Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL PSYCHOLOGY II | PSK2222970 | 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. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra Eylem AKTAŞ |
| Assistant(s) | |
| Aim | The aim of this course is to enable the student to gain a fundamental understanding of the nature of developmental processes and to interpret lifelong social and emotional development and changes from the perspective of various theories. This course contains; Introduction, Physical and Cognitive Development in Adolescence ,Socioemotional Development in Adolescence, Physical and Cognitive Development in Early Adulthood, Socioemotional Development in Early Adulthood, Physical and Cognitive Development in Middle Adulthood, Socioemotional Development in Middle Adulthood, Socioemotional Development in Middle Adulthood ,Physical Development in Late Adulthood, Cognitive Development in Late Adulthood, Socioemotional Development in Late Adulthood, Death, Dying, and Grieving, Overview. |
| 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Can define the basic concepts of developmental psychology and distinguish the differences between them. | 1, 10 | A |
| 2. Can summarize the historical development of developmental psychology. | 1, 10 | A |
| 3. Can recognize the fundamental concepts related to developmental psychology. | 1, 10 | A |
| 4. Can discuss theories related to developmental psychology. | 1, 10 | A |
| 5. Can examine human development in a psychosocial context across different age groups. | 1, 10 | A |
| 6. Can define the fundamental concepts related to temperament and adulthood. | 1, 10 | A |
| 7. Can recognize the general mechanisms underlying the social, cognitive, and emotional foundations of lifespan development. | 1, 10 | A |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion 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. (2021) 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. | X | |||||
| 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. | 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. | ||||||
| 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 | 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 | PSK2222970 | 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. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra Eylem AKTAŞ |
| Assistant(s) | |
| Aim | The aim of this course is to enable the student to gain a fundamental understanding of the nature of developmental processes and to interpret lifelong social and emotional development and changes from the perspective of various theories. This course contains; Introduction, Physical and Cognitive Development in Adolescence ,Socioemotional Development in Adolescence, Physical and Cognitive Development in Early Adulthood, Socioemotional Development in Early Adulthood, Physical and Cognitive Development in Middle Adulthood, Socioemotional Development in Middle Adulthood, Socioemotional Development in Middle Adulthood ,Physical Development in Late Adulthood, Cognitive Development in Late Adulthood, Socioemotional Development in Late Adulthood, Death, Dying, and Grieving, Overview. |
| 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Can define the basic concepts of developmental psychology and distinguish the differences between them. | 1, 10 | A |
| 2. Can summarize the historical development of developmental psychology. | 1, 10 | A |
| 3. Can recognize the fundamental concepts related to developmental psychology. | 1, 10 | A |
| 4. Can discuss theories related to developmental psychology. | 1, 10 | A |
| 5. Can examine human development in a psychosocial context across different age groups. | 1, 10 | A |
| 6. Can define the fundamental concepts related to temperament and adulthood. | 1, 10 | A |
| 7. Can recognize the general mechanisms underlying the social, cognitive, and emotional foundations of lifespan development. | 1, 10 | A |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion 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. (2021) 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. | X | |||||
| 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. | 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. | ||||||
| 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 | |