Child Development
Course Details
KTO KARATAY UNIVERSITY
Faculty of Health Sciences
Programme of Child Development
Course Details
Faculty of Health Sciences
Programme of Child Development
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 01840208 | Developmental Psychopathology | 2 | Spring | 4 | 3+0+0 | 3 | 3 |
| Course Type | Compulsory |
| Course Cycle | Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6) |
| Course Language | Turkish |
| Methods and Techniques | Anlatım, Soru- cevap, Tartışma, Örnek olay incelemesi, Beyin fırtınası |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | - |
| Instructor(s) | Lect. Selva BARKALE ŞAHİN |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Dr. Res. Asst. Ayber ACAR | B-234 | [email protected] | 7664 | Wednesday 15.00-17.00 |
Course Content
Gelişimsel psikopatoloji, küçük çocuklar ve ergenlerin patolojisinin etiyolojisi ve gelişimsel yollarının incelenmesidir. Gelişimsel bir perspektiften bakıldığında, patoloji sadece bireye ait bir bozukluk olarak değil, daha çok birey ile bağlamı arasında bir uyum sorunu olarak algılanır. Çocukluk çağı psikolojik bozukluklarının incelenmesi, birçok araştırmacı ve psikologun benlik ve öteki, beden ve zihin arasındaki sınırları yeniden gözden geçirmesine yol açar. Psikopatoloji, gelişim süreci boyunca kişilerarası ilişkilere, eğitim durumlarına ve kurumsal tedaviye bağlı olarak değişir ve dönüşür. Bozuklukların nasıl oluştuğunu, geliştiğini ve bazen azaldığını anlamak için tüm bu yönler dikkate alınmalıdır.
Objectives of the Course
This course aims to enable students to adopt approaches, methods and basic findings on the developmental treatment of childhood and adolescence psychopathological phenomena.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | |
| Transferable Skills Courses | |
| Humanities, Communication and Management Skills Courses |
Relationships between Course Learning Outcomes and Program Outcomes
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Program Learning Outcomes | Level |
|---|---|---|
| P1 | All children and adolescents aged 0-18 have the necessary level of up-to-date, theoretical and practical knowledge about the areas of mental, linguistic, motor, emotional, social and emotional development. | 1 |
| P2 | Based on his institutional and practical knowledge in the field of child development, he has the ability to evaluate the development of typical and atypical children with different methods and tools, develop different solutions with evidence-based approaches to problem situations, and develop support programmes, provide family counselling and inform society. | 2 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Discerns the differences in current theoretical knowledge of all children and adolescents aged 0-18 about the areas of mental, linguistic, motor, emotional, social and emotional development. | P.1.2 | 1 |
| O2 | Classifies all areas of development of children and adolescents according to their stages of development. | P.1.4 | 1 |
| O3 | She/He distinguishes the developmental characteristics of children and adolescents with different developments. | P.1.5 | 1 |
| O4 | She/he ranks children's developmental evaluation scores. | P.2.1 | 1 |
| O5 | Remember advanced knowledge in child development. | P.3.4 | 1 |
| ** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7 | |||
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | INTRODUCTION TO DEVELOPMENTAL PSYCHOPATHOLOGY CONCEPTUAL MODELS HISTORY OF PSYCHOPATHOLOGY |
| 2 | FOUNDATIONS OF PSYCHOPATHOLOGY AND THEORETICAL APPROACHES |
| 3 | TEMPERAMENT, ATTACHMENT THEORY, ATTACHMENT DISORDERS, AND THE PSYCHODYNAMIC PERSPECTIVE |
| 4 | AUTISM SPECTRUM DISORDER |
| 5 | INTELLECTUAL DISABILITY AND GENETIC SYNDROMES |
| 6 | SPECIFIC LEARNING DISORDER AND TICS |
| 7 | ATTENTION-DEFICIT/HYPERACTIVITY DISORDER AND DISRUPTIVE BEHAVIOR DISORDERS |
| 8 | MIDTERM |
| 9 | ANXIETY DISORDERS |
| 10 | OBSESSIVE-COMPULSIVE AND RELATED DISORDERS (OCD) |
| 11 | MOOD DISORDERS AND GRIEF |
| 12 | FEEDING DISORDERS |
| 13 | ELIMINATION DISORDERS |
| 14 | TRAUMA, ABUSE, AND NEGLECT |
| 15 | ETHICS, INTERVENTION, REFERRAL, AND PREVENTIVE MENTAL HEALTH |
| 16 | FINAL EXAM |
Textbook or Material
| Resources | Austin, V. L., & Sciarra, D. (2017). Emotional and Behavioral Disorders in Children and Adolescents. Nobel Publishing. |
| Gençtan, E. (2003). Psychodynamic Psychiatry and Abnormal Behavior. Mentis Publishing. | |
| Gençtan, E. (2003). Psychodynamic psychiatry and abnormal behavior. Mentis Publishing. | |
| Tuna, E., & Öncül-Demir, Ö. (2022). Abnormal psychology according to DSM-5 (2nd ed.). Nobel Publishing. |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Attendance | - | - |
| Practice | - | - |
| Field Study | - | - |
| Course Specific Internship (If Any) | - | - |
| Homework | - | - |
| Presentation | - | - |
| Projects | - | - |
| Seminar | - | - |
| Quiz | - | - |
| Listening | - | - |
| Midterms | 1 | 40 (%) |
| Final Exam | 1 | 60 (%) |
| Total | 100 (%) | |
ECTS / Working Load Table
| Quantity | Duration | Total Work Load | |
|---|---|---|---|
| Course Week Number and Time | 14 | 3 | 42 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 14 | 2 | 28 |
| Midterms | 1 | 10 | 10 |
| Quiz | 0 | 0 | 0 |
| Homework | 0 | 0 | 0 |
| Practice | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Workshop | 0 | 0 | 0 |
| Presentation/Seminar Preparation | 0 | 0 | 0 |
| Fieldwork | 0 | 0 | 0 |
| Final Exam | 1 | 10 | 10 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 90 | ||
| Total Work Load / 30 | 3 | ||
| Course ECTS Credits: | 3 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P2 | P3 |
|---|---|---|---|---|
| O1 | Discerns the differences in current theoretical knowledge of all children and adolescents aged 0-18 about the areas of mental, linguistic, motor, emotional, social and emotional development. | - | - | - |
| O2 | Classifies all areas of development of children and adolescents according to their stages of development. | 3 | - | - |
| O3 | She/He distinguishes the developmental characteristics of children and adolescents with different developments. | 4 | - | - |
| O4 | She/he ranks children's developmental evaluation scores. | - | 3 | - |
| O5 | Remember advanced knowledge in child development. | - | - | - |