Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGY of COMMUNICATION | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA |
| Name of Lecturer(s) | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA, Lect. Aylin ÇEVİK |
| Assistant(s) | |
| Aim | The aim of this course is to increase the communication skills of people who will work in the field of psychology and to learn communication in all aspects. |
| Course Content | This course contains; Introduction, defining communication,Communication at different age periods,The basic principles of effective communication (empathy, emotional intelligence, now here),Perspectives of the main psychological theories in therapeutic communication in the field (will be a comparative study),Perspectives of the main psychological theories in therapeutic communication in the field (will be a comparative study),The basic principles of therapeutic communication,Why does a person need communication; We will work on the stories of the Little Prince (Antoine de Saint-Exupéry) and Momo (Michael Ende) ,Communication in the Family,Communication Between Couples,Communication in the Workplace and Education,Technology and Communication,Today's basic communication problems and solutions,Communication is the language of violence (Take my eyes as well Director: Icíar Bollaín, Spain 2003),Ways to improve communication. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Student will be able to look and define the concept of communication from different angles. | 10, 11, 14, 16, 37, 9 | A |
| 2. Student will be able to learn the perspectives of different theories on the concept of communication. | 10, 11, 14, 16, 37, 9 | A, E |
| 3. Student will be able to learn and experience the basic principles of communication. | 10, 11, 14, 16, 37, 9 | A, E |
| 4. Student will be able to learn and comprehend the principles that should be considered in communication with the client (patient) in their field. | 10, 11, 14, 16, 37, 9 | A, E |
| 5. Student will be able to see that communication is indispensable in all areas of life and the gains of having effective communication skills. | 10, 11, 14, 16, 37, 9 | A |
| 6. Student will be able to comprehend the importance of being ethical in communication. | 10, 11, 14, 16, 37, 4, 9 | A |
| 7. Student will be able to recognize communication barriers and understand how to manage them | 10, 11, 14, 16, 37, 4, 9 | A |
| 8. Student will be able to communicate with him and other people in a healthier way. | 10, 11, 14, 16, 37, 4, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, defining communication | Photocopy, 1,2,3,6,8,10 |
| 2 | Communication at different age periods | Photocopy, 1,10 |
| 3 | The basic principles of effective communication (empathy, emotional intelligence, now here) | Photocopy, 4,5,6,7 |
| 4 | Perspectives of the main psychological theories in therapeutic communication in the field (will be a comparative study) | Photocopy |
| 5 | Perspectives of the main psychological theories in therapeutic communication in the field (will be a comparative study) | Photocopy |
| 6 | The basic principles of therapeutic communication | Photocopy,2,3,4,5,6 |
| 7 | Why does a person need communication; We will work on the stories of the Little Prince (Antoine de Saint-Exupéry) and Momo (Michael Ende) | Photocopy |
| 8 | Communication in the Family | Photocopy,1,10,12 |
| 9 | Communication Between Couples | Photocopy,2.6 |
| 10 | Communication in the Workplace and Education | Photocopy 5,6,7,12 |
| 11 | Technology and Communication | Photocopy |
| 12 | Today's basic communication problems and solutions | Photocopy 1,4,9,12 |
| 13 | Communication is the language of violence (Take my eyes as well Director: Icíar Bollaín, Spain 2003) | Photocopy,14 |
| 14 | Ways to improve communication | Photocopy,12 |
