| Course Name | Emotions |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 429 | Fall/Spring | 3 | 0 | 3 | 6 |
| Prerequisites |
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| Course Language | English | ||||||||
| Course Type | Elective | ||||||||
| Course Level | First Cycle | ||||||||
| Mode of Delivery | - | ||||||||
| Teaching Methods and Techniques of the Course | DiscussionGroup WorkLecture / Presentation | ||||||||
| Course Coordinator | - | ||||||||
| Course Lecturer(s) | |||||||||
| Assistant(s) | - | ||||||||
| Course Objectives | Course Objectives What is emotion? When are emotions functional and when are they dysfunctional? This course will focus on answering these and similar questions on the association between emotional and social processes and how they are (or are not) disrupted in different types of psychological disorders. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | This course is designed to provide students with knowledge on the key areas in emotion and the association between emotional processes and different types of psychopathologies. We will begin with a review of the basic emotional processes and contemporary theories of emotions. We will then examine the role of emotions in etiology, presentation, and treatment of several psychological disorders, including mood disorders, anxiety disorders and schizophrenia. |
| 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 | Overview of the syllabus, What is emotion? | Niedenthal P.M., & François R. (2017). Psychology of Emotion. Chapter 1. |
| 2 | Theories of emotion | Niedenthal P.M., & François R. (2017). Psychology of Emotion. Chapter 2. |
| 3 | Development, functions, and measurement of emotion | Niedenthal P.M., & François R. (2017). Psychology of Emotion. Chapter 4. Mauss, I. B., & Robinson, M. D. (2009). Measures of emotion: A review. Cognition and Emotion, 23(2). |
| 4 | Basic Emotions | Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6(3-4) |
| 5 | Emotion Regulation | Niedenthal P.M., & François R. (2017). Psychology of Emotion. Chapter 9. |
| 6 | Emotion Regulation and Psychopathology | Beauchaine, T. P., & Cicchetti, D. (2019). Emotion dysregulation and emerging psychopathology: A transdiagnostic, transdisciplinary perspective. Development and Psychopathology, 31(3). |
| 7 | Midterm Exam | |
| 8 | Emotion in Mood Disorders | Rottenberg, J. (2017). Emotions in depression: What do we really know? Annual Review of Clinical Psychology, 13. Malgaroli, M., Calderon, A., & Bonanno, G. A. (2021). Networks of major depressive disorder: A systematic review. Clinical Psychology Review, 85, 102000. |
| 9 | Emotion in Anxiety Disorders | Rackoff, G. N., & Newman, M. G. (2020). Reduced positive affect on days with stress exposure predicts depression, anxiety disorders, and low trait positive affect 7 years later. Journal of Abnormal Psychology. |
| 10 | Emotion in Eating Disorders | Leehr, E. J., Krohmer, K., Schag, K., Dresler, T., Zipfel, S., & Giel, K. E. (2015). Emotion regulation model in binge eating disorder and obesity-a systematic review. Neuroscience & Biobehavioral Reviews, 49, 125-134. |
| 11 | Emotion in Obsessive Compulsive Disorder | Yap, K., Mogan, C., Moriarty, A., Dowling, N., Blair‐West, S., Gelgec, C., & Moulding, R. (2018). Emotion regulation difficulties in obsessive‐compulsive disorder. Journal of clinical psychology, 74(4), 695-709. |
| 12 | Emotion in Post-Traumatic Stress Disorder | Levy-Gigi et al. (2016). Emotion regulatory flexibility sheds light on the elusive relationship between repeated traumatic exposure and posttraumatic stress disorder symptoms. Clinical Psychological Science, 4(1). |
| 13 | Emotion in Schizophrenia | Kring, A. M., & Elis, O. (2013). Emotion deficits in people with schizophrenia. Annual Review of Clinical Psychology, 9. Cho, H., et al. (2017). Do people with schizophrenia experience more negative emotion and less positive emotion in their daily lives? A meta-analysis of experience sampling studies. Schiz. Research, 183. |
| 14 | Emotion in Personality Disorders | Lykken, D. T. (1957). A study of anxiety in the sociopathic personality. The Journal of Abnormal and Social Psychology, 55(1). |
| 15 | Semester Review | |
| 16 | Final Exam |
| Course Notes/Textbooks | Niedenthal P.M., & François R. (2017). Psychology of Emotion, 2nd Edition. Routledge. 9781315276229 |
| Suggested Readings/Materials | Cho, H., et al. (2017). Do people with schizophrenia experience more negative emotion and less positive emotion in their daily lives? A meta-analysis of experience sampling studies. Schiz. Research, 183. Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6(3-4) Malgaroli, M., Calderon, A., & Bonanno, G. A. (2021). Networks of major depressive disorder: A systematic review. Clinical Psychology Review, 85, 102000. Mauss, I. B., & Robinson, M. D. (2009). Measures of emotion: A review. Cognition and Emotion, 23(2). Kring, A. M., & Elis, O. (2013). Emotion deficits in people with schizophrenia. Annual Review of Clinical Psychology, 9. Leehr, E. J., Krohmer, K., Schag, K., Dresler, T., Zipfel, S., & Giel, K. E. (2015). Emotion regulation model in binge eating disorder and obesity-a systematic review. Neuroscience & Biobehavioral Reviews, 49, 125-134. Levy-Gigi et al. (2016). Emotion regulatory flexibility sheds light on the elusive relationship between repeated traumatic exposure and posttraumatic stress disorder symptoms. Clinical Psychological Science, 4(1). Lykken, D. T. (1957). A study of anxiety in the sociopathic personality. The Journal of Abnormal and Social Psychology, 55(1). Rackoff, G. N., & Newman, M. G. (2020). Reduced positive affect on days with stress exposure predicts depression, anxiety disorders, and low trait positive affect 7 years later. Journal of Abnormal Psychology. Rottenberg, J. (2017). Emotions in depression: What do we really know? Annual Review of Clinical Psychology, 13. Yap, K., Mogan, C., Moriarty, A., Dowling, N., Blair‐West, S., Gelgec, C., & Moulding, R. (2018). Emotion regulation difficulties in obsessive‐compulsive disorder. Journal of clinical psychology, 74(4), 695-709. |
| Semester Activities | Number | Weigthing |
| Participation | 1 | 5 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 1 | 15 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 35 |
| Final Exam | 45 | |
| Total |
| Weighting of Semester Activities on the Final Grade | 3 | 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 | 13 | 2 | 26 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 1 | 20 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 30 | |
| Final Exams | 56 | ||
| Total | 124 |
| # | 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. | |||||
| 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. | X | ||||
| 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. | |||||
| 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. | X | ||||
| 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
