Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ACCEPTANCE and COMMITMENT THERAPY I | - | Fall Semester | 3+0 | 3 | 7 |
| 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. Kaasım Fatih YAVUZ |
| Name of Lecturer(s) | Prof.Dr. Kaasım Fatih YAVUZ |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with a thorough theoretical knowledge of the basic theoretical and scientific background of Acceptance and Commitment Therapy (ACT), as well as the skills to reflect what they have learned in clinical practice. |
| Course Content | This course contains; A Brief Look at the History of Cognitive and Behavioral Therapies,The Scientific Framework of Psychotherapies, General Framework of Cognitive and Behavioral Therapies, Behaviorism, Functional Contextualism,Functional Analyses of Behavior and Its Practice,Practicing Functional Analyses of Behaviour, Principles of Learning-1,Practicing Functional Analyses of Behaviour, Principles of Learning-2 (Relational Frame Theory),ACT Therapist and Therapist's Stance, ACT and Psychopathology,Rule-Governed Behaviors vs Values,Experiential Avoidance vs Acceptance,Cognitive Fusion vs Defusion,The dominance of Conceptualized Past and Future Raiding vs. Flexible Contact with the Moment,Weak Self Knowledge vs Self-as-Context,Weak Self Knowledge vs Self-as-Context,Escape, Avoidance vs Valued Behaviors, Measurement Tools, Therapy Forms, Determination of Therapy Targets,Metaphor, Self-Criticism vs Self-Compassion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 10, 14, 15, 16, 18, 19, 23, 37, 4, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | A Brief Look at the History of Cognitive and Behavioral Therapies | Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Giriş Bölümü |
| 2 | The Scientific Framework of Psychotherapies, General Framework of Cognitive and Behavioral Therapies, Behaviorism, Functional Contextualism | Türkçapar H (2018). Bilişsel Davranışçı Terapi, Temel İlkeler ve Uygulama. Epsilon Yayınları. Bölüm 1-Kuramsal ArkaplanRamnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Giriş |
| 3 | Functional Analyses of Behavior and Its Practice | Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Bölüm 1-3 |
| 4 | Practicing Functional Analyses of Behaviour, Principles of Learning-1 | Ramnerö J., Torneke N. (2017). The ABCs of Human Behavior, Istanbul: Litera Press. Chapters 4-6 |
| 5 | Practicing Functional Analyses of Behaviour, Principles of Learning-2 (Relational Frame Theory) | Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Bölüm 7 |
| 6 | ACT Therapist and Therapist's Stance, ACT and Psychopathology | Harris R. (2016). ACT made Simple. Istanbul: Litera Press. Chapters 1-4 |
| 7 | Rule-Governed Behaviors vs Values | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 11 |
| 8 | Experiential Avoidance vs Acceptance | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 8 |
| 9 | Cognitive Fusion vs Defusion | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 7 |
| 10 | The dominance of Conceptualized Past and Future Raiding vs. Flexible Contact with the Moment | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 9 |
| 11 | Weak Self Knowledge vs Self-as-Context | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 10 |
| 12 | Weak Self Knowledge vs Self-as-Context | Harris R. (2016). ACT’i Kolay Öğrenmek. (ACT made Simple), (HT Karatepe & KF Yavuz, Çev. Ed.). İstanbul: Litera Yayıncılık. Bölüm 10 |
| 13 | Escape, Avoidance vs Valued Behaviors, Measurement Tools, Therapy Forms, Determination of Therapy Targets | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 12 |
| 14 | Metaphor, Self-Criticism vs Self-Compassion | Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Bölüm 10 |
| Resources |
| Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Harris R. (2016). ACT’i Kolay Öğrenmek. (ACT made Simple), (HT Karatepe & KF Yavuz, Çev. Ed.). İstanbul: Litera Yayıncılık. Strosahl K., Robinson P.A., Gustavsson T. (2017) Radikal Değişimler İçin Kısa Müdahaleler. (Brief Interventions for Radical Change), (KF Yavuz & M Terzioğlu, Çev. Ed.). İstanbul: Litera Yayıncılık. |
| 1. K. Fatih Yavuz, F. Bahadır Alptekin. Davranışın İşlevsel Analizi ve Klinikte Kullanımı. JCBPR 2017; 6(2)88−94 2. K. F. Yavuz. Kabul ve Kararlılık Terapisi (ACT): Genel Bir Bakış. Turkiye Klinikleri J Psychiatry Special Topics 2015;8(2):21-7. |
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 | 14 | 3 | 42 | |||
| Guided Problem Solving | 3 | 6 | 18 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 3 | 42 | |||
| Term Project | 1 | 20 | 20 | |||
| Presentation of Project / Seminar | 3 | 3 | 9 | |||
| Quiz | 3 | 6 | 18 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 1 | 10 | 10 | |||
| Total Workload(Hour) | 209 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(209/30) | 7 | |||||
| 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 |
|---|---|---|---|---|---|
| ACCEPTANCE and COMMITMENT THERAPY I | - | Fall Semester | 3+0 | 3 | 7 |
| 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. Kaasım Fatih YAVUZ |
| Name of Lecturer(s) | Prof.Dr. Kaasım Fatih YAVUZ |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with a thorough theoretical knowledge of the basic theoretical and scientific background of Acceptance and Commitment Therapy (ACT), as well as the skills to reflect what they have learned in clinical practice. |
| Course Content | This course contains; A Brief Look at the History of Cognitive and Behavioral Therapies,The Scientific Framework of Psychotherapies, General Framework of Cognitive and Behavioral Therapies, Behaviorism, Functional Contextualism,Functional Analyses of Behavior and Its Practice,Practicing Functional Analyses of Behaviour, Principles of Learning-1,Practicing Functional Analyses of Behaviour, Principles of Learning-2 (Relational Frame Theory),ACT Therapist and Therapist's Stance, ACT and Psychopathology,Rule-Governed Behaviors vs Values,Experiential Avoidance vs Acceptance,Cognitive Fusion vs Defusion,The dominance of Conceptualized Past and Future Raiding vs. Flexible Contact with the Moment,Weak Self Knowledge vs Self-as-Context,Weak Self Knowledge vs Self-as-Context,Escape, Avoidance vs Valued Behaviors, Measurement Tools, Therapy Forms, Determination of Therapy Targets,Metaphor, Self-Criticism vs Self-Compassion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 10, 14, 15, 16, 18, 19, 23, 37, 4, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | A Brief Look at the History of Cognitive and Behavioral Therapies | Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Giriş Bölümü |
| 2 | The Scientific Framework of Psychotherapies, General Framework of Cognitive and Behavioral Therapies, Behaviorism, Functional Contextualism | Türkçapar H (2018). Bilişsel Davranışçı Terapi, Temel İlkeler ve Uygulama. Epsilon Yayınları. Bölüm 1-Kuramsal ArkaplanRamnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Giriş |
| 3 | Functional Analyses of Behavior and Its Practice | Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Bölüm 1-3 |
| 4 | Practicing Functional Analyses of Behaviour, Principles of Learning-1 | Ramnerö J., Torneke N. (2017). The ABCs of Human Behavior, Istanbul: Litera Press. Chapters 4-6 |
| 5 | Practicing Functional Analyses of Behaviour, Principles of Learning-2 (Relational Frame Theory) | Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Bölüm 7 |
| 6 | ACT Therapist and Therapist's Stance, ACT and Psychopathology | Harris R. (2016). ACT made Simple. Istanbul: Litera Press. Chapters 1-4 |
| 7 | Rule-Governed Behaviors vs Values | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 11 |
| 8 | Experiential Avoidance vs Acceptance | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 8 |
| 9 | Cognitive Fusion vs Defusion | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 7 |
| 10 | The dominance of Conceptualized Past and Future Raiding vs. Flexible Contact with the Moment | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 9 |
| 11 | Weak Self Knowledge vs Self-as-Context | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 10 |
| 12 | Weak Self Knowledge vs Self-as-Context | Harris R. (2016). ACT’i Kolay Öğrenmek. (ACT made Simple), (HT Karatepe & KF Yavuz, Çev. Ed.). İstanbul: Litera Yayıncılık. Bölüm 10 |
| 13 | Escape, Avoidance vs Valued Behaviors, Measurement Tools, Therapy Forms, Determination of Therapy Targets | Harris R. (2016). ACT Made Simple. Istanbul: Litera Press. Chapter 12 |
| 14 | Metaphor, Self-Criticism vs Self-Compassion | Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Bölüm 10 |
| Resources |
| Ramnerö J., Torneke N. (2017). İnsan Davranışlarının ABC’si. (The ABCs of Human Behavior), (KF Yavuz & HT Karatepe, Çev. Ed.). İstanbul: Litera Yayıncılık. Harris R. (2016). ACT’i Kolay Öğrenmek. (ACT made Simple), (HT Karatepe & KF Yavuz, Çev. Ed.). İstanbul: Litera Yayıncılık. Strosahl K., Robinson P.A., Gustavsson T. (2017) Radikal Değişimler İçin Kısa Müdahaleler. (Brief Interventions for Radical Change), (KF Yavuz & M Terzioğlu, Çev. Ed.). İstanbul: Litera Yayıncılık. |
| 1. K. Fatih Yavuz, F. Bahadır Alptekin. Davranışın İşlevsel Analizi ve Klinikte Kullanımı. JCBPR 2017; 6(2)88−94 2. K. F. Yavuz. Kabul ve Kararlılık Terapisi (ACT): Genel Bir Bakış. Turkiye Klinikleri J Psychiatry Special Topics 2015;8(2):21-7. |
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 | |