skills and Contexts of Counseling. Allyn and Bacon, USA. ISBN: 978-0205529513 |
| Semester Activities | Number | Weighting |
| Participation | 1 | 30 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 2 | 45 |
| Final Exam | 1 | 25 |
| Total |
| Weighting of Semester Activities on the Final Grade | 3 | 75 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 25 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 13 | 2 | 26 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 2 | 33 | |
| Final Exams | 1 | 40 | |
| Total | 180 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments. | |||||
| 2 | To have basic knowledge and skills about the applications in the different subfields of psychology. | X | ||||
| 3 | To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology. | X | ||||
| 4 | To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines. | |||||
| 5 | To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology. | |||||
| 6 | To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches. | |||||
| 7 | To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology. | |||||
| 8 | To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society. | |||||
| 9 | To have knowledge of the relevant professional and ethical values in the domains of psychology and respect individual differences and human rights in research and practices related to psychology. | X | ||||
| 10 | To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline. | |||||
| 11 | To establish written and verbal communication with experts and lay people by using both Turkish and English. | |||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
