| Course Name | Children and Adolescent Psychopathology |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 404 | 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 | The aim of this course is to present major theories and perspectives on abnormal child and adolescent psychopathology. Students are expected to gain preliminary level of knowledge about commonly encountered problems during childhood and adolescence: attention deficit hyper activity disorders, conduct disorder, learning disability, autism, anxiety disorders, etc. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | The etiology and treatment of childhood and adolescence psychopathologies would be explored based on different approaches. |
| 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 to course | |
| 2 | Theoretical perspectives | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 2. pp. 3-27 |
| 3 | Risk, protective factors, cultural issues, ethical issues | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 3. pp. 67-155 |
| 4 | Intellectual Disability (Intellectual Developmental Disorder; IDD) | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 6. pp. 203-241 |
| 5 | Autism Spectrum Disorder (ASD) | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 7. pp. 241-269 |
| 6 | Specific Learning Disabilities (SLD) | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 8. pp. 269-315 |
| 7 | Attention Deficit Hyperactivity Disorder (ADHD) | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 9. pp. 315-357 |
| 8 | Anxiety Disorders and Obsessive Compulsive and Related Disorders | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 10. pp. 369-415 |
| 9 | Midterm exam | |
| 10 | The Mood Disorders: Depression, Bipolar Disorder, Suicide (and Non-suicidal Self-Injury) and Suicide Prevention | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 11. pp. 415-463 |
| 11 | Behavioral Problems and Disruptive Disorders | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 12. pp. 463-505 |
| 12 | Eating and Feeding Disorders | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 13. pp. 505-541 |
| 13 | Substance-Related Disorders | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 14. pp. 541-575 |
| 14 | Stress, Trauma-Related Disorders and Child Maltreatment | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 15. pp. 575-617 |
| 15 | Case examples and overview of the course | |
| 16 | Final exam |
| Course Notes/Textbooks | Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective (2nd ed.). New York: Routledge ISBN: 1317336585 |
| Suggested Readings/Materials |
| Semester Activities | Number | Weighting |
| Participation | 1 | 5 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 15 |
| Presentation / Jury | 1 | 15 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 30 |
| Final Exam | 1 | 35 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 65 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 35 |
| 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 | 14 | 2 | 28 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 12 | |
| Presentation / Jury | 1 | 12 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 35 | |
| Final Exams | 1 | 45 | |
| 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. | X | ||||
| 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
