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. |
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. |
|
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 |