Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ETHICS in PSYCHOLOGY | - | Fall 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 | Required |
| Course Coordinator | Assist.Prof. Gökçen DUYMAZ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ |
| Assistant(s) | |
| Aim | The aim of this course is to teach ethical principles and values in psychology, to develop the ability to discuss and think ethically, to recognize ethical problems and difficulties, to encourage ethical practices in professional practice and to develop ethical decision-making and judgment skills. |
| Course Content | This course contains; Introduction, On Being Ethical,Ethical principles and guidelines,Ethical Decision-Making Process,Competency,Informed Consent Form,Privacy and Confidentiality,Ethics in Different Areas,Ethics in Psychotherapy-1,Ethics in Psychotherapy-2,Ethics in Psychotherapy-3,Ethics in Psychotherapy-4,Ethics in Scientific Research-1,Ethics in Scientific Research-2,Ethics in Scientific Research-3. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 3.Will gain the ability to identify ethical violations that will be encountered in the field of psychology. | 16, 6, 9 | A |
| 4.Will acquire ethical decision-making skills. | 9 | A |
| 5.Will analyze ethical issues with a critical point of view. | 12, 13, 9 | A |
| 6.Will be able to communicate with other professionals about ethical issues and participate in discussions. | 16, 19, 9 | A |
| 7.Will understand their social and professional ethical responsibilities and encourage them to fulfill these responsibilities. | 10, 19, 9 | A |
| 2.Will be able to summarize the historical development of ethical principles. | 6 | A |
| 1.Will understand ethical principles and values. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, On Being Ethical | Koocher, G. P., & Keith-Spiegel, P. (2016), Banyard, P., & Flanagan, C. (2006). |
| 2 | Ethical principles and guidelines | Knapp, S., & VandeCreek, L. D. (2005) |
| 3 | Ethical Decision-Making Process | Knapp, S., & VandeCreek, L. D. (2005). |
| 4 | Competency | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016) |
| 5 | Informed Consent Form | Knapp, S., & VandeCreek, L. D. (2005) |
| 6 | Privacy and Confidentiality | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 7 | Ethics in Different Areas | Koocher, G. P., & Keith-Spiegel, P. (2016), Banyard, P., & Flanagan, C. (2006). |
| 8 | Ethics in Psychotherapy-1 | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 9 | Ethics in Psychotherapy-2 | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 10 | Ethics in Psychotherapy-3 | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 11 | Ethics in Psychotherapy-4 | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 12 | Ethics in Scientific Research-1 | Knapp, S., & VandeCreek, L. D. (2005) Banyard, P., & Flanagan, C. (2006). |
| 13 | Ethics in Scientific Research-2 | Knapp, S., & VandeCreek, L. D. (2005) Banyard, P., & Flanagan, C. (2006). |
| 14 | Ethics in Scientific Research-3 | Knapp, S., & VandeCreek, L. D. (2005) Banyard, P., & Flanagan, C. (2006). |
| Resources |
| Banyard, P., & Flanagan, C. (2006). Ethical issues and guidelines in psychology. Routledge. Knapp, S., & VandeCreek, L. D. (2005). Practical ethics for psychologists: A positive approach. American Psychological Association. Koocher, G. P., & Keith-Spiegel, P. (2016). Ethics in psychology and the Mental Health Professions: Standards and cases. Oxford University Press. Fisher, C. B. (2023). Decoding the Ethics Code: A Practical Guide for Psychologists. SAGE. |
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 |
|---|---|---|---|---|---|
| ETHICS in PSYCHOLOGY | - | Fall 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 | Required |
| Course Coordinator | Assist.Prof. Gökçen DUYMAZ |
| Name of Lecturer(s) | Assist.Prof. Gökçen DUYMAZ |
| Assistant(s) | |
| Aim | The aim of this course is to teach ethical principles and values in psychology, to develop the ability to discuss and think ethically, to recognize ethical problems and difficulties, to encourage ethical practices in professional practice and to develop ethical decision-making and judgment skills. |
| Course Content | This course contains; Introduction, On Being Ethical,Ethical principles and guidelines,Ethical Decision-Making Process,Competency,Informed Consent Form,Privacy and Confidentiality,Ethics in Different Areas,Ethics in Psychotherapy-1,Ethics in Psychotherapy-2,Ethics in Psychotherapy-3,Ethics in Psychotherapy-4,Ethics in Scientific Research-1,Ethics in Scientific Research-2,Ethics in Scientific Research-3. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 3.Will gain the ability to identify ethical violations that will be encountered in the field of psychology. | 16, 6, 9 | A |
| 4.Will acquire ethical decision-making skills. | 9 | A |
| 5.Will analyze ethical issues with a critical point of view. | 12, 13, 9 | A |
| 6.Will be able to communicate with other professionals about ethical issues and participate in discussions. | 16, 19, 9 | A |
| 7.Will understand their social and professional ethical responsibilities and encourage them to fulfill these responsibilities. | 10, 19, 9 | A |
| 2.Will be able to summarize the historical development of ethical principles. | 6 | A |
| 1.Will understand ethical principles and values. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, On Being Ethical | Koocher, G. P., & Keith-Spiegel, P. (2016), Banyard, P., & Flanagan, C. (2006). |
| 2 | Ethical principles and guidelines | Knapp, S., & VandeCreek, L. D. (2005) |
| 3 | Ethical Decision-Making Process | Knapp, S., & VandeCreek, L. D. (2005). |
| 4 | Competency | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016) |
| 5 | Informed Consent Form | Knapp, S., & VandeCreek, L. D. (2005) |
| 6 | Privacy and Confidentiality | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 7 | Ethics in Different Areas | Koocher, G. P., & Keith-Spiegel, P. (2016), Banyard, P., & Flanagan, C. (2006). |
| 8 | Ethics in Psychotherapy-1 | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 9 | Ethics in Psychotherapy-2 | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 10 | Ethics in Psychotherapy-3 | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 11 | Ethics in Psychotherapy-4 | Knapp, S., & VandeCreek, L. D. (2005), Koocher, G. P., & Keith-Spiegel, P. (2016). |
| 12 | Ethics in Scientific Research-1 | Knapp, S., & VandeCreek, L. D. (2005) Banyard, P., & Flanagan, C. (2006). |
| 13 | Ethics in Scientific Research-2 | Knapp, S., & VandeCreek, L. D. (2005) Banyard, P., & Flanagan, C. (2006). |
| 14 | Ethics in Scientific Research-3 | Knapp, S., & VandeCreek, L. D. (2005) Banyard, P., & Flanagan, C. (2006). |
| Resources |
| Banyard, P., & Flanagan, C. (2006). Ethical issues and guidelines in psychology. Routledge. Knapp, S., & VandeCreek, L. D. (2005). Practical ethics for psychologists: A positive approach. American Psychological Association. Koocher, G. P., & Keith-Spiegel, P. (2016). Ethics in psychology and the Mental Health Professions: Standards and cases. Oxford University Press. Fisher, C. B. (2023). Decoding the Ethics Code: A Practical Guide for Psychologists. SAGE. |
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 | |