Concepts of normal and abnormal behavior, theoretical approaches to abnormal behavior, examination of types of adulthood psychopathology as proposed in the latest classification system.
Vertical Tabs
Course Learning Outcomes
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Learning Outcomes |
Program Outcomes |
Teaching Methods |
Assessment Methods |
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Explain different definitions of abnormal behavior, and discuss problems with each definition. |
2,9,12,13,14 |
1, 2, 5 |
A, G |
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Describe the Diagnostic and Statistical Manual for Mental Disorders; discuss its basic features and weaknesses. |
3,5,12,13,14 |
1, 2, 5 |
A, G |
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Describe major mental illnesses and explain defining symptoms. |
2,12,13,14 |
1, 2, 5 |
A, G |
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Describe theories that explain the origins of mental illnesses and discuss strengths and weaknesses. |
9,12,13,14 |
1, 2, 5 |
A, G |
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Differentiate between different mental illnesses (differential diagnosis) |
12,13,14 |
1, 2, 5 |
A, G |
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Describe different treatment approaches to mental illnesses. |
12,13,14 |
1, 2, 5 |
A, G |
Course Flow
|
Week |
Topics |
Study Materials |
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1 |
Introduction to Abnormal Psychology |
Chapter 1 |
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2 |
Defining abnormal behavior and introduction to classification of mental disorders |
Chapters 1, 3 |
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3 |
Anxiety disorders |
Chapter 5 |
|
4 |
Anxiety disorders continue |
“Just Checking” |
|
5 |
Somatoform disorders |
Chapter 6 |
|
6 |
Mood disorders |
Chapter 7 |
|
7 |
Mood disorders continue |
“Darkness Visible” |
|
8 |
Schizophrenia and other psychotic disorders |
Chapter 8 |
|
9 |
Schizophrenia and other psychotic disorders |
Chapter 8 |
|
10 |
Personality disorders |
Chapter 9 |
|
11 |
Personality disorders, continue |
“Girl Interrupted” |
|
12 |
Eating disorders |
Chapter 12 |
|
13 |
Substance related disorders |
Chapter 14 |
|
14 |
Impulse control disorders |
Chapter 14 |
Recommended Sources
|
Textbook |
Susan Nolen-Hoeksema (2011) Anormal Psikoloji |
|
Additional Resources |
D. L. Rosenhan (1973). Being sane in insane places, Science, 179, 250-258; W. Styron. (1992). Darkness visible: A memoir of madness. New York: 1st Vintage Books; Colas, E. (1998). Just checking: Scenes from the life of an obsessive-compulsive. New York: Washington Square Press; Kaysen, S. (1993). Girl interrupted. New York: Vintage Books. |
Material Sharing
|
Documents |
Selected sections of movies that demonstrate different mental disorders; DSM-IV-TR; sample psychopathology questionnaires. |
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Assignments |
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Exams |
2 midterms and 1 final |
Assessment
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IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
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Mid-terms |
2 |
100 |
|
Total |
|
100 |
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Contribution of Final Examination to Overall Grade |
|
40 |
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Contribution of In-Term Studies to Overall Grade |
|
60 |
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Total |
|
100 |
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Course Category |
Expertise/Field Courses |
Course’s Contribution to Program
|
No |
Program Learning Outcomes |
Contribution |
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1 |
2 |
3 |
4 |
5 |
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1 |
Mastering the major concepts, theoretical perspectives, and historical trends of psychology as a scientific discipline. |
|
X |
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2 |
Demonstrating familiarity with the subfields of psychology and their methods and applications. |
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X |
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3 |
Incorporating the theories and empirical bases of psychology. |
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X |
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4 |
Comparing the similarities and differences of other scientific disciplines with psychology, understanding their potential contribution to psychology, and develop an awareness of interdisciplinary studies. |
X |
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5 |
Understanding the basic characteristics and principles of psychological research, and research ethics. |
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X |
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6 |
Understanding the basic research methods in psychology, including research design, data collection, data analysis and interpretation by using recent information technologies. |
X |
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7 |
Designing and conducting research studies to answer psychological questions by using relevant research methods, knowledge and skills. |
X |
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8 |
Learning to access knowledge, to use it effectively, to review interdisciplinary literature, and to use the relevant database and other resources. |
X |
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9 |
Applying critical thinking and scientific approach to understand theories, research methods and applications in psychology. |
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X |
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10 |
Developing analytical, critical and creative thinking and expression—being both logical and fluent. |
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X |
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11 |
Developing an awareness of potential application areas of main research findings in psychology. |
|
X |
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12 |
Incorporating theoretical and practical knowledge in the area of psychology and its related areas of specialization. |
|
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X |
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13 |
Learning the application areas and methods of psychology, and understanding the importance of the commitment to the professional code of ethics. |
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X |
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14 |
Integrating psychological knowledge and theories to produce social, cultural and theoretical explanations within the framework of professional code of ethics. Exhibiting an awareness of social sensitivity and individual responsibility. |
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X |
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15 |
Working effectively both as a team, as well as independently. |
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X |
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16 |
Thinking, reading, writing, and communicating in English effectively. |
|
|
X |
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ECTS
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Activities |
Quantity |
Duration |
Total |
|
Course Duration (Including the exam week: 15x Total course hours) |
14 |
3 |
42 |
|
Hours for off-the-classroom study (Pre-study, practice) |
14 |
5 |
70 |
|
Mid-Term |
2 |
15 |
30 |
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Final Examination |
1 |
20 |
20 |
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Total Work Load |
|
|
162 |
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Total Work Load / 25 (h) |
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6,5 |
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ECTS Credit of the Course |
|
|
7 |