Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL PSYCHOLOGY II | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Figen EROĞLU ADA |
| Name of Lecturer(s) | Assoc.Prof. Şerife Sema KARAKELLE |
| Assistant(s) | |
| Aim | The aim of this course is to provide the student with a basic understanding of the nature of developmental processes and to interpret lifelong social, emotional development and changes in terms of various theories. |
| Course Content | This course contains; A general framework for understanding social and emotional development, Psycho-sexual development theory and S. Freud, Psycho-social development theory and E. Erikson,Attachment Theory and J. Bowlby, Self-regulation with its cognitive and emotional dimensions, Temperament,Relationships with friends,Who is called an adult?, Characteristics of early adulthood, Key issues and changes in early adulthood,Characteristics of middle adulthood,Key issues and changes in middle adulthood,Key issues and changes in late adulthood,Death, preparation for death and mourning. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Compares the main theories explaining social-emotional development. | 10, 16, 9 | A |
| 2. Defines the social and emotional changes seen throughout life cycles. | 10, 16, 9 | A |
| 3. Explains the development of self-regulation skills. | 10, 16, 9 | A |
| 4. Defines the concepts needed to address adulthood periods. | 10, 16, 9 | A |
| 5. Explains death, preparation for death and mourning reactions. | 10, 16, 9 | A |
| 6. Describes the cyclical nature of lifelong development. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | A general framework for understanding social and emotional development | YBG |
| 2 | Psycho-sexual development theory and S. Freud | YBG |
| 3 | Psycho-social development theory and E. Erikson | YBG |
| 4 | Attachment Theory and J. Bowlby | YBG |
| 5 | Self-regulation with its cognitive and emotional dimensions | YBG |
| 6 | Temperament | YBG |
| 7 | Relationships with friends | YBG |
| 8 | Who is called an adult? | YBG |
| 9 | Characteristics of early adulthood | YBG |
| 10 | Key issues and changes in early adulthood | YBG |
| 11 | Characteristics of middle adulthood | YBG |
| 12 | Key issues and changes in middle adulthood | YBG |
| 13 | Key issues and changes in late adulthood | YBG |
| 14 | Death, preparation for death and mourning | YBG |
| Resources |
| Santrock, J. (2012). Yaşam Boyu Gelişim, Ankara, Nobel Yayınları . |
| Onur, B. ( ) Yetişkinlik, Yaşlılık ve Ölüm, Ankara, İmge Yayınları |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 | 14 | 3 | 42 | |||
| Guided Problem Solving | 14 | 4 | 56 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 1 | 1 | |||
| Term Project | 1 | 3 | 3 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 21 | 21 | |||
| General Exam | 1 | 26 | 26 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 149 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(149/30) | 5 | |||||
| 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 |
|---|---|---|---|---|---|
| DEVELOPMENTAL PSYCHOLOGY II | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Figen EROĞLU ADA |
| Name of Lecturer(s) | Assoc.Prof. Şerife Sema KARAKELLE |
| Assistant(s) | |
| Aim | The aim of this course is to provide the student with a basic understanding of the nature of developmental processes and to interpret lifelong social, emotional development and changes in terms of various theories. |
| Course Content | This course contains; A general framework for understanding social and emotional development, Psycho-sexual development theory and S. Freud, Psycho-social development theory and E. Erikson,Attachment Theory and J. Bowlby, Self-regulation with its cognitive and emotional dimensions, Temperament,Relationships with friends,Who is called an adult?, Characteristics of early adulthood, Key issues and changes in early adulthood,Characteristics of middle adulthood,Key issues and changes in middle adulthood,Key issues and changes in late adulthood,Death, preparation for death and mourning. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Compares the main theories explaining social-emotional development. | 10, 16, 9 | A |
| 2. Defines the social and emotional changes seen throughout life cycles. | 10, 16, 9 | A |
| 3. Explains the development of self-regulation skills. | 10, 16, 9 | A |
| 4. Defines the concepts needed to address adulthood periods. | 10, 16, 9 | A |
| 5. Explains death, preparation for death and mourning reactions. | 10, 16, 9 | A |
| 6. Describes the cyclical nature of lifelong development. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | A general framework for understanding social and emotional development | YBG |
| 2 | Psycho-sexual development theory and S. Freud | YBG |
| 3 | Psycho-social development theory and E. Erikson | YBG |
| 4 | Attachment Theory and J. Bowlby | YBG |
| 5 | Self-regulation with its cognitive and emotional dimensions | YBG |
| 6 | Temperament | YBG |
| 7 | Relationships with friends | YBG |
| 8 | Who is called an adult? | YBG |
| 9 | Characteristics of early adulthood | YBG |
| 10 | Key issues and changes in early adulthood | YBG |
| 11 | Characteristics of middle adulthood | YBG |
| 12 | Key issues and changes in middle adulthood | YBG |
| 13 | Key issues and changes in late adulthood | YBG |
| 14 | Death, preparation for death and mourning | YBG |
| Resources |
| Santrock, J. (2012). Yaşam Boyu Gelişim, Ankara, Nobel Yayınları . |
| Onur, B. ( ) Yetişkinlik, Yaşlılık ve Ölüm, Ankara, İmge Yayınları |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 | |