Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PREVENTIVE INTERVENTIONS in DEVELOPMENTAL PSYCHOLOGY | PSK3116794 | Fall Semester | 3+0 | 3 | 6 |
| Course Program | Cuma 10:00-10:45 Cuma 11:00-11:45 Cuma 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Fatma GİRGİN KARDEŞ |
| Name of Lecturer(s) | Assist.Prof. Fatma GİRGİN KARDEŞ, Lect.Dr. Dilara ÖZSOY |
| Assistant(s) | |
| Aim | Preventive intervention refers to planned practices in the field of developmental psychology that aim to reduce the effects of psychological, social, or behavioral risks that individuals may encounter throughout their lives by identifying them before they arise or at an early stage. The aim of this course is to learn about preventive intervention programs targeting early childhood and adolescence in particular, to identify evidence-based programs implemented in Turkey, and to provide basic knowledge and skills regarding the development and implementation of a preventive intervention program. |
| Course Content | This course contains; Introduction, Overview of the Course,Important Principles in Prevention Science,The History of Preventive Programs in Turkey, Developmental Rights, and Social Policy ,Infancy and Early Childhood- Home Visit-Based Family Guidance Program in Early Childhood,Infancy and Early Childhood - Video Feedback-Based Positive Parenting Intervention Program,Infancy and Early Childhood- AÇEV,Infancy and Early Childhood - Emotional Coaching Tuning Into Kids,Infancy and Early Childhood,Middle Childhood and Adolescence-Triple P,Middle Childhood and Adolescence-VİSC ,A Positive Psychology-Based Resilience Support Intervention Program Developed for University Students,Student presentations,Student presentations ,Student presentations . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1.Will be able to explain important principles in prevention science. | 1, 19 | A |
| 2.Will be able to summarize the historical development of prevention programs in Turkey. | 1 | A |
| 3.Will be able to recognize the basic concepts related to preventive intervention programs for infancy and early childhood. | 1, 14 | A |
| 4.Will be able to recognize the basic concepts related to preventive intervention programs for middle childhood and adolescence. | 1, 10 | A |
| 5.Will be able to develop a scientific perspective on the process of developing preventive intervention programs and generate appropriate research questions. | 1, 10, 14 | A, C |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 14: Self Study Method, 19: Brainstorming Technique |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Overview of the Course | |
| 2 | Important Principles in Prevention Science | Chapter 1 (F. Çorapçı ve A. Doğan, 2023) |
| 3 | The History of Preventive Programs in Turkey, Developmental Rights, and Social Policy | Chapter 2 and Chapter3 (F. Çorapçı ve A. Doğan, 2023) |
| 4 | Infancy and Early Childhood- Home Visit-Based Family Guidance Program in Early Childhood | Chapter 7 (F. Çorapçı ve A. Doğan, 2023) |
| 5 | Infancy and Early Childhood - Video Feedback-Based Positive Parenting Intervention Program | Chapter 8 (F. Çorapçı ve A. Doğan, 2023) |
| 6 | Infancy and Early Childhood- AÇEV | Chapter 12 and 13 (F. Çorapçı ve A. Doğan, 2023) |
| 7 | Infancy and Early Childhood - Emotional Coaching Tuning Into Kids | Chapter 14 (F. Çorapçı ve A. Doğan, 2023) |
| 8 | Infancy and Early Childhood | Chapter 16 (F. Çorapçı ve A. Doğan, 2023) |
| 9 | Middle Childhood and Adolescence-Triple P | Chapter 22 (F. Çorapçı ve A. Doğan, 2023) Chapter 24 (F. Çorapçı ve A. Doğan, 2023) |
| 10 | Middle Childhood and Adolescence-VİSC | Chapter 19 (F. Çorapçı ve A. Doğan, 2023) |
| 11 | A Positive Psychology-Based Resilience Support Intervention Program Developed for University Students | |
| 12 | Student presentations | |
| 13 | Student presentations | |
| 14 | Student presentations |
| Resources |
| Çorapçı, F., & Doğan, A. (Eds.). (2023). Çocuk ve ergenler için önleyici müdahale programları. Nobel Yayınevi |
| Doğan, A. (2010). Ekolojik sistemler kuramı çerçevesinde akran zorbalığının incelenmesi. Turk J Child Adolesc Ment Health, 17(3), 149-162. Eslek, D. ve Yılmaz Irmak T. (2022). Çocuk cinsel istismarını önlemede “Dersimiz: Güvenli İlişkiler” programının etkililiğinin değerlendirilmesi, Türk Psikoloji Dergisi, 89, 36-60. https://doi.org/10.31828/tpd1300443320200824m000039 Eslek, D. ve Yılmaz Irmak, T. (2018). Ekolojik sistemler kuramı çerçevesinde göçmen çocuklar ve oyunları üzerine bir derleme. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(3), 347-362. Pala, F. C., Doğan, A., Yılmaz Irmak, T., Şen-Hastaoğlu, Z., Eslek, D., Keser-Açıkbaş E., Özsoy, D. ve Aytekin, S.T. (2023). 2-6 yaş döneminde çocuğu olan ebeveynlere yönelik etkili ebeveynlik müdahale programının etkililiğinin değerlendirilmesi, Buca Eğitim Fakültesi Dergisi, 57, 1808-1825. https://doi.org/10.53444/deubefd.1289524 Özsoy, D. (2024). Duygu Sosyalleştirmeye Yönelik Öğretmen Programının Erken Çocukluk Döneminde Bilişsel ve Duygusal Yeterliliğe Etkisi. [Yayımlanmamış doktora tezi]. Ege Üniversitesi. Yılmaz Irmak, T., Kızıltepe, R., Aksel, Ş., Güngör, D. ve Eslek, D. (2018). Mika ile kendimi korumayı öğreniyorum: Cinsel istismarı önleme programının etkililiği. Türk Psikoloji Dergisi, 33(81), 41-57. |
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 | 14 | 3 | 42 | |||
| Guided Problem Solving | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 10 | 20 | |||
| Term Project | 1 | 20 | 20 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 179 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(179/30) | 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 |
|---|---|---|---|---|---|
| PREVENTIVE INTERVENTIONS in DEVELOPMENTAL PSYCHOLOGY | PSK3116794 | Fall Semester | 3+0 | 3 | 6 |
| Course Program | Cuma 10:00-10:45 Cuma 11:00-11:45 Cuma 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Fatma GİRGİN KARDEŞ |
| Name of Lecturer(s) | Assist.Prof. Fatma GİRGİN KARDEŞ, Lect.Dr. Dilara ÖZSOY |
| Assistant(s) | |
| Aim | Preventive intervention refers to planned practices in the field of developmental psychology that aim to reduce the effects of psychological, social, or behavioral risks that individuals may encounter throughout their lives by identifying them before they arise or at an early stage. The aim of this course is to learn about preventive intervention programs targeting early childhood and adolescence in particular, to identify evidence-based programs implemented in Turkey, and to provide basic knowledge and skills regarding the development and implementation of a preventive intervention program. |
| Course Content | This course contains; Introduction, Overview of the Course,Important Principles in Prevention Science,The History of Preventive Programs in Turkey, Developmental Rights, and Social Policy ,Infancy and Early Childhood- Home Visit-Based Family Guidance Program in Early Childhood,Infancy and Early Childhood - Video Feedback-Based Positive Parenting Intervention Program,Infancy and Early Childhood- AÇEV,Infancy and Early Childhood - Emotional Coaching Tuning Into Kids,Infancy and Early Childhood,Middle Childhood and Adolescence-Triple P,Middle Childhood and Adolescence-VİSC ,A Positive Psychology-Based Resilience Support Intervention Program Developed for University Students,Student presentations,Student presentations ,Student presentations . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1.Will be able to explain important principles in prevention science. | 1, 19 | A |
| 2.Will be able to summarize the historical development of prevention programs in Turkey. | 1 | A |
| 3.Will be able to recognize the basic concepts related to preventive intervention programs for infancy and early childhood. | 1, 14 | A |
| 4.Will be able to recognize the basic concepts related to preventive intervention programs for middle childhood and adolescence. | 1, 10 | A |
| 5.Will be able to develop a scientific perspective on the process of developing preventive intervention programs and generate appropriate research questions. | 1, 10, 14 | A, C |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 14: Self Study Method, 19: Brainstorming Technique |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Overview of the Course | |
| 2 | Important Principles in Prevention Science | Chapter 1 (F. Çorapçı ve A. Doğan, 2023) |
| 3 | The History of Preventive Programs in Turkey, Developmental Rights, and Social Policy | Chapter 2 and Chapter3 (F. Çorapçı ve A. Doğan, 2023) |
| 4 | Infancy and Early Childhood- Home Visit-Based Family Guidance Program in Early Childhood | Chapter 7 (F. Çorapçı ve A. Doğan, 2023) |
| 5 | Infancy and Early Childhood - Video Feedback-Based Positive Parenting Intervention Program | Chapter 8 (F. Çorapçı ve A. Doğan, 2023) |
| 6 | Infancy and Early Childhood- AÇEV | Chapter 12 and 13 (F. Çorapçı ve A. Doğan, 2023) |
| 7 | Infancy and Early Childhood - Emotional Coaching Tuning Into Kids | Chapter 14 (F. Çorapçı ve A. Doğan, 2023) |
| 8 | Infancy and Early Childhood | Chapter 16 (F. Çorapçı ve A. Doğan, 2023) |
| 9 | Middle Childhood and Adolescence-Triple P | Chapter 22 (F. Çorapçı ve A. Doğan, 2023) Chapter 24 (F. Çorapçı ve A. Doğan, 2023) |
| 10 | Middle Childhood and Adolescence-VİSC | Chapter 19 (F. Çorapçı ve A. Doğan, 2023) |
| 11 | A Positive Psychology-Based Resilience Support Intervention Program Developed for University Students | |
| 12 | Student presentations | |
| 13 | Student presentations | |
| 14 | Student presentations |
| Resources |
| Çorapçı, F., & Doğan, A. (Eds.). (2023). Çocuk ve ergenler için önleyici müdahale programları. Nobel Yayınevi |
| Doğan, A. (2010). Ekolojik sistemler kuramı çerçevesinde akran zorbalığının incelenmesi. Turk J Child Adolesc Ment Health, 17(3), 149-162. Eslek, D. ve Yılmaz Irmak T. (2022). Çocuk cinsel istismarını önlemede “Dersimiz: Güvenli İlişkiler” programının etkililiğinin değerlendirilmesi, Türk Psikoloji Dergisi, 89, 36-60. https://doi.org/10.31828/tpd1300443320200824m000039 Eslek, D. ve Yılmaz Irmak, T. (2018). Ekolojik sistemler kuramı çerçevesinde göçmen çocuklar ve oyunları üzerine bir derleme. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(3), 347-362. Pala, F. C., Doğan, A., Yılmaz Irmak, T., Şen-Hastaoğlu, Z., Eslek, D., Keser-Açıkbaş E., Özsoy, D. ve Aytekin, S.T. (2023). 2-6 yaş döneminde çocuğu olan ebeveynlere yönelik etkili ebeveynlik müdahale programının etkililiğinin değerlendirilmesi, Buca Eğitim Fakültesi Dergisi, 57, 1808-1825. https://doi.org/10.53444/deubefd.1289524 Özsoy, D. (2024). Duygu Sosyalleştirmeye Yönelik Öğretmen Programının Erken Çocukluk Döneminde Bilişsel ve Duygusal Yeterliliğe Etkisi. [Yayımlanmamış doktora tezi]. Ege Üniversitesi. Yılmaz Irmak, T., Kızıltepe, R., Aksel, Ş., Güngör, D. ve Eslek, D. (2018). Mika ile kendimi korumayı öğreniyorum: Cinsel istismarı önleme programının etkililiği. Türk Psikoloji Dergisi, 33(81), 41-57. |
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 | |