Child Development
Course Details
KTO KARATAY UNIVERSITY
Vocational School of Medical Services
Programme of Child Development
Course Details
Vocational School of Medical Services
Programme of Child Development
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 02441002 | Child Neglect and Abuse | 2 | Spring | 4 | 2+0+0 | 3 | 3 |
| Course Type | Elective |
| Course Cycle | Associate (Short Cycle) (TQF-HE: Level 5 / QF-EHEA: Short Cycle / EQF-LLL: Level 5) |
| Course Language | Turkish |
| Methods and Techniques | Presentation |
| Mode of Delivery | Face to Face |
| Prerequisites | No |
| Coordinator | - |
| Instructor(s) | Asst. Prof. Emine ARSLAN KILIÇOĞLU |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Asst. Prof. Emine ARSLAN KILIÇOĞLU | B-129 | [email protected] | 7682 |
Course Content
Çocuk İstismarı - İhmalinin Dünyadaki ve Ülkemizdeki Durumu, Çocuk Hakları Bildirgesi Açısından İhmal ve İstismar, Çocuk İstismarının Nedenleri ve Dinamikleri, Çocuk İstismarının Tanılanması ve Tipleri, Fiziksel İstismar, Duygusal istismar, Ekonomik istismar, Cinsel istismar konularını kapsamaktadır.
Objectives of the Course
The aim of this course is to provide the students with the basic knowledge and skills to recognize, record, report, communicate with children and their families who have been abused and neglected, to take an active role in rehabilitation of children and their families, to work in cooperation with other health care team members.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | X |
| Transferable Skills Courses | X |
| Humanities, Communication and Management Skills Courses | X |
Relationships between Course Learning Outcomes and Program Outcomes
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Program Learning Outcomes | Level |
|---|---|---|
| P3 | Plans and implements activities, programs, and initiatives that support children's developmental needs while considering individual differences; evaluates professional and practice-related problems encountered using an independent analytical and critical approach, and provides solutions. | 4 |
| P4 | Knows the legal regulations concerning children's rights and protection; applies preventive approaches to child neglect and abuse; adheres to social, scientific, cultural, and ethical values in the stages of professional data collection, application, and reporting. | 5 |
| P5 | Expresses thoughts about the field's knowledge and skills clearly and understandably through verbal and written communication; takes responsibility as a multidisciplinary team member in solving unforeseen complex problems in practice. | 4 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.). | P.3.1 | 1 |
| O2 | It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes. | P.3.6 | 1 |
| O3 | When faced with a complex developmental case or issue, the team members critically evaluate the different solution proposals presented from a child development perspective. | P.5.5 | 1 |
| O4 | It creates a unique and holistic intervention strategy for solving unforeseen or complex professional problems, working in coordination with other experts as part of a multidisciplinary team. | P.5.6 | 1 |
| O5 | It defines the fundamental legal framework for children's rights, their protection, and the prevention of neglect and abuse at the national level (Constitution, Child Protection Law, etc.) and international level (UN Convention on the Rights of the Child). | P.4.1 | 1 |
| O6 | Explains the types, signs, and risk factors of child neglect and abuse, relating them to legal and social protection mechanisms. | P.4.2 | 1 |
| O7 | Applies preventive intervention programs and reporting procedures developed for child neglect and abuse to case examples or actual cases, observing ethical principles. | P.4.3 | 1 |
| O8 | It analyzes situations where social, scientific, and cultural values encountered in professional data collection and application processes conflict with children's rights. | P.4.4 | 1 |
| O9 | In a child-centered case study or application example, evaluates/critiques the attitudes of stakeholders (family, school, community) and the decisions made within the framework of professional ethical codes and legal regulations. | P.4.5 | 1 |
| O10 | While adhering to social and ethical values, it develops an original preventive service model or social responsibility project based on scientific data aimed at protecting children's rights and raising awareness. | P.4.6 | 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 | Child Abuse - the situation of neglect in the world and in our country |
| 2 | Declaration on the Rights of the child |
| 3 | The causes and dynamics of child abuse |
| 4 | Definition and types of Child Abuse |
| 5 | Physical Abuse |
| 6 | Physical Abuse |
| 7 | Physical Abuse |
| 8 | MIDTERM EXAM |
| 9 | Emotional abuse |
| 10 | Emotional abuse |
| 11 | Economic abuse |
| 12 | Economic abuse |
| 13 | Sexual abuse |
| 14 | Sexual abuse |
| 15 | Sexual abuse |
| 16 | FINAL EXAM |
Textbook or Material
| Resources | Sözen S, Uğur Baysal S, Arican N. 2005: forensic medicine, Child Rights, Child Abuse and neglect, Devecioglu Ö, Önes ü, Ünüvar E. (Editors)), |
| Sözen S, Uğur Baysal S, Arican N. 2005: forensic medicine, Child Rights, Child Abuse and neglect, Devecioglu Ö, Önes ü, Ünüvar E. (Editors)), | |
| Sözen S, Uğur Baysal S, Arican N. 2005: forensic medicine, Child Rights, Child Abuse and neglect, Devecioglu Ö, Önes ü, Ünüvar E. (Editors)), |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| 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 | 2 | 28 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 14 | 2 | 28 |
| Midterms | 1 | 12 | 12 |
| 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 | 12 | 12 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 80 | ||
| Total Work Load / 30 | 2,67 | ||
| Course ECTS Credits: | 3 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P3 | P4 | P5 |
|---|---|---|---|---|
| O1 | Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.). | 4 | 4 | - |
| O2 | It develops unique solutions and new implementation strategies that preserve individual differences for problems identified in professional practice processes. | 4 | 4 | - |
| O3 | It defines the fundamental legal framework for children's rights, their protection, and the prevention of neglect and abuse at the national level (Constitution, Child Protection Law, etc.) and international level (UN Convention on the Rights of the Child). | - | 5 | - |
| O4 | Explains the types, signs, and risk factors of child neglect and abuse, relating them to legal and social protection mechanisms. | - | 5 | - |
| O5 | Applies preventive intervention programs and reporting procedures developed for child neglect and abuse to case examples or actual cases, observing ethical principles. | - | 5 | - |
| O6 | It analyzes situations where social, scientific, and cultural values encountered in professional data collection and application processes conflict with children's rights. | - | 5 | - |
| O7 | In a child-centered case study or application example, evaluates/critiques the attitudes of stakeholders (family, school, community) and the decisions made within the framework of professional ethical codes and legal regulations. | - | 5 | - |
| O8 | While adhering to social and ethical values, it develops an original preventive service model or social responsibility project based on scientific data aimed at protecting children's rights and raising awareness. | - | 5 | - |
| O9 | When faced with a complex developmental case or issue, the team members critically evaluate the different solution proposals presented from a child development perspective. | - | 4 | 5 |
| O10 | It creates a unique and holistic intervention strategy for solving unforeseen or complex professional problems, working in coordination with other experts as part of a multidisciplinary team. | - | 4 | 5 |