Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD NEGLECT/ABUSE and CHILDREN in NEED of PROTEC. | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Lect. Ümmihan POLAT |
| Assistant(s) | |
| Aim | To learn the concepts of neglect and abuse, to learn the developmental characteristics of children who can be considered as a risk group in neglect and abuse (street and working in the street, working children, in need of protection, working children) To learn ways of interdisciplinary cooperation in child neglect and abuse and ways to be followed in neglected and abused children To monitor developmental processes of neglected and exploited children and to learn communication skills with these children. |
| Course Content | This course contains; Child abuse and neglect, introduction,Physical abuse and its effects, sexual abuse and its effects,Emotional abuse and its effects,Neglect and effects,Domestic violence and child affects, parenting models and family education,The importance of child development in neglect and abuse, the neglect of the importance of multidisciplinary work in neglect and abuse and the forensic direction of abuse,Neglect and abuse in children in need of protection,Neglect and abuse in street children and street children,Neglect and abuse in children with disabilities,Prevention of child abuse and neglect,Treatment of abused and neglected children,Child abuse and neglect in mass media,Child workers,Assesment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course the student; Learn the definition of the concepts of neglect and abuse, | 10, 9 | A, E |
| It will examine developmental problems of neglected and abused children | 10, 9 | A, E |
| Plan ways to be followed in neglected and abused children | 10, 9 | A, E |
| They will learn the developmental characteristics of these children, who can learn the concepts of children who are in need of protection, children who are street children and working children, and children who can communicate with these children and they will be able to produce problems and solutions to these problems. | 10, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Child abuse and neglect, introduction | Preparation of the relevant course from the recommended sources |
| 2 | Physical abuse and its effects, sexual abuse and its effects | Preparation of the relevant course from the recommended sources |
| 3 | Emotional abuse and its effects | Preparation of the relevant course from the recommended sources |
| 4 | Neglect and effects | Preparation of the relevant course from the recommended sources |
| 5 | Domestic violence and child affects, parenting models and family education | Preparation of the relevant course from the recommended sources |
| 6 | The importance of child development in neglect and abuse, the neglect of the importance of multidisciplinary work in neglect and abuse and the forensic direction of abuse | Preparation of the relevant course from the recommended sources |
| 7 | Neglect and abuse in children in need of protection | Preparation of the relevant course from the recommended sources |
| 8 | Neglect and abuse in street children and street children | Preparation of the relevant course from the recommended sources |
| 9 | Neglect and abuse in children with disabilities | Preparation of the relevant course from the recommended sources |
| 10 | Prevention of child abuse and neglect | Preparation of the relevant course from the recommended sources |
| 11 | Treatment of abused and neglected children | Preparation of the relevant course from the recommended sources |
| 12 | Child abuse and neglect in mass media | Preparation of the relevant course from the recommended sources |
| 13 | Child workers | Preparation of the relevant course from the recommended sources |
| 14 | Assesment | Preparation of the relevant course from the recommended sources |
| Resources |
| Polat,O (2007).Tüm Boyutlarıyla Çocuk İstismarı 2 Önleme ve Rehabilitasyon.Seçkin yayıncılık, Ankara. Cynthia C,T (2009). Understanding Child Abuse and Neglect Allyn & Bacon Edition: (8th Edition). USA. Cynthia C,T ( (2001) When Children are Abused: An Educator's Guide to Intervention . Allyn & Bacon Edition: USA. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | ||||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | ||||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | ||||||
| 4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | ||||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | ||||||
| 6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | ||||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | ||||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | ||||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | ||||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | ||||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | ||||||
| 14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
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 | 7 | 4 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 2 | 4 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| CHILD NEGLECT/ABUSE and CHILDREN in NEED of PROTEC. | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Lect. Ümmihan POLAT |
| Assistant(s) | |
| Aim | To learn the concepts of neglect and abuse, to learn the developmental characteristics of children who can be considered as a risk group in neglect and abuse (street and working in the street, working children, in need of protection, working children) To learn ways of interdisciplinary cooperation in child neglect and abuse and ways to be followed in neglected and abused children To monitor developmental processes of neglected and exploited children and to learn communication skills with these children. |
| Course Content | This course contains; Child abuse and neglect, introduction,Physical abuse and its effects, sexual abuse and its effects,Emotional abuse and its effects,Neglect and effects,Domestic violence and child affects, parenting models and family education,The importance of child development in neglect and abuse, the neglect of the importance of multidisciplinary work in neglect and abuse and the forensic direction of abuse,Neglect and abuse in children in need of protection,Neglect and abuse in street children and street children,Neglect and abuse in children with disabilities,Prevention of child abuse and neglect,Treatment of abused and neglected children,Child abuse and neglect in mass media,Child workers,Assesment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course the student; Learn the definition of the concepts of neglect and abuse, | 10, 9 | A, E |
| It will examine developmental problems of neglected and abused children | 10, 9 | A, E |
| Plan ways to be followed in neglected and abused children | 10, 9 | A, E |
| They will learn the developmental characteristics of these children, who can learn the concepts of children who are in need of protection, children who are street children and working children, and children who can communicate with these children and they will be able to produce problems and solutions to these problems. | 10, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Child abuse and neglect, introduction | Preparation of the relevant course from the recommended sources |
| 2 | Physical abuse and its effects, sexual abuse and its effects | Preparation of the relevant course from the recommended sources |
| 3 | Emotional abuse and its effects | Preparation of the relevant course from the recommended sources |
| 4 | Neglect and effects | Preparation of the relevant course from the recommended sources |
| 5 | Domestic violence and child affects, parenting models and family education | Preparation of the relevant course from the recommended sources |
| 6 | The importance of child development in neglect and abuse, the neglect of the importance of multidisciplinary work in neglect and abuse and the forensic direction of abuse | Preparation of the relevant course from the recommended sources |
| 7 | Neglect and abuse in children in need of protection | Preparation of the relevant course from the recommended sources |
| 8 | Neglect and abuse in street children and street children | Preparation of the relevant course from the recommended sources |
| 9 | Neglect and abuse in children with disabilities | Preparation of the relevant course from the recommended sources |
| 10 | Prevention of child abuse and neglect | Preparation of the relevant course from the recommended sources |
| 11 | Treatment of abused and neglected children | Preparation of the relevant course from the recommended sources |
| 12 | Child abuse and neglect in mass media | Preparation of the relevant course from the recommended sources |
| 13 | Child workers | Preparation of the relevant course from the recommended sources |
| 14 | Assesment | Preparation of the relevant course from the recommended sources |
| Resources |
| Polat,O (2007).Tüm Boyutlarıyla Çocuk İstismarı 2 Önleme ve Rehabilitasyon.Seçkin yayıncılık, Ankara. Cynthia C,T (2009). Understanding Child Abuse and Neglect Allyn & Bacon Edition: (8th Edition). USA. Cynthia C,T ( (2001) When Children are Abused: An Educator's Guide to Intervention . Allyn & Bacon Edition: USA. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | ||||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | ||||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | ||||||
| 4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | ||||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | ||||||
| 6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | ||||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | ||||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | ||||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | ||||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | ||||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | ||||||
| 14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |