FACULTY OF ARTS AND SCIENCES

Department of Psychology

PSY 404 | Course Introduction and Application Information

Course Name
Children and Adolescent Psychopathology
Code
Semester
Theory
(hour/week)
Application/Lab
(hour/week)
Local Credits
ECTS
PSY 404
Fall/Spring
3
0
3
6

Prerequisites
None
Course Language
English
Course Type
Elective
Course Level
First Cycle
Mode of Delivery -
Teaching Methods and Techniques of the Course Q&A
Lecture / Presentation
Course Coordinator -
Course Lecturer(s)
Assistant(s) -
Course Objectives The aim of this course is to present major theories and perspectives on abnormal child and adolescent psychopathology. Students are expected to gain preliminary level of knowledge about commonly encountered problems during childhood and adolescence: attention deficit hyper activity disorders, conduct disorder, learning disability, autism, anxiety disorders, etc.
Learning Outcomes The students who succeeded in this course;
  • Will be able to explain historical development and milestones of definitions of childhood and adolescence.
  • Will be able to recognize common psychological problems of children and adolescents.
  • Will be able to compare different approaches (biological, family, social, and individual) on child and adolescent psychopathology.
  • Will be able to explain how different approaches treat psychological problems of child and adolescents (biological treatments, family and individual psychotherapies, prevention and social change problems, special education programs).
  • Will be able to recall the symptoms of psychological disorders.
  • Will be able to express the importance of the cultural-social perspectives and prevention strategies.
Course Description The etiology and treatment of childhood and adolescence psychopathologies would be explored based on different approaches.

 



Course Category

Core Courses
Major Area Courses
X
Supportive Courses
Media and Management Skills Courses
Transferable Skill Courses

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week Subjects Related Preparation
1 Introduction to course
2 Theoretical perspectives Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 2. pp. 3-27
3 Risk, protective factors, cultural issues, ethical issues Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 3. pp. 67-155
4 Intellectual Disability (Intellectual Developmental Disorder; IDD) Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 6. pp. 203-241
5 Autism Spectrum Disorder (ASD) Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 7. pp. 241-269
6 Specific Learning Disabilities (SLD) Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 8. pp. 269-315
7 Attention Deficit Hyperactivity Disorder (ADHD) Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 9. pp. 315-357
8 Anxiety Disorders and Obsessive Compulsive and Related Disorders Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 10. pp. 369-415
9 Midterm exam
10 The Mood Disorders: Depression, Bipolar Disorder, Suicide (and Non-suicidal Self-Injury) and Suicide Prevention Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 11. pp. 415-463
11 Behavioral Problems and Disruptive Disorders Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 12. pp. 463-505
12 Eating and Feeding Disorders Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 13. pp. 505-541
13 Substance-Related Disorders Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 14. pp. 541-575
14 Stress, Trauma-Related Disorders and Child Maltreatment Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective. 2th Edition. New York: Routledge. Chapter 15. pp. 575-617
15 Case examples and overview of the course
16 Final exam

 

Course Notes/Textbooks
Wilmhurst, L. (2017). Abnormal Child and Adolescent Psychology: A Developmental Perspective (2nd ed.). New York: Routledge
 
ISBN: 1317336585
Suggested Readings/Materials

 

EVALUATION SYSTEM

Semester Activities Number Weigthing
Participation
1
5
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Portfolio
Homework / Assignments
1
15
Presentation / Jury
1
15
Project
Seminar / Workshop
Oral Exams
Midterm
1
30
Final Exam
1
35
Total

Weighting of Semester Activities on the Final Grade
4
65
Weighting of End-of-Semester Activities on the Final Grade
1
35
Total

ECTS / WORKLOAD TABLE

Semester Activities Number Duration (Hours) Workload
Theoretical Course Hours
(Including exam week: 16 x total hours)
16
3
48
Laboratory / Application Hours
(Including exam week: '.16.' x total hours)
16
0
Study Hours Out of Class
14
2
28
Field Work
0
Quizzes / Studio Critiques
0
Portfolio
0
Homework / Assignments
1
12
12
Presentation / Jury
1
12
12
Project
0
Seminar / Workshop
0
Oral Exam
0
Midterms
1
35
35
Final Exam
1
45
45
    Total
180

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
Program Competencies/Outcomes
* Contribution Level
1
2
3
4
5
1

To have knowledge of basic concepts, theories, approaches (behavioral, biological, cognitive, evolutionary, social, developmental, statistical, humanistic, psychodynamic, and socio-cultural), and current applications specific to the field of psychology by using current course materials and instruments.

X
2

To have basic knowledge and skills about the applications in the different subfields of psychology.

X
3

To have basic knowledge about the testing and measurement instruments used in different subfields of psychology and basic level skill that does not require expertise in carrying out applications in different subfields of psychology.

X
4

To make use of other disciplines that may contribute to psychology and have basic knowledge about the contribution of psychology to these disciplines.

5

To have cumulative knowledge about the position of psychology as a scientific discipline in Turkey, the conducted research, applications and problems encountered from past to present in the field of psychology.

6

To have the competence to conduct a research individually and/or as a team using the knowledge acquired in the field of psychology, interpret the findings obtained by using scientific problem solving and critical thinking approaches.

7

To have the ability to construct a research hypothesis, create a research design, collect data, analyze it, report it in a scientific writing format, and interpret it by using basic knowledge related to testing and measurement, research methods, and statistics acquired in the field of psychology.

8

To have the competence to share the theoretical and applied knowledge acquired in the field of psychology with the experts and lay people by using the required information and communication technologies in scientific studies and events that benefit the society.

9

To have knowledge of the relevant professional and ethical values ​​in the domains of psychology and respect individual differences and human rights in research and practices related to psychology.

X
10

To constantly renew herself/himself professionally by following both national and international publications in the field of psychology, the developments in testing and measurement instruments and software programs used in the discipline.

11

To establish written and verbal communication with experts and lay people by using both Turkish and English.

12

To be able to speak a second foreign at a medium level of fluency efficiently.

13

To be able to relate the knowledge accumulated throughout the human history to their field of expertise.

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest

 


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