Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BIBLIOTHERAPY | PSY4115806 | Fall Semester | 3+0 | 3 | 6 |
| Course Program | Perşembe 13:30-14:15 Perşembe 14:30-15:15 Perşembe 15:30-16:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra Eylem AKTAŞ, Lect. Bürin YILDIZTEKİN |
| Assistant(s) | |
| Aim | The aim of this interactive course is to provide advanced students with a comprehensive knowledge of bibliotherapy by discussing both its history and the latest national and international developments in the field. |
| Course Content | This course contains; Going Back to the Classics in Bibliotherapy, Placing the History of Bibliotherapy into Context, Linking Theories to Bibliotherapy Practices, Considering the Role of Narrative in Bibliotherapy, Utilizing Fiction and Non-Fiction in Bibliotherapy, Emphasizing the Use of Poetry in Bibliotherapy, Discussing the Use of Graphic Texts in Bibliotherapy, Exploring the Benefits of Reading Together in Bibliotherapy, Running a Reading Group in a Psychiatric In-Patient Ward, Facilitating a Long-Standing Bibliotherapy Practice, Discussing the Benefits of Read Aloud Groups for Native and Non-Native Speakers, Adapting the Books on Prescription Model for People with Dementia, Extending the Reading Well Books on Prescription Program to Young People with Difficulties, Developing a Collection for Student Success. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. The student will be able to review the history of bibliotherapy. | 10, 16, 9 | B, E |
| 2. The student will be able to discuss the current national and international theoretical and practical developments in bibliotherapy. | 10, 13, 16, 19, 21, 9 | B, E |
| 3. The student will be able to explore how bibliotherapeutic approaches, methods, and practices as well as various literary genres can be utilized across a broad range of contexts and with diverse groups. | 10, 13, 16, 19, 21, 9 | B, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 21: Simulation Technique, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Going Back to the Classics in Bibliotherapy | Crothers (1916) pp. 291-301; Galt (1853) pp. 581-589 |
| 2 | Placing the History of Bibliotherapy into Context | McNicol & Brewster (Ed.) (2018) Chapter 1 pp. 3-22 |
| 3 | Linking Theories to Bibliotherapy Practices | McNicol & Brewster (Ed.) (2018) Chapter 2 pp. 23-40 |
| 4 | Considering the Role of Narrative in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 3 pp. 41-57 |
| 5 | Utilizing Fiction and Non-Fiction in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 5 pp. 77-92 |
| 6 | Emphasizing the Use of Poetry in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 9 pp. 129-140 |
| 7 | Discussing the Use of Graphic Texts in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 4 pp. 59-73 |
| 8 | Exploring the Benefits of Reading Together in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 7 pp. 105-115 |
| 9 | Running a Reading Group in a Psychiatric In-Patient Ward | McNicol & Brewster (Ed.) (2018) Chapter 8 pp. 117-127 |
| 10 | Facilitating a Long-Standing Bibliotherapy Practice | McNicol & Brewster (Ed.) (2018) Chapter 6 pp. 93-104 |
| 11 | Discussing the Benefits of Read Aloud Groups for Native and Non-Native Speakers | McNicol & Brewster (Ed.) (2018) Chapter 12 pp. 163-170 |
| 12 | Adapting the Books on Prescription Model for People with Dementia | McNicol & Brewster (Ed.) (2018) Chapter 10 pp. 141-151 |
| 13 | Extending the Reading Well Books on Prescription Program to Young People with Difficulties | McNicol & Brewster (Ed.) (2018) Chapter 11 pp. 153-162 |
| 14 | Developing a Collection for Student Success | McNicol & Brewster (Ed.) (2018) Chapter 13 pp. 171-180 |
| Resources |
| Crothers, S. (1916, September). A literary clinic. The Atlantic Monthly, pp. 291-300. Galt, J. M. (1853). On the reading, recreation, and amusements of the insane. Journal of Psychological Medicine and Mental Pathology, 6(24), 581-589. McNicol, S., & Brewster, L. (Ed.). (2018). Bibliotherapy. Facet Publishing. |
| Medipol Information Education System (MEBIS) should be followed throughout the semester for possible additional resources. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | X | |||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | 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 |
|---|---|---|---|---|---|
| BIBLIOTHERAPY | PSY4115806 | Fall Semester | 3+0 | 3 | 6 |
| Course Program | Perşembe 13:30-14:15 Perşembe 14:30-15:15 Perşembe 15:30-16:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra Eylem AKTAŞ, Lect. Bürin YILDIZTEKİN |
| Assistant(s) | |
| Aim | The aim of this interactive course is to provide advanced students with a comprehensive knowledge of bibliotherapy by discussing both its history and the latest national and international developments in the field. |
| Course Content | This course contains; Going Back to the Classics in Bibliotherapy, Placing the History of Bibliotherapy into Context, Linking Theories to Bibliotherapy Practices, Considering the Role of Narrative in Bibliotherapy, Utilizing Fiction and Non-Fiction in Bibliotherapy, Emphasizing the Use of Poetry in Bibliotherapy, Discussing the Use of Graphic Texts in Bibliotherapy, Exploring the Benefits of Reading Together in Bibliotherapy, Running a Reading Group in a Psychiatric In-Patient Ward, Facilitating a Long-Standing Bibliotherapy Practice, Discussing the Benefits of Read Aloud Groups for Native and Non-Native Speakers, Adapting the Books on Prescription Model for People with Dementia, Extending the Reading Well Books on Prescription Program to Young People with Difficulties, Developing a Collection for Student Success. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. The student will be able to review the history of bibliotherapy. | 10, 16, 9 | B, E |
| 2. The student will be able to discuss the current national and international theoretical and practical developments in bibliotherapy. | 10, 13, 16, 19, 21, 9 | B, E |
| 3. The student will be able to explore how bibliotherapeutic approaches, methods, and practices as well as various literary genres can be utilized across a broad range of contexts and with diverse groups. | 10, 13, 16, 19, 21, 9 | B, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 21: Simulation Technique, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Going Back to the Classics in Bibliotherapy | Crothers (1916) pp. 291-301; Galt (1853) pp. 581-589 |
| 2 | Placing the History of Bibliotherapy into Context | McNicol & Brewster (Ed.) (2018) Chapter 1 pp. 3-22 |
| 3 | Linking Theories to Bibliotherapy Practices | McNicol & Brewster (Ed.) (2018) Chapter 2 pp. 23-40 |
| 4 | Considering the Role of Narrative in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 3 pp. 41-57 |
| 5 | Utilizing Fiction and Non-Fiction in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 5 pp. 77-92 |
| 6 | Emphasizing the Use of Poetry in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 9 pp. 129-140 |
| 7 | Discussing the Use of Graphic Texts in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 4 pp. 59-73 |
| 8 | Exploring the Benefits of Reading Together in Bibliotherapy | McNicol & Brewster (Ed.) (2018) Chapter 7 pp. 105-115 |
| 9 | Running a Reading Group in a Psychiatric In-Patient Ward | McNicol & Brewster (Ed.) (2018) Chapter 8 pp. 117-127 |
| 10 | Facilitating a Long-Standing Bibliotherapy Practice | McNicol & Brewster (Ed.) (2018) Chapter 6 pp. 93-104 |
| 11 | Discussing the Benefits of Read Aloud Groups for Native and Non-Native Speakers | McNicol & Brewster (Ed.) (2018) Chapter 12 pp. 163-170 |
| 12 | Adapting the Books on Prescription Model for People with Dementia | McNicol & Brewster (Ed.) (2018) Chapter 10 pp. 141-151 |
| 13 | Extending the Reading Well Books on Prescription Program to Young People with Difficulties | McNicol & Brewster (Ed.) (2018) Chapter 11 pp. 153-162 |
| 14 | Developing a Collection for Student Success | McNicol & Brewster (Ed.) (2018) Chapter 13 pp. 171-180 |
| Resources |
| Crothers, S. (1916, September). A literary clinic. The Atlantic Monthly, pp. 291-300. Galt, J. M. (1853). On the reading, recreation, and amusements of the insane. Journal of Psychological Medicine and Mental Pathology, 6(24), 581-589. McNicol, S., & Brewster, L. (Ed.). (2018). Bibliotherapy. Facet Publishing. |
| Medipol Information Education System (MEBIS) should be followed throughout the semester for possible additional resources. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | X | |||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |