Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DISABILITY and DIVERSITY in IND. ORG. PSY. | - | Spring Semester | 3+0 | 3 | 6 |
| 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. Ela ARI |
| Name of Lecturer(s) | Prof.Dr. Cemile Müjde ATABEY |
| Assistant(s) | |
| Aim | The aim of this course is to transfer knowledge relating disability and diversity within industrial and organizational psychology. In addition to the basic concepts, disability will be discussed within the concept of diversity in relation to work life and different organizations. |
| Course Content | This course contains; Syllabus & Defining the Course,Defining the Industrial and Organizational Psychology ,Defining Disability-1,Defining Disability-2,Defining Diversity-1,Defining Diversity-2,Gender,Higher Education ,Mobbing,Work Disability ,Occupational Health Psychology ,Glass Ceiling,Ethics ,Movie & Discussion . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 6.Will be able to discuss disability and diversity in accordance with the gender principle. | 10, 37, 9 | A |
| 5.Will be able to discuss concepts relating disability and diversity in accordance with the ethical principles. | 10, 19, 9 | A |
| 4.Will be able to compare different perspectives relating disability and diversity. | 10, 19, 9 | A |
| 1. Will be able to identify industrial and organizational psychology in accordance with different perspectives. | 14, 9 | A |
| 2. Will be able to identify disability in accordance with different conceptualizations in the literature. | 14, 37, 9 | A |
| 3. Will be able to identify diversity in accordance with different conceptualizations in the literature. | 14, 37, 9 | A |
| 7. Will be able to link industrial and organizational psychology, disability and diversity with other subfields. | 10, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus & Defining the Course | |
| 2 | Defining the Industrial and Organizational Psychology | Landy & Conte (2013) |
| 3 | Defining Disability-1 | French & Swain (1993); Oliver (1996). |
| 4 | Defining Disability-2 | Marks (1997); WHO (2002). |
| 5 | Defining Diversity-1 | Guillaume et al. (2013); Olkin (2002). |
| 6 | Defining Diversity-2 | Jones et al. (2014). Bl. 1, 2, 3, 12. |
| 7 | Gender | Morris (1991); Ostrander (2008); Sheldon (1993). |
| 8 | Higher Education | Amosun et al. (2005); Hopkins (2011); Laing (2003). |
| 9 | Mobbing | Fevre et al. (2013); Figueiredo-Ferraz (2015) et al. |
| 10 | Work Disability | Bartys et al. (2017); Kuijer (2006). |
| 11 | Occupational Health Psychology | Barling & Griffiths (2003); Schaufeli (2004). |
| 12 | Glass Ceiling | Braddock & Bachelder (1994). |
| 13 | Ethics | Koch (2008) Shakespeare (2013). |
| 14 | Movie & Discussion |
| Resources |
| Amosun, S. L., Volmink, L., & Rosin, R. (2005). Perceived images of disability: The reflections of two undergraduate medical students in a university in South Africa on life in a wheelchair. Disability & Rehabilitation, 27, 961-966. Bartys, S., Frederiksen, P., Bendix, T., & Burton, K. (2017). System influences on work disability due to low back pain: an international evidence synthesis. Health Policy, 121(8), 903-912. Barling, J., & Griffiths, A. (2003). A history of occupational health psychology. In J. C. Quick & L. E. Tetrick (Eds.), Handbook of occupational health psychology (pp. 19-31). Washington, DC, US: American Psychological Association. https://hosted.smith.queensu.ca/faculty/julianbarling/BooksChapters/A%20history%20of%20OHP.pdf Braddock, D., & Bachelder, L. (1994). The glass ceiling and persons with disabilities. Cornell University. https://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1115&context=key_workplace Fevre, R., Robinson, A., Lewis, D., & Jones, T. (2013). The ill-treatment of employees with disabilities in British workplaces. Work, Employment and Society, 27(2), 288-307. French, S., & Swain, J. (1993). Whose tragedy? Towards a personal non-tragedy view of disability. In J. Swain, S. French, C. Barnes, & C. Thomas (Eds). Disabling barriers—Enabling environments. (pp. 34–40). London, UK: Sage Publications. Hopkins, L. (2011). The path of least resistance: A voice‐relational analysis of disabled students’ experiences of discrimination in English universities. International Journal of Inclusive Education, 15(7), 711-727. Jones, J. M., Dovidio, J. F., & Vietze, D. L. (2013). The psychology of diversity: Beyond prejudice and racism. USA: Wiley. Koch, T. (2008). Is Tom Shakespeare disabled? Journal of Medical Ethics, 34, 18-20. Laing, A. (2003). Prevention of disabling practices in higher education: An undergraduate institutional case study. Journal of Community & Applied Social Psychology, 13, 325-326. Landy, F. J., & Conte, J. M. (2016). Work in the 21st century, An introduction to Industrial and Organizational Psychology. (4th edition), USA: Wiley. Marks, D. (1997). Models of disability. Disability and Rehabilitation, 19(3), 85-91. Morris, J. (1991). Pride against Prejudice: Transforming Attitudes to Disability. (pp. 97-107). Women`s Press Ltd: London. Olkin, R. (2002). Could you hold the door for me? Including disability in diversity. Cultural Diversity and Ethnic Minority Psychology, 8(2), 130. Ostrander, R. N. (2008). When identities collide: Masculinity, disability and race. Disability & Society, 23, 585-597. Schaufeli, W. B. (2004). The future of occupational health psychology. Applied Psychology, 53(4), 502-517. Shakespeare, T. (2013). Disability rights and wrongs revisited. Routledge. Sheldon, A. (1993). Women and disability. In J. Swain, S. French, C. Barnes, & C. Thomas (Eds). Disabling barriers—Enabling environments. (pp. 69–74). London, UK: Sage Publications. WHO (2002). Towards a Common Language for Functioning, Disability and Health: ICF. Geneva. http://www.who.int/classifications/icf/icfbeginnersguide.pdf?ua=1 Oliver, M. (1996). Understanding disability: From theory to practice. (pp. 19-42). New York, NY: Palgrave. |
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 | 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 |
|---|---|---|---|---|---|
| DISABILITY and DIVERSITY in IND. ORG. PSY. | - | Spring Semester | 3+0 | 3 | 6 |
| 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. Ela ARI |
| Name of Lecturer(s) | Prof.Dr. Cemile Müjde ATABEY |
| Assistant(s) | |
| Aim | The aim of this course is to transfer knowledge relating disability and diversity within industrial and organizational psychology. In addition to the basic concepts, disability will be discussed within the concept of diversity in relation to work life and different organizations. |
| Course Content | This course contains; Syllabus & Defining the Course,Defining the Industrial and Organizational Psychology ,Defining Disability-1,Defining Disability-2,Defining Diversity-1,Defining Diversity-2,Gender,Higher Education ,Mobbing,Work Disability ,Occupational Health Psychology ,Glass Ceiling,Ethics ,Movie & Discussion . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 6.Will be able to discuss disability and diversity in accordance with the gender principle. | 10, 37, 9 | A |
| 5.Will be able to discuss concepts relating disability and diversity in accordance with the ethical principles. | 10, 19, 9 | A |
| 4.Will be able to compare different perspectives relating disability and diversity. | 10, 19, 9 | A |
| 1. Will be able to identify industrial and organizational psychology in accordance with different perspectives. | 14, 9 | A |
| 2. Will be able to identify disability in accordance with different conceptualizations in the literature. | 14, 37, 9 | A |
| 3. Will be able to identify diversity in accordance with different conceptualizations in the literature. | 14, 37, 9 | A |
| 7. Will be able to link industrial and organizational psychology, disability and diversity with other subfields. | 10, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus & Defining the Course | |
| 2 | Defining the Industrial and Organizational Psychology | Landy & Conte (2013) |
| 3 | Defining Disability-1 | French & Swain (1993); Oliver (1996). |
| 4 | Defining Disability-2 | Marks (1997); WHO (2002). |
| 5 | Defining Diversity-1 | Guillaume et al. (2013); Olkin (2002). |
| 6 | Defining Diversity-2 | Jones et al. (2014). Bl. 1, 2, 3, 12. |
| 7 | Gender | Morris (1991); Ostrander (2008); Sheldon (1993). |
| 8 | Higher Education | Amosun et al. (2005); Hopkins (2011); Laing (2003). |
| 9 | Mobbing | Fevre et al. (2013); Figueiredo-Ferraz (2015) et al. |
| 10 | Work Disability | Bartys et al. (2017); Kuijer (2006). |
| 11 | Occupational Health Psychology | Barling & Griffiths (2003); Schaufeli (2004). |
| 12 | Glass Ceiling | Braddock & Bachelder (1994). |
| 13 | Ethics | Koch (2008) Shakespeare (2013). |
| 14 | Movie & Discussion |
| Resources |
| Amosun, S. L., Volmink, L., & Rosin, R. (2005). Perceived images of disability: The reflections of two undergraduate medical students in a university in South Africa on life in a wheelchair. Disability & Rehabilitation, 27, 961-966. Bartys, S., Frederiksen, P., Bendix, T., & Burton, K. (2017). System influences on work disability due to low back pain: an international evidence synthesis. Health Policy, 121(8), 903-912. Barling, J., & Griffiths, A. (2003). A history of occupational health psychology. In J. C. Quick & L. E. Tetrick (Eds.), Handbook of occupational health psychology (pp. 19-31). Washington, DC, US: American Psychological Association. https://hosted.smith.queensu.ca/faculty/julianbarling/BooksChapters/A%20history%20of%20OHP.pdf Braddock, D., & Bachelder, L. (1994). The glass ceiling and persons with disabilities. Cornell University. https://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1115&context=key_workplace Fevre, R., Robinson, A., Lewis, D., & Jones, T. (2013). The ill-treatment of employees with disabilities in British workplaces. Work, Employment and Society, 27(2), 288-307. French, S., & Swain, J. (1993). Whose tragedy? Towards a personal non-tragedy view of disability. In J. Swain, S. French, C. Barnes, & C. Thomas (Eds). Disabling barriers—Enabling environments. (pp. 34–40). London, UK: Sage Publications. Hopkins, L. (2011). The path of least resistance: A voice‐relational analysis of disabled students’ experiences of discrimination in English universities. International Journal of Inclusive Education, 15(7), 711-727. Jones, J. M., Dovidio, J. F., & Vietze, D. L. (2013). The psychology of diversity: Beyond prejudice and racism. USA: Wiley. Koch, T. (2008). Is Tom Shakespeare disabled? Journal of Medical Ethics, 34, 18-20. Laing, A. (2003). Prevention of disabling practices in higher education: An undergraduate institutional case study. Journal of Community & Applied Social Psychology, 13, 325-326. Landy, F. J., & Conte, J. M. (2016). Work in the 21st century, An introduction to Industrial and Organizational Psychology. (4th edition), USA: Wiley. Marks, D. (1997). Models of disability. Disability and Rehabilitation, 19(3), 85-91. Morris, J. (1991). Pride against Prejudice: Transforming Attitudes to Disability. (pp. 97-107). Women`s Press Ltd: London. Olkin, R. (2002). Could you hold the door for me? Including disability in diversity. Cultural Diversity and Ethnic Minority Psychology, 8(2), 130. Ostrander, R. N. (2008). When identities collide: Masculinity, disability and race. Disability & Society, 23, 585-597. Schaufeli, W. B. (2004). The future of occupational health psychology. Applied Psychology, 53(4), 502-517. Shakespeare, T. (2013). Disability rights and wrongs revisited. Routledge. Sheldon, A. (1993). Women and disability. In J. Swain, S. French, C. Barnes, & C. Thomas (Eds). Disabling barriers—Enabling environments. (pp. 69–74). London, UK: Sage Publications. WHO (2002). Towards a Common Language for Functioning, Disability and Health: ICF. Geneva. http://www.who.int/classifications/icf/icfbeginnersguide.pdf?ua=1 Oliver, M. (1996). Understanding disability: From theory to practice. (pp. 19-42). New York, NY: Palgrave. |
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 | |