Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ATTENTION DEFICIT HYPERACTVITY DISORDER | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ferah ÇEKİCİ |
| Name of Lecturer(s) | Assoc.Prof. Ferah ÇEKİCİ |
| Assistant(s) | |
| Aim | Definition and characteristics of attention deficit and hyperactivity disorder (ADHD); The main symptoms of ADHD (attention deficit, hyperactivity and impulsivity); Effects of ADHD on children in terms of social, emotional and school success; Causes of ADHD; Risk factors in developing ADHD; ADHD types; Approaches to children with ADHD; Guiding students with ADHD; Education of children with ADHD; ensuring school-family cooperation. |
| Course Content | This course contains; Definition and characteristics of attention deficit hyperactivity disorder (ADHD),Causes of attention deficit and hyperactivity disorder,Physiological effects of attention deficit and hyperactivity disorder on the child,The emotional effects of attention deficit and hyperactivity disorder on the child,Social effects of attention deficit and hyperactivity disorder on the child,Possible effects of attention deficit and hyperactivity disorder on learning and school success,Education of children with attention deficit and hyperactivity disorder,Examination of various treatment approaches in children and adolescents with attention deficit and hyperactivity disorder,Alternative Treatment Approaches in Children and Adolescents with Attention Deficit and Hyperactivity Disorder,Family and school-based psycho-social interventions in children and adolescents with attention deficit and hyperactivity disorder,Integration practices in school and classroom environment in children and adolescents with Attention Deficit and Hyperactivity Disorder,Protective factors and risk factors in children and adolescents with attention deficit and hyperactivity disorder, psycho-educational interventions for preventive and preventive mental health for children and adolescents with ADHD,Positive psychology and psychological resilience in children and adolescents with attention deficit and hyperactivity disorder,Current Research and Trends in Children and Adolescents with Attention Deficit and Hyperactive Disorder. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the subtypes in Attention Deficit Hyperactivity Disorder. | 10, 13, 16, 9 | A |
| Lists the factors that are effective in the emergence of Attention Deficit and Hyperactivity Disorder. | 10, 16, 9 | A |
| It exemplifies other psychiatric disorders that accompany Attention Deficit Hyperactivity Disorder. | 10, 16, 9 | A |
| It lists the symptoms required for a diagnosis of Attention Deficit Hyperactivity Disorder. | 10, 16, 9 | A |
| Explains the various methods used in the treatment of Attention Deficit and Hyperactivity Disorder. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and characteristics of attention deficit hyperactivity disorder (ADHD) | Read the unit from the the course' book |
| 2 | Causes of attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 3 | Physiological effects of attention deficit and hyperactivity disorder on the child | Read the unit from the the course' book |
| 4 | The emotional effects of attention deficit and hyperactivity disorder on the child | Read the unit from the the course' book |
| 5 | Social effects of attention deficit and hyperactivity disorder on the child | Read the unit from the the course' book |
| 6 | Possible effects of attention deficit and hyperactivity disorder on learning and school success | Read the unit from the the course' book |
| 7 | Education of children with attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 8 | Examination of various treatment approaches in children and adolescents with attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 9 | Alternative Treatment Approaches in Children and Adolescents with Attention Deficit and Hyperactivity Disorder | Read the unit from the the course' book |
| 10 | Family and school-based psycho-social interventions in children and adolescents with attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 11 | Integration practices in school and classroom environment in children and adolescents with Attention Deficit and Hyperactivity Disorder | Read the unit from the the course' book |
| 12 | Protective factors and risk factors in children and adolescents with attention deficit and hyperactivity disorder, psycho-educational interventions for preventive and preventive mental health for children and adolescents with ADHD | Read the unit from the the course' book |
| 13 | Positive psychology and psychological resilience in children and adolescents with attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 14 | Current Research and Trends in Children and Adolescents with Attention Deficit and Hyperactive Disorder | Read the unit from the the course' book |
| Resources |
| Attention Deficit and Hyperactivity Disorders: A Manual for Parents and Teacher. 2016. Author: Dr. Özlem Sürücü. Bilgi Publishing. |
| Attention Deficit and Hyperactivity Disorder. 2019. Ed: A. Şebnem Soysal Acar. Nobel Academy Publishing. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 40 | 40 | |||
| General Exam | 1 | 40 | 40 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| ATTENTION DEFICIT HYPERACTVITY DISORDER | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ferah ÇEKİCİ |
| Name of Lecturer(s) | Assoc.Prof. Ferah ÇEKİCİ |
| Assistant(s) | |
| Aim | Definition and characteristics of attention deficit and hyperactivity disorder (ADHD); The main symptoms of ADHD (attention deficit, hyperactivity and impulsivity); Effects of ADHD on children in terms of social, emotional and school success; Causes of ADHD; Risk factors in developing ADHD; ADHD types; Approaches to children with ADHD; Guiding students with ADHD; Education of children with ADHD; ensuring school-family cooperation. |
| Course Content | This course contains; Definition and characteristics of attention deficit hyperactivity disorder (ADHD),Causes of attention deficit and hyperactivity disorder,Physiological effects of attention deficit and hyperactivity disorder on the child,The emotional effects of attention deficit and hyperactivity disorder on the child,Social effects of attention deficit and hyperactivity disorder on the child,Possible effects of attention deficit and hyperactivity disorder on learning and school success,Education of children with attention deficit and hyperactivity disorder,Examination of various treatment approaches in children and adolescents with attention deficit and hyperactivity disorder,Alternative Treatment Approaches in Children and Adolescents with Attention Deficit and Hyperactivity Disorder,Family and school-based psycho-social interventions in children and adolescents with attention deficit and hyperactivity disorder,Integration practices in school and classroom environment in children and adolescents with Attention Deficit and Hyperactivity Disorder,Protective factors and risk factors in children and adolescents with attention deficit and hyperactivity disorder, psycho-educational interventions for preventive and preventive mental health for children and adolescents with ADHD,Positive psychology and psychological resilience in children and adolescents with attention deficit and hyperactivity disorder,Current Research and Trends in Children and Adolescents with Attention Deficit and Hyperactive Disorder. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the subtypes in Attention Deficit Hyperactivity Disorder. | 10, 13, 16, 9 | A |
| Lists the factors that are effective in the emergence of Attention Deficit and Hyperactivity Disorder. | 10, 16, 9 | A |
| It exemplifies other psychiatric disorders that accompany Attention Deficit Hyperactivity Disorder. | 10, 16, 9 | A |
| It lists the symptoms required for a diagnosis of Attention Deficit Hyperactivity Disorder. | 10, 16, 9 | A |
| Explains the various methods used in the treatment of Attention Deficit and Hyperactivity Disorder. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and characteristics of attention deficit hyperactivity disorder (ADHD) | Read the unit from the the course' book |
| 2 | Causes of attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 3 | Physiological effects of attention deficit and hyperactivity disorder on the child | Read the unit from the the course' book |
| 4 | The emotional effects of attention deficit and hyperactivity disorder on the child | Read the unit from the the course' book |
| 5 | Social effects of attention deficit and hyperactivity disorder on the child | Read the unit from the the course' book |
| 6 | Possible effects of attention deficit and hyperactivity disorder on learning and school success | Read the unit from the the course' book |
| 7 | Education of children with attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 8 | Examination of various treatment approaches in children and adolescents with attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 9 | Alternative Treatment Approaches in Children and Adolescents with Attention Deficit and Hyperactivity Disorder | Read the unit from the the course' book |
| 10 | Family and school-based psycho-social interventions in children and adolescents with attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 11 | Integration practices in school and classroom environment in children and adolescents with Attention Deficit and Hyperactivity Disorder | Read the unit from the the course' book |
| 12 | Protective factors and risk factors in children and adolescents with attention deficit and hyperactivity disorder, psycho-educational interventions for preventive and preventive mental health for children and adolescents with ADHD | Read the unit from the the course' book |
| 13 | Positive psychology and psychological resilience in children and adolescents with attention deficit and hyperactivity disorder | Read the unit from the the course' book |
| 14 | Current Research and Trends in Children and Adolescents with Attention Deficit and Hyperactive Disorder | Read the unit from the the course' book |
| Resources |
| Attention Deficit and Hyperactivity Disorders: A Manual for Parents and Teacher. 2016. Author: Dr. Özlem Sürücü. Bilgi Publishing. |
| Attention Deficit and Hyperactivity Disorder. 2019. Ed: A. Şebnem Soysal Acar. Nobel Academy Publishing. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | ||||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |