Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to COGNITIVE BEHAVIORAL THERAPY | - | 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 | Assist.Prof. Hande GÜNDOĞAN SÜTÜVEN |
| Name of Lecturer(s) | Assist.Prof. Hande GÜNDOĞAN SÜTÜVEN |
| Assistant(s) | |
| Aim | The course includes case formulation within the framework of cognitive behavioral therapy, developing a treatment plan within the framework of formulation and gaining intervention skills through applications. - To have detailed information about cognitive behavioral interview and evaluation processes - Gaining treatment plan development skills through hypothetical case formulation practices - To gain practical skills through hypothetical case examples and interventions |
| Course Content | This course contains; Introduction to Cognitive Behavioral Therapy (CBT),Introduction to Cognitive Behavioral Therapy (CBT),Cognitive Conceptualization,Cognitive Behavioral Interview and Evaluation Processes,Identification and Evaluation of Automatic Thoughts,Case Formulation Applications,Case Formulation Applications,Depression and Cognitive Behavioral Approach,Social Phobia and Cognitive Behavioral Approach,Obsessive-Compulsive Disorder and Cognitive Behavioral Approach,Panic and Generalized Anxiety Disorders and Cognitive Behavioral Approach,Post-Traumatic Stress Disorder and Cognitive Behavioral Approach,Eating Disorders and Cognitive Behavioral Approach,General Assessment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| It presents the basic assumptions and principles of CBT and its historical development. | 10, 13, 14, 16, 9 | B, E |
| It describes the distinctive features of the CBT model. | 10, 13, 14, 16, 9 | B, E |
| It summarizes the information that needs to be collected from the client for CBT. | 10, 13, 14, 16, 9 | B, E |
| It defines the basic skills of the CBT therapist and the client's eligibility criteria for CBT. | 10, 13, 14, 16, 9 | B, E |
| It evaluates and formulates the CBT case in general terms. | 10, 13, 14, 16, 9 | B, E |
| It conveys the basic principles of therapy planning, session structuring and termination of therapy. | 10, 13, 14, 16, 9 | B, E |
| It defines and applies behavioral and cognitive intervention techniques. | 10, 13, 14, 16, 9 | B, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Cognitive Behavioral Therapy (CBT) | |
| 2 | Introduction to Cognitive Behavioral Therapy (CBT) | Bilişsel Davranışçı Terapi – Chps 1&2 |
| 3 | Cognitive Conceptualization | Bilişsel Davranışçı Terapi – Chp 3 |
| 4 | Cognitive Behavioral Interview and Evaluation Processes | Bilişsel Davranışçı Terapi – Chp 4 Bilişsel-Davranışçı Terapiler – Chp 1 |
| 5 | Identification and Evaluation of Automatic Thoughts | Bilişsel Davranışçı Terapi – Chps 9&11 |
| 6 | Case Formulation Applications | Anormal Psikolojide Vaka Çalışmaları – Chps 4&5 |
| 7 | Case Formulation Applications | Anormal Psikolojide Vaka Çalışmaları – Chps 9&12 |
| 8 | Depression and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 2 Anormal Psikolojide Vaka Çalışmaları – Chp 6 |
| 9 | Social Phobia and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 3 |
| 10 | Obsessive-Compulsive Disorder and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 4 Anormal Psikolojide Vaka Çalışmaları – Chp 8 |
| 11 | Panic and Generalized Anxiety Disorders and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 5 Anormal Psikolojide Vaka Çalışmaları – Chp 7 |
| 12 | Post-Traumatic Stress Disorder and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 6 Anormal Psikolojide Vaka Çalışmaları – Chp 10 |
| 13 | Eating Disorders and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 7 Anormal Psikolojide Vaka Çalışmaları – Chps 13&14 |
| 14 | General Assessment |
| Resources |
| - Beck, J. S. (2016). Bilişsel Davranışçı Terapi: Temelleri ve Ötesi. (M. Şahin, Çev. Ed.). Nobel. - Savaşır, I., Soygüt, G. ve Barışkın, E. (Eds.) (2009). Bilişsel-Davranışçı Terapiler. Türk Psikologlar Derneği. - Oltmanns, T. F., Martin, M. T., Neale, J. M., & Davison, G. C. (2017). Anormal Psikolojide Vaka Çalışmaları. (M. Şahin, Çev. Ed.). Nobel. |
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. | ||||||
| 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. | 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 | 15 | 3 | 45 | |||
| Guided Problem Solving | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 8 | 3 | 24 | |||
| General Exam | 15 | 3 | 45 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 184 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(184/30) | 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 |
|---|---|---|---|---|---|
| INTRODUCTION to COGNITIVE BEHAVIORAL THERAPY | - | 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 | Assist.Prof. Hande GÜNDOĞAN SÜTÜVEN |
| Name of Lecturer(s) | Assist.Prof. Hande GÜNDOĞAN SÜTÜVEN |
| Assistant(s) | |
| Aim | The course includes case formulation within the framework of cognitive behavioral therapy, developing a treatment plan within the framework of formulation and gaining intervention skills through applications. - To have detailed information about cognitive behavioral interview and evaluation processes - Gaining treatment plan development skills through hypothetical case formulation practices - To gain practical skills through hypothetical case examples and interventions |
| Course Content | This course contains; Introduction to Cognitive Behavioral Therapy (CBT),Introduction to Cognitive Behavioral Therapy (CBT),Cognitive Conceptualization,Cognitive Behavioral Interview and Evaluation Processes,Identification and Evaluation of Automatic Thoughts,Case Formulation Applications,Case Formulation Applications,Depression and Cognitive Behavioral Approach,Social Phobia and Cognitive Behavioral Approach,Obsessive-Compulsive Disorder and Cognitive Behavioral Approach,Panic and Generalized Anxiety Disorders and Cognitive Behavioral Approach,Post-Traumatic Stress Disorder and Cognitive Behavioral Approach,Eating Disorders and Cognitive Behavioral Approach,General Assessment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| It presents the basic assumptions and principles of CBT and its historical development. | 10, 13, 14, 16, 9 | B, E |
| It describes the distinctive features of the CBT model. | 10, 13, 14, 16, 9 | B, E |
| It summarizes the information that needs to be collected from the client for CBT. | 10, 13, 14, 16, 9 | B, E |
| It defines the basic skills of the CBT therapist and the client's eligibility criteria for CBT. | 10, 13, 14, 16, 9 | B, E |
| It evaluates and formulates the CBT case in general terms. | 10, 13, 14, 16, 9 | B, E |
| It conveys the basic principles of therapy planning, session structuring and termination of therapy. | 10, 13, 14, 16, 9 | B, E |
| It defines and applies behavioral and cognitive intervention techniques. | 10, 13, 14, 16, 9 | B, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | B: Short Answer Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Cognitive Behavioral Therapy (CBT) | |
| 2 | Introduction to Cognitive Behavioral Therapy (CBT) | Bilişsel Davranışçı Terapi – Chps 1&2 |
| 3 | Cognitive Conceptualization | Bilişsel Davranışçı Terapi – Chp 3 |
| 4 | Cognitive Behavioral Interview and Evaluation Processes | Bilişsel Davranışçı Terapi – Chp 4 Bilişsel-Davranışçı Terapiler – Chp 1 |
| 5 | Identification and Evaluation of Automatic Thoughts | Bilişsel Davranışçı Terapi – Chps 9&11 |
| 6 | Case Formulation Applications | Anormal Psikolojide Vaka Çalışmaları – Chps 4&5 |
| 7 | Case Formulation Applications | Anormal Psikolojide Vaka Çalışmaları – Chps 9&12 |
| 8 | Depression and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 2 Anormal Psikolojide Vaka Çalışmaları – Chp 6 |
| 9 | Social Phobia and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 3 |
| 10 | Obsessive-Compulsive Disorder and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 4 Anormal Psikolojide Vaka Çalışmaları – Chp 8 |
| 11 | Panic and Generalized Anxiety Disorders and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 5 Anormal Psikolojide Vaka Çalışmaları – Chp 7 |
| 12 | Post-Traumatic Stress Disorder and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 6 Anormal Psikolojide Vaka Çalışmaları – Chp 10 |
| 13 | Eating Disorders and Cognitive Behavioral Approach | Bilişsel-Davranışçı Terapiler – Chp 7 Anormal Psikolojide Vaka Çalışmaları – Chps 13&14 |
| 14 | General Assessment |
| Resources |
| - Beck, J. S. (2016). Bilişsel Davranışçı Terapi: Temelleri ve Ötesi. (M. Şahin, Çev. Ed.). Nobel. - Savaşır, I., Soygüt, G. ve Barışkın, E. (Eds.) (2009). Bilişsel-Davranışçı Terapiler. Türk Psikologlar Derneği. - Oltmanns, T. F., Martin, M. T., Neale, J. M., & Davison, G. C. (2017). Anormal Psikolojide Vaka Çalışmaları. (M. Şahin, Çev. Ed.). Nobel. |
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. | ||||||
| 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. | 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 | |