Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to PSCYHOANALYTIC THEORIES | - | Spring Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Gökçen DUYMAZ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ |
| Assistant(s) | |
| Aim | The purpose of this course is to introduce the main models of the mind in psychoanalysis; to think critically of these models; to get a sense of how these different models have been applied to different clinical situations. |
| Course Content | This course contains; Sigmund Freud: Classical Psychoanalysis,Ego Psychology,,HARRY STACK SULLIVAN AND INTERPERSONAL PSYCHOANALYSIS,MELANIE KLEIN ,THE BRITISH OBJECT RELATIONS SCHOOL: W. R. D. FAIRBAIRN AND D. W. WINNICOTT,PSYCHOLOGIES OF IDENTITY AND SELF: ERIK ERIKSON AND HEINZ KOHUT,ATTACHMENT THEORY,CONTEMPORARY FREUDIAN REVISIONISTS: OTTO KERNBERG, ROY SCHAFER, HANS LOEWALD, AND JACQUES LACAN,DEVELOPMENTAL LEVELS OF PERSONALITY ORGANIZATION IMPLICATIONS OF DEVELOPMENTAL LEVELS OF ORGANIZATION ,PRIMARY AND SECONDARY DEFENSIVE PROCESSES,TYPES OF CHARACTER ORGANIZATION. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| The student can compare different psychoanalytic models. | 10, 9 | E |
| The student understands the basic concepts and principles of each theoretical perspectiv | 10, 9 | E |
| The student uses psychoanalytic theories in practical settings. | 10, 9 | E |
| The student explains the etiology of different psychopathologies with different theoretical orientations. | 10, 13, 9 | F |
| The student relates the personality theories to your own observations about the nature of human behavior | 10, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 0 | Sigmund Freud: Classical Psychoanalysis | Mitchel SA, Black MJ (1995). Sigmund Freud and the Classical Psychoanalytic Tradition. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books, NY. Pp. 1-22. |
| 1 | Ego Psychology | Mitchell SA, Black MJ (1995). Sections from Chapter 2 (Ego Psychology): Anna Freud: the building blocks of defense theory; An assessment of psychic structure; Clinical Applications of Developmental Ego Psychology. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books. pp. 25-34, 53-59 |
| 2 | Mitchell SA, Black MJ (1995). Sections from Chapter 2 (Ego Psychology): Anna Freud: the building blocks of defense theory; An assessment of psychic structure; Clinical Applications of Developmental Ego Psychology. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books. pp. 25-34, 53-59 | |
| 3 | HARRY STACK SULLIVAN AND INTERPERSONAL PSYCHOANALYSIS | Mitchell SA, Black MJ (1995). HARRY STACK SULLIVAN AND INTERPERSONAL PSYCHOANALYSIS In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books. |
| 4 | MELANIE KLEIN | Mitchell SA, Black MJ (1995). Melanie Klein and Contemporary Kleinian Theroy. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books. pp. 85-111. |
| 5 | THE BRITISH OBJECT RELATIONS SCHOOL: W. R. D. FAIRBAIRN AND D. W. WINNICOTT | Mitchel SA, Black MJ (1995). The British Object Relations School: Fairbairn and Winnicott. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books, NY. pp, 112- 138. |
| 6 | PSYCHOLOGIES OF IDENTITY AND SELF: ERIK ERIKSON AND HEINZ KOHUT | Mitchel SA, Black MJ (1995).PSYCHOLOGIES OF IDENTITY AND SELF: ERIK ERIKSON AND HEINZ KOHUTIn Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books, NY. |
| 7 | ATTACHMENT THEORY | Wallin, D. (2007) Part II: Attachment Relationships and the Development of the Self (Chapters 5,6,7) and Chapter 8 of Part III. In, Attachment in Psychotherapy. The Guilford Press. |
| 8 | CONTEMPORARY FREUDIAN REVISIONISTS: OTTO KERNBERG, ROY SCHAFER, HANS LOEWALD, AND JACQUES LACAN | Mitchel SA, Black MJ (1995). CONTEMPORARY FREUDIAN REVISIONISTS: OTTO KERNBERG, ROY SCHAFER, HANS LOEWALD, AND JACQUES LACAN. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basi |
| 9 | DEVELOPMENTAL LEVELS OF PERSONALITY ORGANIZATION IMPLICATIONS OF DEVELOPMENTAL LEVELS OF ORGANIZATION | McWilliams, N. (2011). Psychoanalytic diagnosis: Understanding personality structure in the clinical process (2nd ed.). Guilford Press. |
| 10 | PRIMARY AND SECONDARY DEFENSIVE PROCESSES | McWilliams, N. (2011). Psychoanalytic diagnosis: Understanding personality structure in the clinical process (2nd ed.). Guilford Press. |
| 11 | TYPES OF CHARACTER ORGANIZATION | McWilliams, N. (2011). Psychoanalytic diagnosis: Understanding personality structure in the clinical process (2nd ed.). Guilford Press. |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Based on their undergraduate level competencies, to be able to develop and deepen their knowledge at the level of expertise in Clinical Psychology, and to comprehend the field's interactions with other disciplines | X | |||||
| 2 | To be able to use the theoretical and practical knowledge at the level of expertise acquired in Clinical Psychology, to interpret the acquired knowledge by integrating it with knowledge of different disciplines, and to create new knowledge | X | |||||
| 3 | To be able to independently conduct a work that requires expertise, to develop new strategic approaches to solve problems encountered in field applications, and to take responsibility in generating solutions | X | |||||
| 4 | To be able to adopt a critical approach in evaluating the knowledge and skills acquired in Clinical Psychology and in directing their learning process | X | |||||
| 5 | To be able to transfer current developments and their own studies in the field to the groups in and out of the field in written, verbal and visual forms by supporting them with quantitative and qualitative data | X | |||||
| 6 | To be able to teach and care about social, cultural and ethical values in the stages of collection, interpretation, application and announcement of data, and to use the acquired knowledge of the field and the problem solving and / or application skills in interdisciplinary studies | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 16 | 3 | 48 | |||
| Guided Problem Solving | 3 | 10 | 30 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 60 | 120 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 30 | 30 | |||
| Quiz | 0 | 10 | 0 | |||
| Midterm Exam | 1 | 5 | 5 | |||
| General Exam | 1 | 5 | 5 | |||
| Performance Task, Maintenance Plan | 14 | 1 | 14 | |||
| Total Workload(Hour) | 252 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(252/30) | 8 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to PSCYHOANALYTIC THEORIES | - | Spring Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Gökçen DUYMAZ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ |
| Assistant(s) | |
| Aim | The purpose of this course is to introduce the main models of the mind in psychoanalysis; to think critically of these models; to get a sense of how these different models have been applied to different clinical situations. |
| Course Content | This course contains; Sigmund Freud: Classical Psychoanalysis,Ego Psychology,,HARRY STACK SULLIVAN AND INTERPERSONAL PSYCHOANALYSIS,MELANIE KLEIN ,THE BRITISH OBJECT RELATIONS SCHOOL: W. R. D. FAIRBAIRN AND D. W. WINNICOTT,PSYCHOLOGIES OF IDENTITY AND SELF: ERIK ERIKSON AND HEINZ KOHUT,ATTACHMENT THEORY,CONTEMPORARY FREUDIAN REVISIONISTS: OTTO KERNBERG, ROY SCHAFER, HANS LOEWALD, AND JACQUES LACAN,DEVELOPMENTAL LEVELS OF PERSONALITY ORGANIZATION IMPLICATIONS OF DEVELOPMENTAL LEVELS OF ORGANIZATION ,PRIMARY AND SECONDARY DEFENSIVE PROCESSES,TYPES OF CHARACTER ORGANIZATION. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| The student can compare different psychoanalytic models. | 10, 9 | E |
| The student understands the basic concepts and principles of each theoretical perspectiv | 10, 9 | E |
| The student uses psychoanalytic theories in practical settings. | 10, 9 | E |
| The student explains the etiology of different psychopathologies with different theoretical orientations. | 10, 13, 9 | F |
| The student relates the personality theories to your own observations about the nature of human behavior | 10, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 0 | Sigmund Freud: Classical Psychoanalysis | Mitchel SA, Black MJ (1995). Sigmund Freud and the Classical Psychoanalytic Tradition. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books, NY. Pp. 1-22. |
| 1 | Ego Psychology | Mitchell SA, Black MJ (1995). Sections from Chapter 2 (Ego Psychology): Anna Freud: the building blocks of defense theory; An assessment of psychic structure; Clinical Applications of Developmental Ego Psychology. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books. pp. 25-34, 53-59 |
| 2 | Mitchell SA, Black MJ (1995). Sections from Chapter 2 (Ego Psychology): Anna Freud: the building blocks of defense theory; An assessment of psychic structure; Clinical Applications of Developmental Ego Psychology. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books. pp. 25-34, 53-59 | |
| 3 | HARRY STACK SULLIVAN AND INTERPERSONAL PSYCHOANALYSIS | Mitchell SA, Black MJ (1995). HARRY STACK SULLIVAN AND INTERPERSONAL PSYCHOANALYSIS In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books. |
| 4 | MELANIE KLEIN | Mitchell SA, Black MJ (1995). Melanie Klein and Contemporary Kleinian Theroy. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books. pp. 85-111. |
| 5 | THE BRITISH OBJECT RELATIONS SCHOOL: W. R. D. FAIRBAIRN AND D. W. WINNICOTT | Mitchel SA, Black MJ (1995). The British Object Relations School: Fairbairn and Winnicott. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books, NY. pp, 112- 138. |
| 6 | PSYCHOLOGIES OF IDENTITY AND SELF: ERIK ERIKSON AND HEINZ KOHUT | Mitchel SA, Black MJ (1995).PSYCHOLOGIES OF IDENTITY AND SELF: ERIK ERIKSON AND HEINZ KOHUTIn Freud and Beyond: A History of Modern Psychoanalytic Thought. Basic Books, NY. |
| 7 | ATTACHMENT THEORY | Wallin, D. (2007) Part II: Attachment Relationships and the Development of the Self (Chapters 5,6,7) and Chapter 8 of Part III. In, Attachment in Psychotherapy. The Guilford Press. |
| 8 | CONTEMPORARY FREUDIAN REVISIONISTS: OTTO KERNBERG, ROY SCHAFER, HANS LOEWALD, AND JACQUES LACAN | Mitchel SA, Black MJ (1995). CONTEMPORARY FREUDIAN REVISIONISTS: OTTO KERNBERG, ROY SCHAFER, HANS LOEWALD, AND JACQUES LACAN. In Freud and Beyond: A History of Modern Psychoanalytic Thought. Basi |
| 9 | DEVELOPMENTAL LEVELS OF PERSONALITY ORGANIZATION IMPLICATIONS OF DEVELOPMENTAL LEVELS OF ORGANIZATION | McWilliams, N. (2011). Psychoanalytic diagnosis: Understanding personality structure in the clinical process (2nd ed.). Guilford Press. |
| 10 | PRIMARY AND SECONDARY DEFENSIVE PROCESSES | McWilliams, N. (2011). Psychoanalytic diagnosis: Understanding personality structure in the clinical process (2nd ed.). Guilford Press. |
| 11 | TYPES OF CHARACTER ORGANIZATION | McWilliams, N. (2011). Psychoanalytic diagnosis: Understanding personality structure in the clinical process (2nd ed.). Guilford Press. |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Based on their undergraduate level competencies, to be able to develop and deepen their knowledge at the level of expertise in Clinical Psychology, and to comprehend the field's interactions with other disciplines | X | |||||
| 2 | To be able to use the theoretical and practical knowledge at the level of expertise acquired in Clinical Psychology, to interpret the acquired knowledge by integrating it with knowledge of different disciplines, and to create new knowledge | X | |||||
| 3 | To be able to independently conduct a work that requires expertise, to develop new strategic approaches to solve problems encountered in field applications, and to take responsibility in generating solutions | X | |||||
| 4 | To be able to adopt a critical approach in evaluating the knowledge and skills acquired in Clinical Psychology and in directing their learning process | X | |||||
| 5 | To be able to transfer current developments and their own studies in the field to the groups in and out of the field in written, verbal and visual forms by supporting them with quantitative and qualitative data | X | |||||
| 6 | To be able to teach and care about social, cultural and ethical values in the stages of collection, interpretation, application and announcement of data, and to use the acquired knowledge of the field and the problem solving and / or application skills in interdisciplinary studies | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |