Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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PSI118 | PSYCHOLOGY | 1 | 3 | 3 | 6 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Compulsory |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assist.Prof. ÇAĞIL ERTÜRK |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | Scientific foundations of psychology, basic concepts in psychology, scientific methods and statistics, basic process and application areas in psychology, behavior, sensation, consciousness, learning and attention, memory, cognition, personality and abnormal behaviors are aimed. |
Contents of the Course Unit: | History of psychology, scientific research methods and statistics, behavior, sensation, consciousness, learning and attention, memory, cognition, personality and abnormal behavior. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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Explains the development of the scientific field of psychology. |
Understands the scientific methods used in psychology. |
Defines the applicational fields of psychology. |
Relates the concepts of sensation, perception, consciousness, learning with each other. |
Acts according to the occupational and scientific ethics. |
Believes in the importance of interdisciplinary studies. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Literature Review | Meeting, General Information (Purpose of the Course, Term Plan, How Should We Study?) | Lecture |
2 | Literature Review | Exploring Psychology (Definition, Subject, Aims, Importance and Benefit of Psychology, Fields of Application) | Lecture, Discussion, Case Study |
3 | Reading relevant textbook section | Psychology and Science (Relationship of psychology with other sciences, Research Methods) | Lecture, Discussion, Case Study |
4 | Reading relevant textbook section | Psychological Basis of Behaviors-I: Building Blocks of the Brain (Structure and Development of the Brain, Structure and Function of Neurons, Transmitters, Reflex) | Lecture, Discussion, Case Study |
5 | Reading relevant textbook section | Developmental Psychology | Lecture, Discussion, Case Study |
6 | Reading relevant textbook section | Developmental Psychology | Lecture, Discussion, Case Study |
7 | Reading relevant textbook section | Developmental Psychology | Lecture, Discussion, Case Study |
8 | - | MID-TERM EXAM | - |
9 | Reading relevant textbook section | Sensation (Vision, Hearing, Balance, Touch) Pain, Artificial Senses | Lecture, Discussion, Case Study |
10 | Reading relevant textbook section | Attention and Perception (Threshold of Perception, Transformation of Senses into Perception, Constancy of Perception, Transsensory Perception) | Lecture, Discussion, Case Study |
11 | Reading relevant textbook section | Different States of Consciousness: Sleep and Dreams | Lecture, Discussion, Case Study |
12 | Reading relevant textbook section | Learning I Classical Conditioning (Conditioning Concepts, Adaptive Value, Conditioned Fear) | Lecture, Discussion, Case Study |
13 | Reading relevant textbook section | Learning-II: Operant and Cognitive Approaches (Performative Conditioning, Reinforcers, Types of Learning, Behavior Shaping) | Lecture, Discussion, Case Study |
14 | Reading relevant textbook section | Memory (Sensory Memory, Memory Processes, Encoding, Inoculation of False Memories, Discrete Memory Systems) | Lecture, Discussion, Case Study |
15 | Reading relevant textbook section | Intelligence (Definition, Measurement, Development of Intelligence, Special Talents, Creativity) | Lecture, Discussion, Case Study |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Atkinson, R. L., Smith, E. E., Nolen-Hoeksema, S., Fredrickson, B., Bem, D. J., & Maren, S. (2012). Introduction to psychology. Friend Publisher. |
Can, G. (2019) Psychological counseling and guidance. Pegem Academy. |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
He fulfills all roles required by his professional performance, integrates the entire occupational therapy process, carries out his own practices using the information on theoretical and practical occupational therapy in his field. He actively participates in the development, advancement, and promotion of occupational therapy.
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1 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
He explains the basic facts, principles, processes in the subfields of occupational therapy and the methods in the field of application makes advanced analyses and evaluations.
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1 | |||||
2 |
He uses the advanced knowledge he acquires to protect the community's health.
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5 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
He studies, picks, analyzes and synthesizes theories and application models in the occupational therapy field that are supported by scientific publications and resources, with the purpose of carrying out the activities and vital roles of people and communities and determining health care needs, and plans the response.
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4 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
He analyzes biological, medical, psychological, sociological and technological information within the scope of occupational therapy, synthesizes this information with information from theories about activity and participation, determines and analyzes the person's resources and constraints. Using this information, research and evidence-based solution proposals can be developed.
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1 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
By critically interpreting activity and participation constraints, he chooses a professional and independent role for himself (e.g. treatment, counseling) and works in a people-centric manner by using prevention, rehabilitation, and treatment activities.
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2 |
OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
He determines the need for research on topics associated with occupational therapy practices and/or occupational therapy science, prepares related research questions, conducts independent research, and carries on lifelong learning.
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2 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
By establishing close cooperation with the people and community, he carries out occupational therapy intervention, and works to improve community involvement by creating accessible and adaptable environments.
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3 | |||||
2 |
He works with those receiving services and providing care, with the team members, and other stakeholders in a cooperative and interdisciplinary manner to ensure roles and participation.
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3 | |||||
3 |
He has a computer license and foreign language proficiency adequate for use in Europe.
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0 |
OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
He considers and respects personal differences, cultural beliefs, customs, and traditions and takes into account and respects their effect on participation in roles and activities. He combines these with scientific, cultural and ethical values.
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0 | |||||
2 |
He explains a person's daily life, production, and leisure time activities and his nature regarding his duties, and explains the connection between his performance regarding these and the connection between activities and health and wellbeing.
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2 | |||||
3 |
He acknowledges his own responsibility in the intervention he carries out and does so according to the principles of management and quality. He takes part in the process of quality development in occupational therapy and returns information to stakeholders.
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2 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 3 | 42 |
Preliminary & Further Study | 14 | 2 | 28 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 14 | 2 | 28 |
Assignment (Homework) | 0 | 0 | 0 |
Project Work | 0 | 0 | 0 |
Seminar | 0 | 0 | 0 |
Internship | 0 | 0 | 0 |
Technical Visit | 0 | 0 | 0 |
Web Based Learning | 0 | 0 | 0 |
Implementation/Application/Practice | 0 | 0 | 0 |
Practice at a workplace | 0 | 0 | 0 |
Occupational Activity | 0 | 0 | 0 |
Social Activity | 0 | 0 | 0 |
Thesis Work | 0 | 0 | 0 |
Field Study | 0 | 0 | 0 |
Report Writing | 0 | 0 | 0 |
Final Exam | 1 | 1 | 1 |
Preparation for the Final Exam | 6 | 5 | 30 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 6 | 4 | 24 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 56 | 0 | 154 |
Total Workload of the Course Unit | 154 | ||
Workload (h) / 25.5 | 6 | ||
ECTS Credits allocated for the Course Unit | 6,0 |