Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PARENT CHILD RELATIONSHIPS | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. İbrahim Haluk YAVUZER |
| Assistant(s) | |
| Aim | It is expected that the students who take the lessons will be able to understand parent-child relationships, parents' role in the development of the child, take necessary precautions and make appropriate parental guidance. |
| Course Content | This course contains; Introductions and introduction of the course,Conceptual framework of parent-child relationships,Conceptual framework of parent-child relationships,Approaches to parent-child relationship process,Developmental change in parent-child relations,The role of the child in parent-child relationships,Role of the child in parent-child relationships (special situations such as children with disabilities),Parents' roles in parent-child relationships,Parental roles in parent-child relationships (special situations such as divorce etc.),Research Methods for the Dynamics of Parental and Child Relations (Qualitative and Quantitative Methods),Browsing Resources and Creating a Project,Browsing Resources and Creating a Project,Project Presentation,Project Presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To recognize family structures, to be able to understand and analyze the underlying dynamics of parent-child relationships | ||
| To be able to look at parent-child relationships from a developmental perspective, to be able to recognize the problems that may arise in the context of parent-child relationships and to have the ability to produce solution proposals. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introductions and introduction of the course | |
| 2 | Conceptual framework of parent-child relationships | |
| 3 | Conceptual framework of parent-child relationships | |
| 4 | Approaches to parent-child relationship process | |
| 5 | Developmental change in parent-child relations | |
| 6 | The role of the child in parent-child relationships | |
| 7 | Role of the child in parent-child relationships (special situations such as children with disabilities) | |
| 8 | Parents' roles in parent-child relationships | |
| 9 | Parental roles in parent-child relationships (special situations such as divorce etc.) | |
| 10 | Research Methods for the Dynamics of Parental and Child Relations (Qualitative and Quantitative Methods) | |
| 11 | Browsing Resources and Creating a Project | |
| 12 | Browsing Resources and Creating a Project | |
| 13 | Project Presentation | |
| 14 | Project Presentation |
| Resources |
| Kuczynski, L. (2003). Handbook of Dynamics in Parent-Child Relations. Sage Publications, USA. Dallos, R., Draper, R.(2012) Kesici, Ş., Kiper, C.(Ed.)Aile Terapisine Giriş. Sistematik Teori ve Uygulama. Nobel Akademik Yayıncılık, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has a profound and systematic level of knowledge about the mental, language, motor, self-care, social, emotional development areas of all children and young people aged 0-18 years. | X | |||||
| 2 | The 0-18 age group on development and education knows all the concepts for children and adolescents and follows the studies done on this subject. | X | |||||
| 3 | It uses the information gained in the areas of mental, language, motor, self-care, social-emotional development for 0-18 year-old children to make developmental and educational diagnosis for children, family and collective in units related to the profession. | X | |||||
| 4 | It derives appropriate solutions and original ideas from the problems of the country in the health, development, education and social services of children and their families of 0-18 years old using basic knowledge about these problems. | X | |||||
| 5 | The student uses the basic knowledge the student has in the field of Child Development and Education to make suggestions, transfers the learned topics to the application, interprets the information, interprets the results of the practices and analyzes the information cluster critically. | X | |||||
| 6 | It can use the information gained about the occupational field for health, education and social service organizations, especially for children and families, participates in research works which are to be prepared in developmental and educational programs and in related projects. | X | |||||
| 7 | It acts in accordance with the ethics of science and observes the psychological state of the child and the family in experimental research on children. | X | |||||
| 8 | As an example of collecting with external appearance attitudes and behaviors, it acts in accordance with democracy, human rights, social, scientific and professional ethical values, laws, regulations and legislation. | X | |||||
| 9 | Quality management and processes have adequate consensus on the individual, environmental protection and work safety issues, including infants, children and families, and behave and participate in these processes. | 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 | 14 | 3 | 42 | |||
| Guided Problem Solving | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 30 | 60 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 1 | 1 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 185 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(185/30) | 6 | |||||
