The aim of this course is to explain the cognitive processes in children and adults, how these processes are affected in case of physical and psychological trauma and how they protect people from the negative effects of trauma; to introduce students to research methods and measurement tools used in scientific studies in this field; to introduce current scientific studies in the field of trauma and cognitive processes.
Course Content
This course contains; Introduction,Executive Functions,Executive Functions and Assessment Tools,Trauma,Cognitive Development at Disadvantaged Children,Child Maltreatment and Cognitive Functioning,Trauma and Executive Functioning-1,Trauma and Executive Functioning-2,Trauma and Autobiographical Memory,Head Trauma and Cognitive Functioning,Refugee Experience and Cognitive Functioning-1,Refugee Experience and Cognitive Functiong-2,Article Presentations ,Resilience .
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
3.Students will be able to list the measurement methods and research techniques used in current scientific studies in the field.
23, 9
A
4.Students will be able to interpret and discuss the results of current scientific studies in the field.
10, 16, 9
E
5.Students will be able to examine the relationship between trauma and cognitive functions.
10, 9
A
1. Students will be able to define basic concepts in the field of cognitive functioning/executive functioning, and distinguish the differences between concepts.
23, 9
A
2. Students will be able to define the basic concepts in the field of trauma.
The effects of psychological trauma on children and adolescents
5
Cognitive Development at Disadvantaged Children
Child development and physical environment.
6
Child Maltreatment and Cognitive Functioning
Neuropsychological findings in pediatric maltreatment: relationship of PTSD, dissociative symptoms, and abuse/neglect indices to neurocognitive outcomes.
7
Trauma and Executive Functioning-1
Executive function and PTSD: Disengaging from trauma.
8
Trauma and Executive Functioning-2
The role of executive function in posttraumatic stress disorder: A systematic review.
9
Trauma and Autobiographical Memory
Overgeneral autobiographical memory and traumatic events: An evaluative review
10
Head Trauma and Cognitive Functioning
Generalizability of WISC-IV index and subtest score profiles in children with traumatic brain injury
11
Refugee Experience and Cognitive Functioning-1
Mental health of displaced and refugee children resettled in high-income countries: risk and protective factors
12
Refugee Experience and Cognitive Functiong-2
Mental health of displaced and refugee children resettled in high-income countries: risk and protective factors
13
Article Presentations
14
Resilience
Trauma and resilience in young refugees: A 9-year followup study.
Resources
Karakaş, S., & Karakaş, H. M. (2000). Yönetici işlevlerin ayrıştırılmasında multidisipliner yaklaşım: Bilişsel psikolojiden nöroradyolojiye. Klinik Psikiyatri, 3(4), 215-222.
Özgen, F., & Aydın, H. (1999). Travma sonrası stres bozukluğu. Klinik Psikiyatri, 1(34-41).
Yıldırımlı, G., Tosun, A. (2012). Travma sonrası stres bozukluğunda bilişsel süreçler. International Journal of Human Sciences [Online]. (9)2, 1429-1442
Başterzi, A. D. (2017). Mülteci, sığınmacı ve göçmen kadınların ruh sağlığı. Psikiyatride Güncel Yaklaşımlar, 9(4), 379-387.
Gümüşten, D. (2017). Mülteci çocukların eğitimi ve uyumlarına yönelik yapılan müdahale programları üzerine bir derleme. Nesne, 5(10), 247-264.
Herman, J. L. (2007). Travma ve İyileşme. Literatür Yayıncılık
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
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
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
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
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
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
COGNITIVE PROCESSES in TRAUMA
-
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
Prof.Dr. Kaasım Fatih YAVUZ
Name of Lecturer(s)
Prof.Dr. Kaasım Fatih YAVUZ, Lect. Begüm COŞGUN
Assistant(s)
Aim
The aim of this course is to explain the cognitive processes in children and adults, how these processes are affected in case of physical and psychological trauma and how they protect people from the negative effects of trauma; to introduce students to research methods and measurement tools used in scientific studies in this field; to introduce current scientific studies in the field of trauma and cognitive processes.
Course Content
This course contains; Introduction,Executive Functions,Executive Functions and Assessment Tools,Trauma,Cognitive Development at Disadvantaged Children,Child Maltreatment and Cognitive Functioning,Trauma and Executive Functioning-1,Trauma and Executive Functioning-2,Trauma and Autobiographical Memory,Head Trauma and Cognitive Functioning,Refugee Experience and Cognitive Functioning-1,Refugee Experience and Cognitive Functiong-2,Article Presentations ,Resilience .
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
3.Students will be able to list the measurement methods and research techniques used in current scientific studies in the field.
23, 9
A
4.Students will be able to interpret and discuss the results of current scientific studies in the field.
10, 16, 9
E
5.Students will be able to examine the relationship between trauma and cognitive functions.
10, 9
A
1. Students will be able to define basic concepts in the field of cognitive functioning/executive functioning, and distinguish the differences between concepts.
23, 9
A
2. Students will be able to define the basic concepts in the field of trauma.
The effects of psychological trauma on children and adolescents
5
Cognitive Development at Disadvantaged Children
Child development and physical environment.
6
Child Maltreatment and Cognitive Functioning
Neuropsychological findings in pediatric maltreatment: relationship of PTSD, dissociative symptoms, and abuse/neglect indices to neurocognitive outcomes.
7
Trauma and Executive Functioning-1
Executive function and PTSD: Disengaging from trauma.
8
Trauma and Executive Functioning-2
The role of executive function in posttraumatic stress disorder: A systematic review.
9
Trauma and Autobiographical Memory
Overgeneral autobiographical memory and traumatic events: An evaluative review
10
Head Trauma and Cognitive Functioning
Generalizability of WISC-IV index and subtest score profiles in children with traumatic brain injury
11
Refugee Experience and Cognitive Functioning-1
Mental health of displaced and refugee children resettled in high-income countries: risk and protective factors
12
Refugee Experience and Cognitive Functiong-2
Mental health of displaced and refugee children resettled in high-income countries: risk and protective factors
13
Article Presentations
14
Resilience
Trauma and resilience in young refugees: A 9-year followup study.
Resources
Karakaş, S., & Karakaş, H. M. (2000). Yönetici işlevlerin ayrıştırılmasında multidisipliner yaklaşım: Bilişsel psikolojiden nöroradyolojiye. Klinik Psikiyatri, 3(4), 215-222.
Özgen, F., & Aydın, H. (1999). Travma sonrası stres bozukluğu. Klinik Psikiyatri, 1(34-41).
Yıldırımlı, G., Tosun, A. (2012). Travma sonrası stres bozukluğunda bilişsel süreçler. International Journal of Human Sciences [Online]. (9)2, 1429-1442
Başterzi, A. D. (2017). Mülteci, sığınmacı ve göçmen kadınların ruh sağlığı. Psikiyatride Güncel Yaklaşımlar, 9(4), 379-387.
Gümüşten, D. (2017). Mülteci çocukların eğitimi ve uyumlarına yönelik yapılan müdahale programları üzerine bir derleme. Nesne, 5(10), 247-264.
Herman, J. L. (2007). Travma ve İyileşme. Literatür Yayıncılık
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.
