| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE048 | ||||
| Course Name: | Workıng Wıth Chıldren Durıng Dısasters | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. DİDEM ELİTEZ | ||||
| Course Lecturer(s): | Didem Elitez | ||||
| Course Assistants: |
| Course Objectives: | It is aimed to have knowledge about the psychological, social and economic problems of those who face disasters (earthquake, flood, accident, war, etc.) and social service intervention for their coping power. |
| Course Content: | Disaster situations (earthquake, flood, accident, war, etc.). Social work practices for individuals, groups and societies facing disaster situations (earthquake, flood, accident, war, etc.), disaster management, Disaster Damage Reduction, Prevention, Preparedness and Organization, Psychosocial Needs and Resource Identification in Disasters, Psychological Trauma Concept and Traumatic Stress Symptoms, Findings and Diseases, Traumatic Grief, Traumatic Experiences and Coping in Children and Adolescents, Psychosocial Approaches in Disasters, Post-Disaster Group-Based Practices, Working with Disastered Communities, Ethics in Disaster Studies |
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The students who have succeeded in this course;
1) Explains the definitions and concepts related to disasters. 2) Defines the information on disaster management. 3) Explains psychosocial needs and resource determination in disasters. 4) Defines the concept of psychological trauma and traumatic stress symptoms, signs and diseases. 5) Defines post-disaster psychosocial interventions |
| Week | Subject | Related Preparation |
| 1) | Course Introduction, Basic Concepts of Disasters | |
| 2) | Types of Disasters, Disaster Management in Turkey | |
| 3) | Disaster Mitigation, Prevention, Preparedness and Organization | |
| 4) | Psychosocial Needs and Resource Identification in Disasters | |
| 5) | Concept of Psychological Trauma and Traumatic Stress Symptoms, Signs and Diseases I | |
| 6) | Traumatic Bereavement | |
| 7) | Traumatic Experiences and Coping in Children and Adolescents I | |
| 8) | Traumatic Experiences and Coping in Children and Adolescents II | |
| 9) | Post-Disaster Psychosocial Interventions | |
| 10) | Group Practices in Post-Disaster Psychosocial Assistance | |
| 11) | Group-Based Practices | |
| 12) | Working with Disaster-affected Communities | |
| 13) | Ethics in Disaster Studies | |
| 14) | Stress Reactions, Posttraumatic Development, Stress Management and Self-Care for Service Providers |
| Course Notes / Textbooks: | K1. Afetlerde psikososyal Hizmetler Birliği (2012). Psikososyal Uygulamalar Eğitim Kitabı, Ed. Meriç Gözden, Nedret Öztan, Tamer Aker. 1. Baskı. Ofis Ostim, Ankara. |
| References: | YK1. Tuncay, T. (2004). Afetlerde sosyal hizmet. Özbay Matbaacılık, Ankara. YK2. Sever, R. (Ed). (2019) Afetler ve afet yönetimi. Pegem Akademi, Ankara. YK3. Mavili Aktaş, A. (2003) Kriz durumlarında sosyal hizmet müdahalesi. Kriz Dergisi, 11(3):37-44 YK4. Yıldırım, Ş. (2016). Sosyal hizmette krize müdahale yaklaşımının kullanımı krize müdahale. Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 3(4). YK5. Akyıldız, N. A., Gürboğa, Ş., & Gürboğa, C. Yaşlı afetzedelerin geçici barınma ihtiyaçlarının karşılanması üzerine örnek bir çalışma: Kahramanmaraş-Elbistan Prefabrik Huzurevi Kompleksi. Sosyal Politika Çalışmaları Dergisi, 18(41), 325-338. |
| Course Learning Outcomes | 1 |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | |||||||||||||||
| 2) Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | |||||||||||||||
| 3) To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | |||||||||||||||
| 4) To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | |||||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | |||||||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | |||||||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | |||||||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | |||||||||||||||
| 9) Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | |||||||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | |||||||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | |||||||||||||||
| 12) Participate the society and other professional groups about child development. | |||||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 15) They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 2 |
| 2) | Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 3 |
| 3) | To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 2 |
| 4) | To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 3 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 2 |
| 6) | Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 1 |
| 7) | Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 2 |
| 8) | Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 3 |
| 9) | Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | 2 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 3 |
| 11) | Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 3 |
| 12) | Participate the society and other professional groups about child development. | 3 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 3 |
| 14) | Have the ability to use advanced computer skills in terms of European computer use license. | 3 |
| 15) | They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 2 |
| 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 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 14 | 42 |
| Midterms | 4 | 12 |
| Total Workload | 96 | |