| 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 |
|---|---|---|---|---|---|
| PARENT CHILD RELATIONSHIPS | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. İbrahim Haluk YAVUZER |
| Assistant(s) | |
| Aim | It is expected that the students who take the lessons will be able to understand parent-child relationships, parents' role in the development of the child, take necessary precautions and make appropriate parental guidance. |
| Course Content | This course contains; Introductions and introduction of the course,Conceptual framework of parent-child relationships,Conceptual framework of parent-child relationships,Approaches to parent-child relationship process,Developmental change in parent-child relations,The role of the child in parent-child relationships,Role of the child in parent-child relationships (special situations such as children with disabilities),Parents' roles in parent-child relationships,Parental roles in parent-child relationships (special situations such as divorce etc.),Research Methods for the Dynamics of Parental and Child Relations (Qualitative and Quantitative Methods),Browsing Resources and Creating a Project,Browsing Resources and Creating a Project,Project Presentation,Project Presentation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To recognize family structures, to be able to understand and analyze the underlying dynamics of parent-child relationships | ||
| To be able to look at parent-child relationships from a developmental perspective, to be able to recognize the problems that may arise in the context of parent-child relationships and to have the ability to produce solution proposals. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introductions and introduction of the course | |
| 2 | Conceptual framework of parent-child relationships | |
| 3 | Conceptual framework of parent-child relationships | |
| 4 | Approaches to parent-child relationship process | |
| 5 | Developmental change in parent-child relations | |
| 6 | The role of the child in parent-child relationships | |
| 7 | Role of the child in parent-child relationships (special situations such as children with disabilities) | |
| 8 | Parents' roles in parent-child relationships | |
| 9 | Parental roles in parent-child relationships (special situations such as divorce etc.) | |
| 10 | Research Methods for the Dynamics of Parental and Child Relations (Qualitative and Quantitative Methods) | |
| 11 | Browsing Resources and Creating a Project | |
| 12 | Browsing Resources and Creating a Project | |
| 13 | Project Presentation | |
| 14 | Project Presentation |
| Resources |
| Kuczynski, L. (2003). Handbook of Dynamics in Parent-Child Relations. Sage Publications, USA. Dallos, R., Draper, R.(2012) Kesici, Ş., Kiper, C.(Ed.)Aile Terapisine Giriş. Sistematik Teori ve Uygulama. Nobel Akademik Yayıncılık, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has a profound and systematic level of knowledge about the mental, language, motor, self-care, social, emotional development areas of all children and young people aged 0-18 years. | X | |||||
| 2 | The 0-18 age group on development and education knows all the concepts for children and adolescents and follows the studies done on this subject. | X | |||||
| 3 | It uses the information gained in the areas of mental, language, motor, self-care, social-emotional development for 0-18 year-old children to make developmental and educational diagnosis for children, family and collective in units related to the profession. | X | |||||
| 4 | It derives appropriate solutions and original ideas from the problems of the country in the health, development, education and social services of children and their families of 0-18 years old using basic knowledge about these problems. | X | |||||
| 5 | The student uses the basic knowledge the student has in the field of Child Development and Education to make suggestions, transfers the learned topics to the application, interprets the information, interprets the results of the practices and analyzes the information cluster critically. | X | |||||
| 6 | It can use the information gained about the occupational field for health, education and social service organizations, especially for children and families, participates in research works which are to be prepared in developmental and educational programs and in related projects. | X | |||||
| 7 | It acts in accordance with the ethics of science and observes the psychological state of the child and the family in experimental research on children. | X | |||||
| 8 | As an example of collecting with external appearance attitudes and behaviors, it acts in accordance with democracy, human rights, social, scientific and professional ethical values, laws, regulations and legislation. | X | |||||
| 9 | Quality management and processes have adequate consensus on the individual, environmental protection and work safety issues, including infants, children and families, and behave and participate in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |