| Course Name | Psychology of Trauma |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 428 | 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&ALecture / Presentation | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to introduce the basic concepts of trauma psychology, the clinical view of psychological trauma, and trauma intervention methods. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | This course covers the basic concepts of trauma psychology, the reactions that people who are exposed to traumatic events may experience, and the normal and abnormal dimensions of these reactions. It also introduces intervention methods for people experiencing traumatic stress, psychological first aid, and psycho-social support practices after disasters. |
| 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 the course, Definition of Trauma, Different Types of Trauma | |
| 2 | Stress Human response to stress Various stress responses | Steven N. Gold (Ed.), “Defining Trauma”, chap. 2 in APA Handbook of Trauma Psychology: Foundations in Knowledge, (American Psychological Association, 2017), 15-34. |
| 3 | Clinical picture of post-trauma: PTSD and other trauma-related disorders Epidemiology, etiology and symptoms | Steven N. Gold (Ed.), “Trauma and Posttraumatic Stress Disorder Prevalence and Sociodemographic Characteristics”, chap. 4 in APA Handbook of Trauma Psychology: Foundations in Knowledge, (American Psychological Association, 2017), 63-86. Steven N. Gold (Ed.), “Acute Stress Disorder and Posttraumatic Stress Disorder”, chap. 10 in APA Handbook of Trauma Psychology: Foundations in Knowledge, (American Psychological Association, 2017), 161-184. |
| 4 | Theories of trauma | Steven N. Gold (Ed.), “Behavioral, Cognitive, Biological, and Neurocognitive Conceptualizations of Posttraumatic Stress Disorder”chap. 21 in APA Handbook of Trauma Psychology: Foundations in Knowledge, (American Psychological Association, 2017), 407-428. Ehlers, A., & Clark, D. M. (2000). A cognitive model of posttraumatic stress disorder. Behaviour research and therapy, 38(4), 319-345. |
| 5 | Traumatic stress reactions in children and adolescents | Steven N. Gold (Ed.), “Child Physical Abuse”, chap. 6 in APA Handbook of Trauma Psychology: Foundations in Knowledge, (American Psychological Association, 2017), 99-117. |
| 6 | Trauma and culture Psychological resilience Posttraumatic growth | Steven N. Gold (Ed.), “Spiritual Challenges Resulting from Trauma: Implications for Inclusive Psychotherapy”, chap. 28 in APA Handbook of Trauma Psychology: Foundations in Knowledge, (American Psychological Association, 2017), 559-572. Steven N. Gold (Ed.), “Trauma Resiliency and Posttraumatic Growth”, chap. 5 in APA Handbook of Trauma Psychology: Foundations in Knowledge Volume.2, (American Psychological Association, 2017), 89-113. |
| 7 | Natural disasters | Steven N. Gold (Ed.), “Assisting Individuals and Communities After Natural Disasters and Community Traumas”, chap. 5 in APA Handbook of Trauma Psychology: Foundations in Knowledge, (American Psychological Association, 2017), 87-98. Neria, Y., Nandi, A., & Galea, S. (2008). Post-traumatic stress disorder following disasters: a systematic review. Psychological Medicine, 38(4), 467-480. |
| 8 | Wrap-up and guest lecturers | |
| 9 | Human-induced disasters Migration and displacement | Nickerson, A., Liddell, B. J., Maccallum, F., Steel, Z., Silove, D., & Bryant, R. A. (2014). Posttraumatic stress disorder and prolonged grief in refugees exposed to trauma and loss. BMC Psychiatry, 14(1), 1-11. doi: 10.1186/1471-244X-14-106 Patanè, M., Ghane, S., Karyotaki, E., Cuijpers, P., Schoonmade, L., Tarsitani, L., & Sijbrandij, M. (2022). Prevalence of mental disorders in refugees and asylum seekers: A systematic review and meta-analysis. Global Mental Health. doi: 10.1017/ gmh.2022.29 |
| 10 | Intervention to posttraumatic stress-I: Protective, preventive and psychosocial interventions | Steven N. Gold (Ed.), “Prevention of Posttraumatic Stress Disorder”, chap. 23 in APA Handbook of Trauma Psychology: Foundations in Knowledge Volume.2, (American Psychological Association, 2017), 483-498. Demircioglu, M., Seker, Z., & Aker, A. T. (2019). Psychological First Aid: Objectives, Practicing, Vulnerable Groups and Ethical Rules to Follow/Psikolojik Ilk Yardim: Amaglari, Uygulanisi, Hassas Gruplar ve Uyulmasi Gereken Etik Kurallar. Psikiyatride Guncel Yaklasimlar/Current Approaches to Psychiatry, 11(3), 351-363. |
| 11 | Intervention to posttraumatic stress-II: Specialized treatments and psychotherapies | Steven N. Gold (Ed.), “Cognitive Therapy”, chap. 7 in APA Handbook of Trauma Psychology: Foundations in Knowledge Volume.2, (American Psychological Association, 2017), 143-168. Steven N. Gold (Ed.), “Exposure Therapy”, chap. 8 in APA Handbook of Trauma Psychology: Foundations in Knowledge Volume.2, (American Psychological Association, 2017), 169-192. |
| 12 | Secondary traumatization Burnout and compassion fatigue | Steven N. Gold (Ed.), “Secondary Traumatization and Compassion Fatigue”, chap. 29 in APA Handbook of Trauma Psychology: Foundations in Knowledge, (American Psychological Association, 2017), 573-594. |
| 13 | Loss and grief | Djelantik, A. M. J., Smid, G. E., Kleber, R. J., & Boelen, P. A. (2017). Symptoms of prolonged grief, post-traumatic stress, and depression after loss in a Dutch community sample: A latent class analysis. Psychiatry research, 247, 276-281. |
| 14 | Group presentations and class discussions | Reading concept notes of presentations |
| 15 | Group presentations and class discussions | Reading concept notes of presentations |
| 16 | Final Exam |
| Course Notes/Textbooks | Gold, S. N. (Ed.). (2017). APA handbook of trauma psychology: Foundations in knowledge. American Psychological Association. ISBN: 978-1433826535
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| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 40 |
| Presentation / Jury | 1 | 15 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | ||
| Final Exam | 1 | 45 |
| Total |
| Weighting of Semester Activities on the Final Grade | 2 | 55 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 45 |
| 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 | 40 | |
| Presentation / Jury | 1 | 14 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| Final Exams | 1 | 50 | |
| 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. | X | ||||
| 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. | X | ||||
| 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
