Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SOCIAL VIOLENCE and REHABILITATION | NRS3114432 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Vildan ÇAKAR |
| Name of Lecturer(s) | Assist.Prof. Vildan ÇAKAR |
| Assistant(s) | |
| Aim | To raise awareness about the effects of social violence on the individual and society and to plan the necessary initiatives to prevent violence. |
| Course Content | This course contains; Introduction to course, What is violence? ,Sociocultural aspects of violence,Types of violence and approaches,Effects of violence on individuals and society,Sources and causes of violence ,Areas of violence, Domestic violence ,Violence at the workplace,Violence at school,Stress, urbanization and crime,Violence, women, youth, change and violence,Violence prevention principles and rehabilitation,Violence prevention principles and rehabilitation,Legal rights regarding violence. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines violence and its types | 13, 14, 16, 19, 5, 9 | A, E |
| Evaluates violence and its effects | 10, 13, 14, 15, 5 | A, D, E |
| Analyses the factors leading to violence | 13, 14, 16, 19, 5, 9 | A, E |
| Analyses the types and effects of violence | 10, 13, 14, 5, 9 | A, E |
| Explains the principles of violence prevention and rehabilitation | 10, 13, 14, 16, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to course, What is violence? | Kocacık, F. ‘Şiddet Olgusu Üzerine’. C.Ü. İktisadi ve İdari Bilimler Dergisi, Cilt 2, Sayı 1 |
| 2 | Sociocultural aspects of violence | Yavuz, R., Tarhan, N., Kocabaşoğlu, N., Savrun, M. (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, istanbul. |
| 3 | Types of violence and approaches | Psikiyatride Güncel Yaklaşımlar-current Approaches in Psychiatry 2012, 4(1):112-137. Gümüş, A. (2006). ‘Şiddet Türleri’. Bir Sorun Olarak Şiddet Sempozyumu, Ankara. Eğitim sen Yayınları s.13-38. |
| 4 | Effects of violence on individuals and society | Güleç, H., Topaloğlu, M., Ünsal, D., Altıntaş, M. ‘Bir Kısır Döngü Olarak Şiddet’. Psikiyatride Güncel Yaklaşımlar-current Approaches in Psychiatry. 2012, 4(1):112-137. |
| 5 | Sources and causes of violence | Yavuz, R., Tarhan, N., Kocabaşoğlu, N., Savrun, M. (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, İstanbul. |
| 6 | Areas of violence | Kazancı, D. (2012). ‘Şiddet Türleri’ (duygusal, ekonomik, fiziksel, cinsel şiddet). Psikoloji, Ruh Sağlığı ve Hastalıkları Makaleleri Kütüphanesi. |
| 7 | Domestic violence | T. C. Başbakanlık Kadının Statüsü Genel Müdürlüğü. Aile İçi Şiddetle Mücadele El Kitabı, Sayı 38, S.11-33. |
| 8 | Violence at the workplace | Tınaz, P. İşyerinde Psikolojik Taciz (Mobbing), 2006, İstanbul. |
| 9 | Violence at school | Deveci, H., Karadağ,, R. Yılmaz,F,. İlköğretim Öğrencilerinin Şiddet Algıları. Electronic Journal of Social Science, Bahar-2008, C.7 S.24 (351-368). |
| 10 | Stress, urbanization and crime | Yavuz, R., Tarhan, N., Kocabaşoğlu, N., Savrun, M. (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, İstanbul S.77-82. |
| 11 | Violence, women, youth, change and violence | Yavuz, R., Tarhan, N., (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, İstanbul, s.39-51 ve 83-95. |
| 12 | Violence prevention principles and rehabilitation | Çam, O., Engin, E. Ruh Sağlığı ve Hemşireliği (2014), İstanbul S.803-819. Öztürk, M.O, Uluşahin, A. Ruh Sağlığı ve Bozuklukları. (2014), Ankara, 12. Basım S.960-986. |
| 13 | Violence prevention principles and rehabilitation | Çam, O., Engin, E. Ruh Sağlığı ve Hemşireliği (2014), İstanbul S.803-819. Öztürk, M.O, Uluşahin, A. Ruh Sağlığı ve Bozuklukları. (2014), Ankara, 12. Basım S.960-986. |
| 14 | Legal rights regarding violence | T. C. Başbakanlık Kadının Statüsü Genel Müdürlüğü. Aile İçi Şiddetle Mücadele El Kitabı, Sayı 38, S.11-33. |
| Resources |
| 1. Kocacık, F. ‘Şiddet Olgusu Üzerine’. C.Ü. İktisadi ve İdari Bilimler Dergisi, Cilt 2, Sayı 1 2. Yavuz, R., Tarhan, N., Kocabaşoğlu, N., Savrun, M. (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, istanbul. 3. Psikiyatride Güncel Yaklaşımlar-current Approaches in Psychiatry 2012, 4(1):112-137. Gümüş, A. (2006). ‘Şiddet Türleri’. Bir Sorun Olarak Şiddet Sempozyumu, Ankara. Eğitim sen Yayınları s.13-38. 4. Güleç, H., Topaloğlu, M., Ünsal, D., Altıntaş, M. ‘Bir Kısır Döngü Olarak Şiddet’. Psikiyatride Güncel Yaklaşımlar-current Approaches in Psychiatry. 2012, 4(1):112-137. 5. Kazancı, D. (2012). ‘Şiddet Türleri’ (duygusal, ekonomik, fiziksel, cinsel şiddet). Psikoloji, Ruh Sağlığı ve Hastalıkları Makaleleri Kütüphanesi. 6. Tınaz, P. İşyerinde Psikolojik Taciz (Mobbing), 2006, İstanbul. 7. Deveci, H., Karadağ,, R. Yılmaz,F,. İlköğretim Öğrencilerinin Şiddet Algıları. Electronic Journal of Social Science, Bahar-2008, C.7 S.24 (351-368). 8. Çam, O., Engin, E. Ruh Sağlığı ve Hemşireliği (2014), İstanbul S.803-819. 9. Öztürk, M.O, Uluşahin, A. Ruh Sağlığı ve Bozuklukları. (2014), Ankara, 12. Basım S.960-986. 10. T. C. Başbakanlık Kadının Statüsü Genel Müdürlüğü. Aile İçi Şiddetle Mücadele El Kitabı, Sayı 38, S.11-33. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. He/she has sufficient knowledge that allows meeting the health needs of person, family and community by individual and holistic approach and toward nursing process. | ||||||
| 2 | PY-2. He/she has abilities related to carrying out nursing care in order to protect and improve the health and when health is destroyed. | ||||||
| 3 | PQ-3. He/she has general culture knowledge because of as being required contemporary person and vocation member. | X | |||||
| 4 | PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies. | ||||||
| 5 | PQ-5. He/she carries out nursing practices in accordance with vocational essentials and standards. | ||||||
| 6 | PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care. | X | |||||
| 7 | PQ-7. He/she give health education to the person, family and community and consultation. | X | |||||
| 8 | PQ-8. He/she follows management activities in accordance with executive role as in individual and team member. | ||||||
| 9 | PQ-9. He/she takes roles in research, project and other activities as in collaboration with health team and other disciplines by consciousness for social responsibilities. | X | |||||
| 10 | PQ-10. He/she reaches international literature by using a foreign language in nursing domain and communicates as written and verbal. | ||||||
| 11 | PQ-11. He/she improves a behavior that internalizes lifespan learning and open for improvement. | X | |||||
| 12 | PQ-12. He/she communicates as written and verbal, effectively. | X | |||||
| 13 | PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values. | 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 | 0 | 0 | 0 | |||
| 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 | 0 | 0 | 0 | |||
| General Exam | 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 |
|---|---|---|---|---|---|
| SOCIAL VIOLENCE and REHABILITATION | NRS3114432 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Vildan ÇAKAR |
| Name of Lecturer(s) | Assist.Prof. Vildan ÇAKAR |
| Assistant(s) | |
| Aim | To raise awareness about the effects of social violence on the individual and society and to plan the necessary initiatives to prevent violence. |
| Course Content | This course contains; Introduction to course, What is violence? ,Sociocultural aspects of violence,Types of violence and approaches,Effects of violence on individuals and society,Sources and causes of violence ,Areas of violence, Domestic violence ,Violence at the workplace,Violence at school,Stress, urbanization and crime,Violence, women, youth, change and violence,Violence prevention principles and rehabilitation,Violence prevention principles and rehabilitation,Legal rights regarding violence. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines violence and its types | 13, 14, 16, 19, 5, 9 | A, E |
| Evaluates violence and its effects | 10, 13, 14, 15, 5 | A, D, E |
| Analyses the factors leading to violence | 13, 14, 16, 19, 5, 9 | A, E |
| Analyses the types and effects of violence | 10, 13, 14, 5, 9 | A, E |
| Explains the principles of violence prevention and rehabilitation | 10, 13, 14, 16, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to course, What is violence? | Kocacık, F. ‘Şiddet Olgusu Üzerine’. C.Ü. İktisadi ve İdari Bilimler Dergisi, Cilt 2, Sayı 1 |
| 2 | Sociocultural aspects of violence | Yavuz, R., Tarhan, N., Kocabaşoğlu, N., Savrun, M. (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, istanbul. |
| 3 | Types of violence and approaches | Psikiyatride Güncel Yaklaşımlar-current Approaches in Psychiatry 2012, 4(1):112-137. Gümüş, A. (2006). ‘Şiddet Türleri’. Bir Sorun Olarak Şiddet Sempozyumu, Ankara. Eğitim sen Yayınları s.13-38. |
| 4 | Effects of violence on individuals and society | Güleç, H., Topaloğlu, M., Ünsal, D., Altıntaş, M. ‘Bir Kısır Döngü Olarak Şiddet’. Psikiyatride Güncel Yaklaşımlar-current Approaches in Psychiatry. 2012, 4(1):112-137. |
| 5 | Sources and causes of violence | Yavuz, R., Tarhan, N., Kocabaşoğlu, N., Savrun, M. (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, İstanbul. |
| 6 | Areas of violence | Kazancı, D. (2012). ‘Şiddet Türleri’ (duygusal, ekonomik, fiziksel, cinsel şiddet). Psikoloji, Ruh Sağlığı ve Hastalıkları Makaleleri Kütüphanesi. |
| 7 | Domestic violence | T. C. Başbakanlık Kadının Statüsü Genel Müdürlüğü. Aile İçi Şiddetle Mücadele El Kitabı, Sayı 38, S.11-33. |
| 8 | Violence at the workplace | Tınaz, P. İşyerinde Psikolojik Taciz (Mobbing), 2006, İstanbul. |
| 9 | Violence at school | Deveci, H., Karadağ,, R. Yılmaz,F,. İlköğretim Öğrencilerinin Şiddet Algıları. Electronic Journal of Social Science, Bahar-2008, C.7 S.24 (351-368). |
| 10 | Stress, urbanization and crime | Yavuz, R., Tarhan, N., Kocabaşoğlu, N., Savrun, M. (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, İstanbul S.77-82. |
| 11 | Violence, women, youth, change and violence | Yavuz, R., Tarhan, N., (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, İstanbul, s.39-51 ve 83-95. |
| 12 | Violence prevention principles and rehabilitation | Çam, O., Engin, E. Ruh Sağlığı ve Hemşireliği (2014), İstanbul S.803-819. Öztürk, M.O, Uluşahin, A. Ruh Sağlığı ve Bozuklukları. (2014), Ankara, 12. Basım S.960-986. |
| 13 | Violence prevention principles and rehabilitation | Çam, O., Engin, E. Ruh Sağlığı ve Hemşireliği (2014), İstanbul S.803-819. Öztürk, M.O, Uluşahin, A. Ruh Sağlığı ve Bozuklukları. (2014), Ankara, 12. Basım S.960-986. |
| 14 | Legal rights regarding violence | T. C. Başbakanlık Kadının Statüsü Genel Müdürlüğü. Aile İçi Şiddetle Mücadele El Kitabı, Sayı 38, S.11-33. |
| Resources |
| 1. Kocacık, F. ‘Şiddet Olgusu Üzerine’. C.Ü. İktisadi ve İdari Bilimler Dergisi, Cilt 2, Sayı 1 2. Yavuz, R., Tarhan, N., Kocabaşoğlu, N., Savrun, M. (2000). Biyolojik, Sosyolojik, Psikolojik Açıdan Şiddet, istanbul. 3. Psikiyatride Güncel Yaklaşımlar-current Approaches in Psychiatry 2012, 4(1):112-137. Gümüş, A. (2006). ‘Şiddet Türleri’. Bir Sorun Olarak Şiddet Sempozyumu, Ankara. Eğitim sen Yayınları s.13-38. 4. Güleç, H., Topaloğlu, M., Ünsal, D., Altıntaş, M. ‘Bir Kısır Döngü Olarak Şiddet’. Psikiyatride Güncel Yaklaşımlar-current Approaches in Psychiatry. 2012, 4(1):112-137. 5. Kazancı, D. (2012). ‘Şiddet Türleri’ (duygusal, ekonomik, fiziksel, cinsel şiddet). Psikoloji, Ruh Sağlığı ve Hastalıkları Makaleleri Kütüphanesi. 6. Tınaz, P. İşyerinde Psikolojik Taciz (Mobbing), 2006, İstanbul. 7. Deveci, H., Karadağ,, R. Yılmaz,F,. İlköğretim Öğrencilerinin Şiddet Algıları. Electronic Journal of Social Science, Bahar-2008, C.7 S.24 (351-368). 8. Çam, O., Engin, E. Ruh Sağlığı ve Hemşireliği (2014), İstanbul S.803-819. 9. Öztürk, M.O, Uluşahin, A. Ruh Sağlığı ve Bozuklukları. (2014), Ankara, 12. Basım S.960-986. 10. T. C. Başbakanlık Kadının Statüsü Genel Müdürlüğü. Aile İçi Şiddetle Mücadele El Kitabı, Sayı 38, S.11-33. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. He/she has sufficient knowledge that allows meeting the health needs of person, family and community by individual and holistic approach and toward nursing process. | ||||||
| 2 | PY-2. He/she has abilities related to carrying out nursing care in order to protect and improve the health and when health is destroyed. | ||||||
| 3 | PQ-3. He/she has general culture knowledge because of as being required contemporary person and vocation member. | X | |||||
| 4 | PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies. | ||||||
| 5 | PQ-5. He/she carries out nursing practices in accordance with vocational essentials and standards. | ||||||
| 6 | PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care. | X | |||||
| 7 | PQ-7. He/she give health education to the person, family and community and consultation. | X | |||||
| 8 | PQ-8. He/she follows management activities in accordance with executive role as in individual and team member. | ||||||
| 9 | PQ-9. He/she takes roles in research, project and other activities as in collaboration with health team and other disciplines by consciousness for social responsibilities. | X | |||||
| 10 | PQ-10. He/she reaches international literature by using a foreign language in nursing domain and communicates as written and verbal. | ||||||
| 11 | PQ-11. He/she improves a behavior that internalizes lifespan learning and open for improvement. | X | |||||
| 12 | PQ-12. He/she communicates as written and verbal, effectively. | X | |||||
| 13 | PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |