Child Development
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

CGE226

Course Name:

Mental Health in Childhood

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Compulsory

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi ZEYNEP ŞEBNEM KURT

Course Lecturer(s):

Dr.Öğr.Üyesi ZEYNEP ŞEBNEM KURT

Course Assistants:

Course Objective and Content

Course Objectives:

To teach the students to assess the behavior problems, diagnose developmental psychopathologies, clarify if the problem behaviors is a pathology or a developmental delay and have theoretical background for the causes of developmental psychopathology.

Course Content:

Definition of mental health, its importance, historical development, theories about mental health, characteristics of individuals with and without mental health, basic factors affecting mental health, methods used to evaluate mental health, behavior and adaptation problems in children (stuttering, not speaking (mutism), lower wetting (enuresis), stool incontinence (encopresis), finger sucking, nail eating, aggression, jealousy, tics, stubbornness, sleep disorders, eating habits disorder, fear-school fear, attention deficit and hyperactivity disorder, theft-stealing, lying] , symptoms and treatment, the effects of special situations in the family (divorce, step-parent, parent's death, etc.) on the mental health of the child, examination of the causes leading to behavioral and learning problems in educational settings, psychologist / psychiatrist - parent- teacher adopting cooperation approach.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) At the end of the course students will be able to assess the behavior problems, diagnose developmental psychopathologies, clarify if the problem behaviors is a pathology or a developmental delay and have theoretical background for the causes of developmental psychopathology.
2) • Child Sensitivity and Feeling the Child • The effect of emotions on communication • The importance of observation in the child's behavior • To touch the child's life • Mental problems that may occur in children and their causes. • The importance of parenting in child development • The importance of speech in communication • Learns values.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
1) The aim of this course is to assimilate the concepts that are the first step of working with the child, 'the formation of child sensitivity' and 'feeling the child'. To have information about the mental problems that may occur in the child.
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Course introduction and introduction	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
2)	Behavioral problems	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
3)	Anxiety disorders and mood disorders	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
4)	Mood disorders	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
5)	Antisocial behavior	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
6)	Attention deficit and hyperactivity	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
7)	MIDTERM	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
8)	Export problems: Enuresis and encopresis	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
9)	Export problems: Enuresis and encopresis	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
10)	autism	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
11)	Autism	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
12)	Eating disorders	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
13)	Eating disorders	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
14)	FINAL EXAM	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.

Sources

Course Notes / Textbooks:	Alloy, L. B. (2005). Abnormal psychology: current perspectives. McGraw Hill, Boston. Butcher, J. N. (2004). Abnormal psychology. Allyn and Bacon, Boston, MA.
References:	Sunum ve makaleler

Course-Program Learning Outcome Relationship

Learning Outcomes	1	3	1
Program Outcomes
1) Have knowledge of children's development, learning characteristics and difficulties.
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources.
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development.
4) In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work.
5) In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development.
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively.
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning.
8) Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility.
9) It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support.
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively.
12) Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Have knowledge of children's development, learning characteristics and difficulties.	5
2)	It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources.	5
3)	It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development.	5
4)	In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work.	5
5)	In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development.	5
6)	Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively.	2
7)	Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning.	5
8)	Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility.	1
9)	It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support.	1
10)	Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning	4
11)	Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively.	5
12)	Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes.	5

Learning Activity and Teaching Methods

Expression
Case Study

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Midterms	1	% 40
Final	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	5	70
Study Hours Out of Class	2	5	10
Presentations / Seminar	1	2	2
Homework Assignments	2	20	40
Midterms	1	2	2
Final	1	2	2
Total Workload			126