| Resources |
| 1. CÜCELOĞLU, Doğan (2006); Human and Behavior, Remzi Pubishing, İstanbul. (will be given as pdf) 2. CÜCELOĞLU, Doğan (2016); Communication Equipments, Remzi Pubishing, İstanbul. (will be given as pdf) 3. DÖKMEN, Üstün (1994); Communication Conflicts and Empathy, Sistem Pubishing, İstanbul. (will be given as pdf) 4. SCHMID, Wilhelm (2019); How Being Friends Make It Easier, İletişim Pubishing, İstanbul 5. GOLEMAN, Daniel (2011); Emotional intelligence, Varlık Pubishing, İstanbul. (will be given as pdf) 6. HARTLEY, Peter (2014), Interpersonal communication, İmge Pubishing, İstanbul 7. BERNE, Eric (2015); People Games Play, Koridor Pubishing, İstanbul. 8. RAMMERÖ, Jonas ve TORNEKE, Niklas (2018), ABC of Human Behavior, Litera Pubishing, İstanbul. 9. FAVVER, Adam (2008); Empathy, April Yayıncılık, Ankara. (will be given as pdf) 10. MORGAN, Clifford (2011); Introduction to Psychology, Eğitim Kitapevi Pubishing, Konya. (will be given as pdf) 11. HELLINGER, Bert (2018), Schemes of Help, Pan Pubishing, İstanbul. 12. STEWART, Jan ve JOINES, Vann, TA Today, Eksi Books, Ankara. 13. In Treatment 3 season (will be given as copy) 14. ROSENBERG, B.Marshall (2019), Nonviolent Communication, Remzi Pubishing, İstanbul. |
| 1. HARTLEY, Peter (2010), Interpersonal Communication Gender Differences Strength and Conflict, Derin Publishing, İstanbul. 2. STEINNER, Calude (2014), Emotional Literacy, Nobel Pubishing, İstanbul. 3. SOLMUŞ, Tarık (2010), Therapist - Client Clipping:"IN TREATMENT" 4. MALLINCKRODT, B. (1995). Attachment patterns in the psychotherapy relationship: Development of the Client Attachment to Therapist Scale, Journal of Counseling Psychology, 42 (3), P.307-317. 5. HAY, Julie (2014); Transactional Analysis for Instructors, Nobel Pubishing, İstanbul. 6. MYERS, G.David (2012), Psychology In Everyday Life, Worth Publishers, Newyork USA. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| PSYCHOLOGY of COMMUNICATION | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA |
| Name of Lecturer(s) | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA, Lect. Aylin ÇEVİK |
| Assistant(s) | |
| Aim | The aim of this course is to increase the communication skills of people who will work in the field of psychology and to learn communication in all aspects. |
| Course Content | This course contains; Introduction, defining communication,Communication at different age periods,The basic principles of effective communication (empathy, emotional intelligence, now here),Perspectives of the main psychological theories in therapeutic communication in the field (will be a comparative study),Perspectives of the main psychological theories in therapeutic communication in the field (will be a comparative study),The basic principles of therapeutic communication,Why does a person need communication; We will work on the stories of the Little Prince (Antoine de Saint-Exupéry) and Momo (Michael Ende) ,Communication in the Family,Communication Between Couples,Communication in the Workplace and Education,Technology and Communication,Today's basic communication problems and solutions,Communication is the language of violence (Take my eyes as well Director: Icíar Bollaín, Spain 2003),Ways to improve communication. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Student will be able to look and define the concept of communication from different angles. | 10, 11, 14, 16, 37, 9 | A |
| 2. Student will be able to learn the perspectives of different theories on the concept of communication. | 10, 11, 14, 16, 37, 9 | A, E |
| 3. Student will be able to learn and experience the basic principles of communication. | 10, 11, 14, 16, 37, 9 | A, E |
| 4. Student will be able to learn and comprehend the principles that should be considered in communication with the client (patient) in their field. | 10, 11, 14, 16, 37, 9 | A, E |
| 5. Student will be able to see that communication is indispensable in all areas of life and the gains of having effective communication skills. | 10, 11, 14, 16, 37, 9 | A |
| 6. Student will be able to comprehend the importance of being ethical in communication. | 10, 11, 14, 16, 37, 4, 9 | A |
| 7. Student will be able to recognize communication barriers and understand how to manage them | 10, 11, 14, 16, 37, 4, 9 | A |
| 8. Student will be able to communicate with him and other people in a healthier way. | 10, 11, 14, 16, 37, 4, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, defining communication | Photocopy, 1,2,3,6,8,10 |
| 2 | Communication at different age periods | Photocopy, 1,10 |
| 3 | The basic principles of effective communication (empathy, emotional intelligence, now here) | Photocopy, 4,5,6,7 |
| 4 | Perspectives of the main psychological theories in therapeutic communication in the field (will be a comparative study) | Photocopy |
| 5 | Perspectives of the main psychological theories in therapeutic communication in the field (will be a comparative study) | Photocopy |
| 6 | The basic principles of therapeutic communication | Photocopy,2,3,4,5,6 |
| 7 | Why does a person need communication; We will work on the stories of the Little Prince (Antoine de Saint-Exupéry) and Momo (Michael Ende) | Photocopy |
| 8 | Communication in the Family | Photocopy,1,10,12 |
| 9 | Communication Between Couples | Photocopy,2.6 |
| 10 | Communication in the Workplace and Education | Photocopy 5,6,7,12 |
| 11 | Technology and Communication | Photocopy |
| 12 | Today's basic communication problems and solutions | Photocopy 1,4,9,12 |
| 13 | Communication is the language of violence (Take my eyes as well Director: Icíar Bollaín, Spain 2003) | Photocopy,14 |
| 14 | Ways to improve communication | Photocopy,12 |
| Resources |
| 1. CÜCELOĞLU, Doğan (2006); Human and Behavior, Remzi Pubishing, İstanbul. (will be given as pdf) 2. CÜCELOĞLU, Doğan (2016); Communication Equipments, Remzi Pubishing, İstanbul. (will be given as pdf) 3. DÖKMEN, Üstün (1994); Communication Conflicts and Empathy, Sistem Pubishing, İstanbul. (will be given as pdf) 4. SCHMID, Wilhelm (2019); How Being Friends Make It Easier, İletişim Pubishing, İstanbul 5. GOLEMAN, Daniel (2011); Emotional intelligence, Varlık Pubishing, İstanbul. (will be given as pdf) 6. HARTLEY, Peter (2014), Interpersonal communication, İmge Pubishing, İstanbul 7. BERNE, Eric (2015); People Games Play, Koridor Pubishing, İstanbul. 8. RAMMERÖ, Jonas ve TORNEKE, Niklas (2018), ABC of Human Behavior, Litera Pubishing, İstanbul. 9. FAVVER, Adam (2008); Empathy, April Yayıncılık, Ankara. (will be given as pdf) 10. MORGAN, Clifford (2011); Introduction to Psychology, Eğitim Kitapevi Pubishing, Konya. (will be given as pdf) 11. HELLINGER, Bert (2018), Schemes of Help, Pan Pubishing, İstanbul. 12. STEWART, Jan ve JOINES, Vann, TA Today, Eksi Books, Ankara. 13. In Treatment 3 season (will be given as copy) 14. ROSENBERG, B.Marshall (2019), Nonviolent Communication, Remzi Pubishing, İstanbul. |
| 1. HARTLEY, Peter (2010), Interpersonal Communication Gender Differences Strength and Conflict, Derin Publishing, İstanbul. 2. STEINNER, Calude (2014), Emotional Literacy, Nobel Pubishing, İstanbul. 3. SOLMUŞ, Tarık (2010), Therapist - Client Clipping:"IN TREATMENT" 4. MALLINCKRODT, B. (1995). Attachment patterns in the psychotherapy relationship: Development of the Client Attachment to Therapist Scale, Journal of Counseling Psychology, 42 (3), P.307-317. 5. HAY, Julie (2014); Transactional Analysis for Instructors, Nobel Pubishing, İstanbul. 6. MYERS, G.David (2012), Psychology In Everyday Life, Worth Publishers, Newyork USA. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |