Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGY of TRAUMA | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Gökhan MALKOÇ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ, Lect. Melis DEMİRCİOĞLU ÖZAL |
| Assistant(s) | |
| Aim | The aim of this course is to review the perspectives of diagnosis and treatment of individuals and groups with trauma experiences such as disaster, deadly disease, war, torture, rape, and violence. |
| Course Content | This course contains; Introduction to basic concepts in trauma History of trauma psychology from past to present Risk factors and protective factors in trauma ,Introduction to basic concepts in trauma History of trauma psychology from past to present Risk factors and protective factors in trauma ,Early and long-term effects of trauma Traumatic stress reactions in adults Traumatic stress reactions in children and adolescents ,Diagnostic Traits of Post-Traumatic Stress Disorder and their variation throughout DSMs,Trauma and other disorders related to traumatic stress Other medical conditions related to trauma and traumatic stress ,Neurobiology of trauma: Neuroimaging, genetic, endorinological and molecular research in the field of traumatic stress,Neurobiology of trauma: Neuroimaging, genetic, endorinological and molecular research in the field of traumatic stress,Assessment and evaluation in psychological trauma studies,Current treatment approaches in psychological trauma: individual interventions ,Current treatment approaches in psychological traumas: Group interventions,Secondary traumatic stress and related concepts,Self-care of the trauma worker,Psychological First Aid,Psychological First Aid. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Define the basic concepts of trauma psychology and distinguish differences between concepts. | 9 | A |
| 2. Summarize the historical development of trauma psychology. | 9 | A |
| 3. Describe the early and long-term effects of trauma. | 4, 9 | A |
| 4. Recognize Post Traumatic Stress Disorder and other disorders related to traumatic stress. | 13, 4, 9 | A |
| 5. Recognize the neurobiological basis of psychological trauma. | 19, 9 | A |
| 6. Recognize measurement and evaluation methods and current treatment approaches in psychological trauma studies. | 37, 5, 6, 9 | A |
| 7. Apply psychological first aid. | 9 | A |
| 8. Question secondary traumatic stress and self-care of trauma worker. | 9 | A |
| Teaching Methods: | 13: Case Study Method, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to basic concepts in trauma History of trauma psychology from past to present Risk factors and protective factors in trauma | TVİ, Bl.1 |
| 2 | Introduction to basic concepts in trauma History of trauma psychology from past to present Risk factors and protective factors in trauma | TVİ, Bl.1-2 |
| 3 | Early and long-term effects of trauma Traumatic stress reactions in adults Traumatic stress reactions in children and adolescents | BKT, Bl.2 |
| 4 | Diagnostic Traits of Post-Traumatic Stress Disorder and their variation throughout DSMs | BKT, Bl.3 |
| 5 | Trauma and other disorders related to traumatic stress Other medical conditions related to trauma and traumatic stress | DSM-5 |
| 6 | Neurobiology of trauma: Neuroimaging, genetic, endorinological and molecular research in the field of traumatic stress | BKT, Bl.4 |
| 7 | Neurobiology of trauma: Neuroimaging, genetic, endorinological and molecular research in the field of traumatic stress | Makale, Gül |
| 8 | Assessment and evaluation in psychological trauma studies | TTİ, Bl.5 |
| 9 | Current treatment approaches in psychological trauma: individual interventions | TTİ, Bl.6 |
| 10 | Current treatment approaches in psychological traumas: Group interventions | TTİ, Bl.6 |
| 11 | Secondary traumatic stress and related concepts | Fotokopi |
| 12 | Self-care of the trauma worker | Fotokopi |
| 13 | Psychological First Aid | Makale, Demircioğlu |
| 14 | Psychological First Aid | Makale, Demircioğlu |
| Resources |
| Kitap: • Briere, J., & Scott, C. (2016). Travma terapisinin ilkeleri: belirtiler, değerlendirme ve tedavi için bir kılavuz; DSM-5 için güncellenmiş. İstanbul Bilgi Üniversitesi Yayınları. • Herman, J. L. (1992). Travma ve iyileşme. İstanbul: Literatür Yayıncılık. • Van der Kolk, B. A. (2018). Beden kayıt tutar: Trravmanın iyileşmesinde beyin, zihin ve beden. Cihanşümül Maral N, çeviren. Ankara: Nobel Yaşam. Makale: • Aker, A. T., Sorgun, E., Mestçioglu, Ö., Karakaya, I., Kalender, D., Acar, G. & Acicbe, Ö. (2008). Istanbul'daki Bombalama Eylemlerinin Eriskin ve Ergenlerdeki Travmatik Stres Etkileri. Türk Psikoloji Dergisi, 23(61), 63. • Aker, T. (2006). 1999 Marmara Depremleri: Epidemiyolojik Bulgular ve Toplum Ruh Sağlığı Uygulamaları Üzerine Bir Gözden Geçirme. Türk Psikiyatri Dergisi, 17(3), 204-212. • Bisson, JI & Lewis, C. (2009). Systematic Review of Psychological First Aid. Commissioned by the World Health Organization. • Boscarino, J. A. (2004). Posttraumatic stress disorder and physical illness: results from clinical and epidemiologic studies. Annals of the New York Academy of Sciences, 1032(1), 141-153. • Çolak, B., Kokurcan, A., & Özsan, H. H. (2010). DSM’ler Boyunca Travma Kavramının Seyri. Kriz Dergisi, 18(3), 19-25. • Demircioğlu, M., Şeker, Z., & Aker, A. T. Psikolojik İlk Yardım: Amaçları, Uygulanışı, Hassas Gruplar ve Uyulması Gereken Etik Kurallar. Psikiyatride Güncel Yaklaşımlar, 11(3), 351-362. • Hacıoğlu, M., Gönüllü, O., Kamberyan, K. (2002). Travma Sonrası Stres Bozukluğu Tanısının Gelişimi Üzerine Bir Gözden Geçirme. Düşünen Adam, 15(4), 210-214. • Brymer, M., Layne, C., Jacobs, A., Pynoos, R., Ruzek, J., Steinberg, A., Vernberg, E., Watson, P. (2006). Psychological first aid field operations guide. National Child Traumatic Stress Network. • De Jong, K. Psychosocial and Mental Health Interventions in Areas of Mass Violence A Community-Based Approach. Second Edition. Médecins Sans Frontières - Operational Centre Amsterdam. March, 2011. • Drayer, C. S., Cameron, D. C., Woodward, W. D., & Glass, A. J. (1954). Psychological first aid in community disaster. Journal of the American Medical Association, 156(1), 36. • Erden, G., & Gürdil, G. (2009). Savaş yaşantılarının ardından çocuk ve ergenlerde gözlenen travma tepkileri ve psiko-sosyal yardım önerileri. Türk Psikoloji Yazıları, 12(24), 1-13. • Gökçe, G., & Yılmaz, B. (2017). Afetlerde Yardım Çalışanları: İkincil Travmatik Stres ve Başa Çıkma. Turkiye Klinikleri Journal of Psychology-Special Topics, 2(3), 198-204. • Gül, I. G., & Eryılmaz, G. Travma Sonrası Stres Bozukluğunun Nörobiyolojisi: Bir Gözden Geçirme. • Gündüz, N., & Aker, A. T. (2015). Travmatik Stres ve Beyin. Turkiye Klinikleri Journal of Psychiatry Special Topics, 8(1), 1-9. • Herman, J. L. (1995). Complex PTSD. In Psychotraumatology (pp. 87-100). Springer US. • Housley, J., & Beutler, L. E. (2007). Treating victims of mass disaster and terrorism. Hogrefe & Huber Publishers. • Inter-Agency Standing Committee (IASC) (2007). IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings. • International Federation Reference Centre for Psychosocial Support, International Federation of Red Cross and Red Crescent Societies. Psychosocial Interventions. Copenhagen, 2009. • İstanbul İl Afet ve Acil Durum Müdürlüğü (AFAD) (2009). Afetlerde Psikolojik İlkyardım. İstanbul. • Lancaster, C. L., Teeters, J. B., Gros, D. F., Back, S. E. (2016). Posttraumatic stress disorder: overview of evidence-based assessment and treatment. Journal of clinical medicine, 5(11), 105. • Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behaviour and cognition. Nature reviews neuroscience, 10(6), 434-445. • McCabe, O. L., Everly Jr, G. S., Brown, L. M., Wendelboe, A. M., Abd Hamid, N. H., Tallchief, V. L., & Links, J. M. (2014). Psychological first aid: a consensus-derived, empirically supported, competency-based training model. American journal of public health, 104(4), 621-628. • National Child Traumatic Stress Network and National Center for PTSD. Psychological First Aid: Field Operations Guide. 2nd Edition. July, 2006. • Özdemir, B., Çelik, C., Özmenler, K. N., & Özşahin, A. (2010). Savaş Stres Reaksiyonlarının Tarihsel Gelişim Süreci. TAF Preventive Medicine Bulletin, 9(1). • Salloum, A., Kondrat, D. C., Johnco, C., & Olson, K. R. (2015). The role of self-care on compassion satisfaction, burnout and secondary trauma among child welfare workers. Children and Youth Services Review, 49, 54-61. • Snider, L., Van Ommeren, M., & Schafer, A. (2011). Psychological first aid: guide for field workers. World Health Organization. • Stamm, B. (1995). Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators. The Sidran Press. • Şavur, E., & Tomas, S. A. Terör Olayları Sonrasında Psikososyal Destek Hizmetleri. Kriz Dergisi, 18(1), 45-58. • Taylor, S., Thordarson, D. S., Maxfield, L., Fedoroff, I. C., Lovell, K., & Ogrodniczuk, J. (2003). Comparative efficacy, speed, and adverse effects of three PTSD treatments: exposure therapy, EMDR, and relaxation training. Journal of consulting and clinical psychology, 71(2), 330. • Tokgünaydın, S., & Sütcü, S. T. (2016). Travma Sonrası Stres Bozukluğunun Tedavisinde Bilişsel Davranışçı Grup Terapisinin Etkililiği: Sistematik Bir Gözden Geçirme. Psikiyatride Güncel Yaklaşımlar, 8(Ek 1), 95-107. • Uğurlu, M., BAKIM, B., Güveli, M., KARAMUSTAFALIOĞLU, K. O., Soydal, T., & Ergüder, T. (2003). Afet Yaşantıları, Afet Psikiyatrisi ve Bingöl Depremi Sonrası Ruhsal Müdahale Programı. Düşünen Adam: Psikiyatri ve Nörolojik Bilimler Dergisi, 16, 203-10. • World Health Organization, War Trauma Foundation and World Vision International (2013). Psychological first aid: Facilitator’s manual for orienting field workers. WHO: Geneva. • Yavuz, K. F., Karatepe, H. T. (2015). Travma Sonrası Stres Bozukluğunun Psikoterapisi. Turkiye Klinikleri Journal of Psychiatry Special Topics, 8(1), 44-52. • Yılmaz, B. (2007). Yardım Çalışanlarında Travmatik Stres. Klinik Psikiyatri Dergisi, 10(3). |
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. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 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. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 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. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
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 | 3 | 42 | |||
| Guided Problem Solving | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 1 | 20 | 20 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 26 | 26 | |||
| General Exam | 1 | 35 | 35 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 165 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(165/30) | 6 | |||||
| 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 |
|---|---|---|---|---|---|
| PSYCHOLOGY of TRAUMA | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Gökhan MALKOÇ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ, Lect. Melis DEMİRCİOĞLU ÖZAL |
| Assistant(s) | |
| Aim | The aim of this course is to review the perspectives of diagnosis and treatment of individuals and groups with trauma experiences such as disaster, deadly disease, war, torture, rape, and violence. |
| Course Content | This course contains; Introduction to basic concepts in trauma History of trauma psychology from past to present Risk factors and protective factors in trauma ,Introduction to basic concepts in trauma History of trauma psychology from past to present Risk factors and protective factors in trauma ,Early and long-term effects of trauma Traumatic stress reactions in adults Traumatic stress reactions in children and adolescents ,Diagnostic Traits of Post-Traumatic Stress Disorder and their variation throughout DSMs,Trauma and other disorders related to traumatic stress Other medical conditions related to trauma and traumatic stress ,Neurobiology of trauma: Neuroimaging, genetic, endorinological and molecular research in the field of traumatic stress,Neurobiology of trauma: Neuroimaging, genetic, endorinological and molecular research in the field of traumatic stress,Assessment and evaluation in psychological trauma studies,Current treatment approaches in psychological trauma: individual interventions ,Current treatment approaches in psychological traumas: Group interventions,Secondary traumatic stress and related concepts,Self-care of the trauma worker,Psychological First Aid,Psychological First Aid. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Define the basic concepts of trauma psychology and distinguish differences between concepts. | 9 | A |
| 2. Summarize the historical development of trauma psychology. | 9 | A |
| 3. Describe the early and long-term effects of trauma. | 4, 9 | A |
| 4. Recognize Post Traumatic Stress Disorder and other disorders related to traumatic stress. | 13, 4, 9 | A |
| 5. Recognize the neurobiological basis of psychological trauma. | 19, 9 | A |
| 6. Recognize measurement and evaluation methods and current treatment approaches in psychological trauma studies. | 37, 5, 6, 9 | A |
| 7. Apply psychological first aid. | 9 | A |
| 8. Question secondary traumatic stress and self-care of trauma worker. | 9 | A |
| Teaching Methods: | 13: Case Study Method, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to basic concepts in trauma History of trauma psychology from past to present Risk factors and protective factors in trauma | TVİ, Bl.1 |
| 2 | Introduction to basic concepts in trauma History of trauma psychology from past to present Risk factors and protective factors in trauma | TVİ, Bl.1-2 |
| 3 | Early and long-term effects of trauma Traumatic stress reactions in adults Traumatic stress reactions in children and adolescents | BKT, Bl.2 |
| 4 | Diagnostic Traits of Post-Traumatic Stress Disorder and their variation throughout DSMs | BKT, Bl.3 |
| 5 | Trauma and other disorders related to traumatic stress Other medical conditions related to trauma and traumatic stress | DSM-5 |
| 6 | Neurobiology of trauma: Neuroimaging, genetic, endorinological and molecular research in the field of traumatic stress | BKT, Bl.4 |
| 7 | Neurobiology of trauma: Neuroimaging, genetic, endorinological and molecular research in the field of traumatic stress | Makale, Gül |
| 8 | Assessment and evaluation in psychological trauma studies | TTİ, Bl.5 |
| 9 | Current treatment approaches in psychological trauma: individual interventions | TTİ, Bl.6 |
| 10 | Current treatment approaches in psychological traumas: Group interventions | TTİ, Bl.6 |
| 11 | Secondary traumatic stress and related concepts | Fotokopi |
| 12 | Self-care of the trauma worker | Fotokopi |
| 13 | Psychological First Aid | Makale, Demircioğlu |
| 14 | Psychological First Aid | Makale, Demircioğlu |
| Resources |
| Kitap: • Briere, J., & Scott, C. (2016). Travma terapisinin ilkeleri: belirtiler, değerlendirme ve tedavi için bir kılavuz; DSM-5 için güncellenmiş. İstanbul Bilgi Üniversitesi Yayınları. • Herman, J. L. (1992). Travma ve iyileşme. İstanbul: Literatür Yayıncılık. • Van der Kolk, B. A. (2018). Beden kayıt tutar: Trravmanın iyileşmesinde beyin, zihin ve beden. Cihanşümül Maral N, çeviren. Ankara: Nobel Yaşam. Makale: • Aker, A. T., Sorgun, E., Mestçioglu, Ö., Karakaya, I., Kalender, D., Acar, G. & Acicbe, Ö. (2008). Istanbul'daki Bombalama Eylemlerinin Eriskin ve Ergenlerdeki Travmatik Stres Etkileri. Türk Psikoloji Dergisi, 23(61), 63. • Aker, T. (2006). 1999 Marmara Depremleri: Epidemiyolojik Bulgular ve Toplum Ruh Sağlığı Uygulamaları Üzerine Bir Gözden Geçirme. Türk Psikiyatri Dergisi, 17(3), 204-212. • Bisson, JI & Lewis, C. (2009). Systematic Review of Psychological First Aid. Commissioned by the World Health Organization. • Boscarino, J. A. (2004). Posttraumatic stress disorder and physical illness: results from clinical and epidemiologic studies. Annals of the New York Academy of Sciences, 1032(1), 141-153. • Çolak, B., Kokurcan, A., & Özsan, H. H. (2010). DSM’ler Boyunca Travma Kavramının Seyri. Kriz Dergisi, 18(3), 19-25. • Demircioğlu, M., Şeker, Z., & Aker, A. T. Psikolojik İlk Yardım: Amaçları, Uygulanışı, Hassas Gruplar ve Uyulması Gereken Etik Kurallar. Psikiyatride Güncel Yaklaşımlar, 11(3), 351-362. • Hacıoğlu, M., Gönüllü, O., Kamberyan, K. (2002). Travma Sonrası Stres Bozukluğu Tanısının Gelişimi Üzerine Bir Gözden Geçirme. Düşünen Adam, 15(4), 210-214. • Brymer, M., Layne, C., Jacobs, A., Pynoos, R., Ruzek, J., Steinberg, A., Vernberg, E., Watson, P. (2006). Psychological first aid field operations guide. National Child Traumatic Stress Network. • De Jong, K. Psychosocial and Mental Health Interventions in Areas of Mass Violence A Community-Based Approach. Second Edition. Médecins Sans Frontières - Operational Centre Amsterdam. March, 2011. • Drayer, C. S., Cameron, D. C., Woodward, W. D., & Glass, A. J. (1954). Psychological first aid in community disaster. Journal of the American Medical Association, 156(1), 36. • Erden, G., & Gürdil, G. (2009). Savaş yaşantılarının ardından çocuk ve ergenlerde gözlenen travma tepkileri ve psiko-sosyal yardım önerileri. Türk Psikoloji Yazıları, 12(24), 1-13. • Gökçe, G., & Yılmaz, B. (2017). Afetlerde Yardım Çalışanları: İkincil Travmatik Stres ve Başa Çıkma. Turkiye Klinikleri Journal of Psychology-Special Topics, 2(3), 198-204. • Gül, I. G., & Eryılmaz, G. Travma Sonrası Stres Bozukluğunun Nörobiyolojisi: Bir Gözden Geçirme. • Gündüz, N., & Aker, A. T. (2015). Travmatik Stres ve Beyin. Turkiye Klinikleri Journal of Psychiatry Special Topics, 8(1), 1-9. • Herman, J. L. (1995). Complex PTSD. In Psychotraumatology (pp. 87-100). Springer US. • Housley, J., & Beutler, L. E. (2007). Treating victims of mass disaster and terrorism. Hogrefe & Huber Publishers. • Inter-Agency Standing Committee (IASC) (2007). IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings. • International Federation Reference Centre for Psychosocial Support, International Federation of Red Cross and Red Crescent Societies. Psychosocial Interventions. Copenhagen, 2009. • İstanbul İl Afet ve Acil Durum Müdürlüğü (AFAD) (2009). Afetlerde Psikolojik İlkyardım. İstanbul. • Lancaster, C. L., Teeters, J. B., Gros, D. F., Back, S. E. (2016). Posttraumatic stress disorder: overview of evidence-based assessment and treatment. Journal of clinical medicine, 5(11), 105. • Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behaviour and cognition. Nature reviews neuroscience, 10(6), 434-445. • McCabe, O. L., Everly Jr, G. S., Brown, L. M., Wendelboe, A. M., Abd Hamid, N. H., Tallchief, V. L., & Links, J. M. (2014). Psychological first aid: a consensus-derived, empirically supported, competency-based training model. American journal of public health, 104(4), 621-628. • National Child Traumatic Stress Network and National Center for PTSD. Psychological First Aid: Field Operations Guide. 2nd Edition. July, 2006. • Özdemir, B., Çelik, C., Özmenler, K. N., & Özşahin, A. (2010). Savaş Stres Reaksiyonlarının Tarihsel Gelişim Süreci. TAF Preventive Medicine Bulletin, 9(1). • Salloum, A., Kondrat, D. C., Johnco, C., & Olson, K. R. (2015). The role of self-care on compassion satisfaction, burnout and secondary trauma among child welfare workers. Children and Youth Services Review, 49, 54-61. • Snider, L., Van Ommeren, M., & Schafer, A. (2011). Psychological first aid: guide for field workers. World Health Organization. • Stamm, B. (1995). Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators. The Sidran Press. • Şavur, E., & Tomas, S. A. Terör Olayları Sonrasında Psikososyal Destek Hizmetleri. Kriz Dergisi, 18(1), 45-58. • Taylor, S., Thordarson, D. S., Maxfield, L., Fedoroff, I. C., Lovell, K., & Ogrodniczuk, J. (2003). Comparative efficacy, speed, and adverse effects of three PTSD treatments: exposure therapy, EMDR, and relaxation training. Journal of consulting and clinical psychology, 71(2), 330. • Tokgünaydın, S., & Sütcü, S. T. (2016). Travma Sonrası Stres Bozukluğunun Tedavisinde Bilişsel Davranışçı Grup Terapisinin Etkililiği: Sistematik Bir Gözden Geçirme. Psikiyatride Güncel Yaklaşımlar, 8(Ek 1), 95-107. • Uğurlu, M., BAKIM, B., Güveli, M., KARAMUSTAFALIOĞLU, K. O., Soydal, T., & Ergüder, T. (2003). Afet Yaşantıları, Afet Psikiyatrisi ve Bingöl Depremi Sonrası Ruhsal Müdahale Programı. Düşünen Adam: Psikiyatri ve Nörolojik Bilimler Dergisi, 16, 203-10. • World Health Organization, War Trauma Foundation and World Vision International (2013). Psychological first aid: Facilitator’s manual for orienting field workers. WHO: Geneva. • Yavuz, K. F., Karatepe, H. T. (2015). Travma Sonrası Stres Bozukluğunun Psikoterapisi. Turkiye Klinikleri Journal of Psychiatry Special Topics, 8(1), 44-52. • Yılmaz, B. (2007). Yardım Çalışanlarında Travmatik Stres. Klinik Psikiyatri Dergisi, 10(3). |
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. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 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. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 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. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |