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Information
| Unit | FACULTY OF SCIENCE AND LETTERS |
| PSYCHOLOGY PR. | |
| Code | PSI341 |
| Name | Child and Family Based Preventive Psychological Interventions in the Digital Age |
| Term | 2026-2027 Academic Year |
| Semester | 5. Semester |
| Duration (T+A) | 2-2 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi Sezin ANDİÇ BAŞBUĞ |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
The primary aim of this course is to introduce undergraduate psychology students to the concepts of primary, secondary, and tertiary prevention in the field of mental health, and to foster the understanding that clinical psychology does not consist solely of 'interventions after pathology has developed.' Within the scope of this course, students will examine—at both theoretical and practical levels—evidence-based programs for preventing developmental crises extending from early childhood to adolescence, relationship-based approaches, and contemporary preventive models specifically developed against the new risks brought about by the digital age (such as problematic screen use and digital pacification).
Course Content
Taking students beyond traditional clinical interventions, this course addresses risk and protective factors within the framework of developmental issues from a systemic perspective across family, school, and community systems. Following the examination of fundamental concepts and international programs, the focus shifts to the preventive power of relationship-focused approaches to repair attachment and co-regulation processes in early childhood. Potential crises of the modern era, such as digital pacification and screen addiction, and the determining role of current parenting attitudes on these risks are discussed. In the final stage, the course conveys how contemporary approaches to coping with problematic screen use can help re-establish the bonds children have lost to technology through action-oriented techniques, and how their self-regulation can be supported.
Course Precondition
It is not available.
Resources
Lecture notes and related articles to be shared by the instructor.
Notes
Landreth, G. L. (2023). Play therapy: The art of the relationship (4th ed.). Routledge. Rapp-Paglicci, L. A., Dulmus, C. N., & Wodarski, J. S. (Eds.). (2004). Handbook of preventive interventions for children and adolescents. John Wiley & Sons.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | In clinical psychology, one can distinguish between primary, secondary, and tertiary levels of prevention. |
| LO02 | In the context of developmental psychopathology, risk and protective factors (family, school, digital environment) can be assessed from a systemic perspective. |
| LO03 | It can describe the “preventive” functions of play- and parenting-based approaches during early childhood. |
| LO04 | It can explain the risks of behavioral addiction (digital self-soothing) observed in children and adolescents in the digital age and its neurocognitive and emotional (self-regulation) consequences. |
| LO05 | By utilizing contemporary frameworks for the prevention of behavioral addictions, they can conduct structured preventive psychoeducational/awareness sessions for parents within ethical boundaries. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the approaches and concepts related to the theoretical and application areas of psychology. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Comprehends other basic sciences (eg, sociology, biology, philosophy) related to psychology, and establishes a multidisciplinary perspective. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development of psychology from the historical perspective | 2 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Applies the knowledge of psychology for the application areas | 4 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Applies the methods and techniques of psychology by developing scientific understanding, critical thinking, creative thinking, and problem-solving skills. | 3 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Studies human cognitive, emotional and behavioral processes with scientific methods. | 3 |
| PLO07 | Beceriler - Bilişsel, Uygulamalı | Conducts basic and applied psychology research | |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Applies the methods and techniques of psychology in an interdisciplinary team. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Uses knowledge of psychology to serve society and humanity on the basis of universal and national needs | 4 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Demonstrates a sense of responsibility as an individual and team member in solving problems related to the area. | 2 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Demonstrates life-long learning and research awareness. | |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Effectively shows his knowledge and skills among experts and non-specialists. | 3 |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Use information and communication technologies effectively. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Shows awareness of events and developments on the agenda of the society and the world. | 4 |
| PLO15 | Yetkinlikler - Alana Özgü Yetkinlik | Demonstrates a sense of professional responsibility expressed in the Code of Ethics of The Turkish Psychological Association. | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Review of the course syllabus and introduction to the course. | Review of the course syllabus. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | An Introduction to Preventive Psychology: The Concepts of Primary, Secondary, and Tertiary Prevention. Why “Prevention” Rather Than “Intervention”? | Read the article. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Risk and Protective Factors in the Context of Developmental Psychopathology: Family, School, and Community Systems. | Read the article. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | An Overview of Preventive Intervention Programs Worldwide and in Turkey (Evidence-Based Programs) | Read the article. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Play as a Therapeutic Tool for Preventing Early-Stage Risks: A Preventive Perspective on Play Therapy (Ethical Boundaries and Differences in Practice for Undergraduate Students). | Read the article. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 6 | Filial Therapy and Parenting: Strengthening Family Bonds and the Concept of “Co-regulation.” | Read the article. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Repairing Broken Bonds Through Play: Attachment-Based Preventive Scenarios and Case Discussions. | Read the article. | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav |
|
| 9 | Changing Risks in the Digital Age: Screen Time, Digital Comfort-Seeking, and the Development of Behavioral Addictions. | Read the article. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | The Limitations of Current Interventions for Screen Addiction and the Role of Parental Attitudes. | Read the article. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Conceptual Framework and Dynamics in Addressing Problematic Screen Use. | Read the article. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Rebuilding the Connection Lost to Screens and Supporting Self-Regulation. | Read the article. | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama, Gösterip Yaptırma |
| 13 | The Use of Action-Oriented and Object-Relationship Techniques in Prevention Programs (Exploring Boundaries, Developing Empathy Through Role Theory). | Read the article. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Alıştırma ve Uygulama, Gösterip Yaptırma |
| 14 | Application I - Preventive Psycho-Education and Ethical Framing | Review of course materials. | Öğretim Yöntemleri: Gösterip Yaptırma, Grup Çalışması, Rol Oynama |
| 15 | Application II - Presentation of a Material-Supported Structured Interview | Review of course materials. | Öğretim Yöntemleri: Grup Çalışması, Rol Oynama |
| 16 | Term Exams | Course materials and resources. | Ölçme Yöntemleri: Ödev |
| 17 | Term Exams | Course materials and resources. | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 4 | 56 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 1 | 14 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 5 | 5 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 3 | 3 |
| Final Exam | 1 | 5 | 5 |
| Total Workload (Hour) | 83 | ||
| Total Workload / 25 (h) | 3,32 | ||
| ECTS | 3 ECTS | ||