Course Name | Clinical Initial Interview |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
CPSY 514 | Fall/Spring | 1 | 2 | 2 | 7.5 |
Prerequisites | None | |||||
Course Language | English | |||||
Course Type | Elective | |||||
Course Level | Second Cycle | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | - | |||||
Course Lecturer(s) | - | |||||
Assistant(s) | - |
Course Objectives | This course aims to provide students deeper knowledge about the nature of the problems that refer clients to seek help, informing clients about their potential diagnosis, and collecting data about the client in order to plan treatment. At the end of this course, students will gain competences in active listening and observation, establishing relationship, diagnosis related questioning, collecting demographic data, and writing rapport. |
Learning Outcomes | The students who succeeded in this course;
|
Course Description | The aim is to gain competences in active listening and observation, establishing relationship, diagnostic-specific questioning, collecting personal data, forming the interview within the scope of the diagnosis, and writing rapport. |
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 | Openings and Introductions | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 1 |
2 | Chief complaints and free speech | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 2 |
3 | Developing Rapport | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 3 |
4 | Managing the Early Patient Interview | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 4 |
5 | History of the Present Illness and Getting the Facts about the Present Illness | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 5 and 6 |
6 | Midterm | |
7 | Interviewing about Feelings | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 7 |
8 | Personal and Social History | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 8 |
9 | Sensitive Subjects | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 9 |
10 | Control of the Later Interview | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 10 |
11 | Mental Status Exam I: Behavioral Aspects and Cognitive Aspects | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 11 and 12 |
12 | Signs and Symptoms in Areas of Clinical Interest | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 13 |
13 | Closure | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 14 |
14 | Interviewing Informants | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. Chapter 15 |
15 | Review of the Semester | |
16 | Final Exam |
Course Notes/Textbooks | Morrison, J. (2016). The First Interview, Third Edition. The Guilford Press, New York. ISBN 9781462529834 |
Suggested Readings/Materials |
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | 2 | 30 |
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 1 | 30 |
Final Exam | 1 | 40 |
Total |
Weighting of Semester Activities on the Final Grade | 3 | 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 | 16 | 4 | 64 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | 2 | 22 | |
Presentation / Jury | |||
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 1 | 30 | |
Final Exams | 1 | 40 | |
Total | 226 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to advance and deepen undergraduate level psychological knowledge to an expert level. | X | ||||
2 | To be able to examine acquired knowledge on an interdisciplinary basis and understand the interaction between psychology and other related disciplines. | X | ||||
3 | To be able to use the acquired theoretical and applied psychology knowledge at an expert level. | X | ||||
4 | To be able to make a case formulation with a certain psychotherapy approach and apply innervation techniques accordingly. | X | ||||
5 | To be able to evaluate personality structures and psychological disorders during clinical interviews, and write a psychological evaluation rapport. | X | ||||
6 | To be able to analyze field related problems according to scientific methods and tools and develop a solution strategy. | X | ||||
7 | To be able to question and critically evaluate issues that are related to behavioral and mental processes with a scientific and creative approach. | X | ||||
8 | To be able to act according to legislation, professional values, and ethical principles while acquiring field knowledge. | X | ||||
9 | To be able to differentiate the genetic, physiological, social and environmental factors while explaining individual’s emotion, thought and behavior; and to understand and interpret the interaction of these factors. | X | ||||
10 | To have the acquired competence in etiology, symptoms, prognosis and termination of a psychological disorder. | X | ||||
11 | To have the competence to evaluate and integrate current research and critical approaches in the field. | X | ||||
12 | To be able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. | X | ||||
13 | To be able to use computer software as well as other informatics and communication technologies required in psychology at an advanced level. | X |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest