The students who have succeeded in this course;
| Learning Outcomes |
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| 1 - Knowledge |
| Theoretical - Conceptual |
1) Define the concepts of biological sex and gender, and distinguish between them.
Explain gender roles, gender norms, stereotypes, discrimination and prejudice with examples.
Discuss the effects of gender on self-concept, identity development and the life cycle.
Give examples of how gender inequality is reproduced in everyday life.
Recognize and verbally share gender norms they have experienced or observed in their own life stories.
Relate these concepts to basic principles and concepts in the discipline of psychology.
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2) Explain that gender is not “natural” but a process that is culturally and historically constructed.
Analyze the role of socialization agents such as family, school, peers and media in the formation of gender roles.
Discuss how gender-related expectations and pressures in adolescence affect identity development.
Evaluate, through the film Billy Elliot, the internal and external conflicts created when one does not conform to “masculinity” and “femininity” norms.
Use their own adolescent memories to explain how gender norms shape the body, emotions and behaviors in written or oral form.
Provide examples of the effects of cultural differences on gender roles.
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3) Summarize the main theoretical approaches to gender (e.g., social constructionist approach, feminist theory, psychoanalytic approaches, introductory level queer theory).
Explain Butler’s concept of gender performativity.
Discuss, within a theoretical framework, how so-called “natural” states of femininity and masculinity are produced and repeated.
Relate the theories to concrete examples drawn from everyday observations.
Compare the strengths and limitations of different theories from a critical perspective.
Discuss how these theories may be reflected in psychological counseling, therapy and clinical practice.
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4) Summarize gender differences in the prevalence of depression and possible biopsychosocial explanations.
Discuss how gender roles and expectations influence depressive symptoms in women and men.
Explain the diagnostic criteria, symptoms and impact on daily functioning of Premenstrual Dysphoric Disorder (PMDD).
Evaluate how PMDD and depression are linked to gender norms and “femininity” expectations.
Recognize and critically examine gender-based stigma and misconceptions in the field of mental health.
Discuss why a gender perspective is crucial in clinical assessment and intervention processes.
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5) Explain gender differences in the prevalence and course of alcohol and substance use disorders.
Discuss the effects of gender norms on substance use, help-seeking behavior and stigma.
Summarize the core features and risk factors of eating disorders (anorexia, bulimia, binge-eating, etc.).
Analyze the impact of media, beauty ideals and body politics on young women and men.
Connect body image, control, family dynamics and social expectations through the film To the Bone.
Develop a sensitive, stigma-reducing language and approach to body image problems and eating disorders in clinical practice.
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6) Chronologically summarize the historical context, main demands and core concepts of first, second, third and fourth wave feminism.
Explain the impact of feminist movements on law, education, work life and family structures.
Discuss the critiques and contributions that feminist psychology and women’s studies have brought to the discipline of psychology.
Provide an introductory explanation of masculinity studies and queer theory, including heteronormativity, non-normativity and diversity.
Examine how historical feminist struggles are reflected in current gender politics and mental health practices.
Develop critical thinking skills by comparing the strengths and contested aspects of different feminist currents.
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7) Explain the concept of masculinity (hegemonic, complicit, subordinated, marginalized masculinities, etc.).
Use concepts such as heteronormativity, sexual orientation, gender identity, gender expression, intersex, trans and non-binary accurately and inclusively.
Explain the processes of discrimination, stigma and minority stress experienced by LGBT+ individuals due to gender norms.
Critique prejudices and pathologizing practices toward LGBT+ people in the field of mental health.
Identify “conversion/repair therapies” and similar practices as unethical, and evaluate them in light of ethical principles.
Discuss the basic principles and language needed to provide inclusive, safe and reparative mental health services.
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8) Define sexuality, sexual rights, consent, boundaries and safer sex.
Explain how gender norms shape sexual scripts.
Question myths, taboos and double standards about female and male sexuality (e.g., virginity, “honour”, “proof of manhood”).
Produce psychoeducational messages that respect sexual orientation and gender identity diversity and reduce stigma.
Discuss the psychological impact of sexual violence, consent violations and power relations.
Explain the basic principles of approaching sexuality-related topics in therapy and counseling in a culturally sensitive, ethical and inclusive way.
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| 2 - Skills |
| Cognitive - Practical |
| 3 - Competences |
| Communication and Social Competence |
1) Define different forms of violence (physical, psychological, economic, sexual, digital, etc.) and the concept of gender-based violence.
Explain the relationship between “masculinity scripts” (hegemonic masculinity, power, control, emotional suppression) and violence.
Discuss Tony Porter’s “man box” metaphor and its impact on both men and women.
Evaluate the dimensions of violence as individual trauma, social memory and intergenerational transmission from a psychological perspective.
Explain the importance of gender equality and men’s allyship in preventing violence.
Provide examples of basic psychoeducational strategies that can be used to combat violence in clinical, social work and educational settings.
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2) Critically analyze representations of femininity and masculinity in advertising, TV, cinema and social media.
Evaluate how media representations influence body politics (fashion, sports, beauty industry) and body satisfaction/body shame.
Define concepts such as glass ceiling, sticky floor and glass cliff in the context of working life.
Discuss the psychological consequences of gender-based discrimination, wage inequality, mobbing and harassment at work.
Explain how burnout and work–life balance problems differ according to gender roles.
Propose organizational policies (flexible work, shared care responsibilities, diversity and inclusion policies, etc.) to promote gender equality in the workplace.
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| Learning Competence |
| Field Specific Competence |
| Competence to Work Independently and Take Responsibility |
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ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
