| Course Name | Aging and Older Adulthood |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 425 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | DiscussionQ&ALecturing / Presentation | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to examine the physical, cognitive, and socio-emotional changes and aging process during older adulthood. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | This course focuses on the basic concepts, theories, and methods of older adulthood, physical, cognitive, socio-emotional changes in older adulthood, and the aging process. |
| Related Sustainable Development Goals | |
|
| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction and review of the syllabus | |
| 2 | Introduction to Aging and Older Adulthood | Joan T. Erber, “Introduction to Aging and Older Adulthood”, chap. 1 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013),1-32. |
| 3 | Theory and Method in Studying Aging and Older Adulthood | Joan T. Erber, “Theory and Method in Studying Aging and Older Adulthood”, chap. 2 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 33-60. |
| 4 | Biological Aging and Health | Joan T. Erber, “Biological Aging and Health”, chap. 3 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 61-98. |
| 5 | Sensation, Perception and Attention | Joan T. Erber, “Sensation, Perception, and Attention”, chap. 4 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 99-131. |
| 6 | Memory and Intellectual Functioning | Joan T. Erber, “Memory and Intellectual Functioning”, chap. 5 and 6 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 132-198. |
| 7 | Cognition and Problem Solving in the Everyday World | Joan T. Erber, “Cognition and Problem Solving in the Everyday World”, chap. 7 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 199-233. |
| 8 | Midterm Exam | |
| 9 | Personality and Coping | Joan T. Erber, “Personality and Coping”, chap. 8 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 234-264. |
| 10 | Social Interaction and Social Ties | Joan T. Erber, “Social Interaction and Social Ties”, chap. 9 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 265-297. |
| 11 | Employment, Retirement, and Living Arrangements | Joan T. Erber, “Employment, Retirement, and Living Arrangements”, chap. 10 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 298-328. |
| 12 | Mental Health, Psychopathology, and Therapy | Joan T. Erber, “Mental Health, Psychopathology, and Therapy”, chap. 11 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 329-360. |
| 13 | Coping with Death, Dying, and Bereavement | Joan T. Erber, “Coping with Death, Dying, and Bereavement”, chap. 12 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 361-382. |
| 14 | Looking Ahead Aging in the Future | Joan T. Erber, “Looking Ahead Aging in the Future”, chap. 13 in Aging and Older Adulthood, 3rd Ed. (Wiley-Blackwell, 2013), 383-393. |
| 15 | Semester Review | |
| 16 | Final Exam |
| Course Notes/Textbooks | Erber, T. J. (2013). Aging and older adulthood (3rd Edition). Wiley-Blackwell. ISBN 978-0470673416 |
| Suggested Readings/Materials |
| Semester Activities | Number | Weighting |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 1 | 30 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 30 |
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 2 | 60 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
| 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 | 1 | 30 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 30 | |
| Final Exams | 1 | 46 | |
| 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. | X | ||||
| 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
