| Psychology (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | PSY068 | ||||
| Course Name: | Personality and Attachment | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| 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: | Doç. Dr. PERVİN TUNÇ | ||||
| Course Lecturer(s): | Doç. Dr. Pervin Tunç | ||||
| Course Assistants: |
| Course Objectives: | Emotional security has a significant impact on our ability to function as an adult. This course will introduce students to the theory of attachment, covering areas such as patterns of attachment across the personality, relevant development theories, challenges of adolescence, adult attachment styles and relationships, how different attachment issues may manifest at different stages of life, and practical implications of attachment for conducting counselling sessions. The neuroscience of attachment, the implications for attachment in personality and the development of psychopathology will be explored. |
| Course Content: | This course will introduce students to the theory of attachment, covering areas such as patterns of attachment across the personality, relevant development theories, challenges of adolescence, adult attachment styles and relationships, how different attachment issues may manifest at different stages of life, and practical implications of attachment for conducting counselling sessions. The neuroscience of attachment, the implications for attachment in personality and the development of psychopathology will be explored. |
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The students who have succeeded in this course;
1) • describe attachment classifications and how they are assessed 2) describe the features of caregiving that influence attachment, and the significance of attachment for lifespan development 3) discuss why the attachment system is an adapted and adaptive mechanism 4) Understand the relationship between personality development and attachment theories |
| Week | Subject | Related Preparation |
| 1) | The concept of attachment theory | - |
| 2) | the different attachment styles | - |
| 3) | Explain why attachment is an important concept and what the theory enables us to do | - |
| 4) | the criteria for attachment disorders and their characteristic | - |
| 5) | why attachment is an important concept and what the theory enables us to do | - |
| 6) | the criteria for attachment disorders and their characteristics | - |
| 7) | What is personality | - |
| 8) | Midterm exam | - |
| 9) | personality development | - |
| 10) | Personality theories | - |
| 11) | the impact of attachment difficulties on personality | - |
| 12) | Relationships between personality development and the concept of attachment | - |
| 13) | ways of providing support to people with attachment challenges | - |
| 14) | general review | - |
| 15) | final exam | - |
| Course Notes / Textbooks: | Howe, D. (2011). Attachment across the lifecourse. A brief introduction. New York: Palgrave Macmillan. Grossmann, K. E., Grossman, K., & Waters, E. (Eds) (2005). Attachment from infancy to adulthood. The major longitudinal studies. New York: Guilford Press. Obegi, J. H., & Berant, E. (Eds) (2009). Attachment theory and research in clinical work with adults. New York: The Guildford Press. |
| References: | Howe, D. (2011). Attachment across the lifecourse. A brief introduction. New York: Palgrave Macmillan. Grossmann, K. E., Grossman, K., & Waters, E. (Eds) (2005). Attachment from infancy to adulthood. The major longitudinal studies. New York: Guilford Press. Obegi, J. H., & Berant, E. (Eds) (2009). Attachment theory and research in clinical work with adults. New York: The Guildford Press. |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
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| Program Outcomes | ||||||||||||||
| 1) Have the theoretical knowledge related to major sub areas of psychology. | 2 | 3 | ||||||||||||
| 2) Apply psychological concepts and theories in a variety of applied settings. | 2 | |||||||||||||
| 3) Define and explain the cognitive, emotional and behavioral processes of human beings. | 2 | 2 | ||||||||||||
| 4) Evaluate psychological evidence and assumptions in a scientific and critical way. | 3 | |||||||||||||
| 5) Collect and analyze psychological research data and interpret and report the findings in accordance to scientific publication rules. | ||||||||||||||
| 6) Develop and utilize assessment and measurement tools for psychological phenomena. | 3 | |||||||||||||
| 7) Have the skills and abilities to follow innovations and developments in psyhology and other related sciences. | 2 | 2 | ||||||||||||
| 8) Have knowledge and skills to work effectively on individual or group basis. | 3 | 3 | ||||||||||||
| 9) Have knowledge and skills to communicate in a clear and effective manner in national and international settings. | 2 | 3 | ||||||||||||
| 10) Behave in accordance with professional code of conduct and ethics related to psychology. | 3 | 3 | ||||||||||||
| 11) Behave in an unprejudiced and equal way towards various identity groups such as age, gender, language, race, religion and social class in scientific and professional acitivities. | 2 | |||||||||||||
| 12) Have respect for universal values and human and animal rights. | 1 | |||||||||||||
| 13) Use a foreign language at least B1 level of European Language Portfolio. | 2 | |||||||||||||
| 14) Use computer softwares as well as information and communication technologies at least Basic level of European Computer Driving Licence. | 2 | 2 | ||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the theoretical knowledge related to major sub areas of psychology. | |
| 2) | Apply psychological concepts and theories in a variety of applied settings. | |
| 3) | Define and explain the cognitive, emotional and behavioral processes of human beings. | |
| 4) | Evaluate psychological evidence and assumptions in a scientific and critical way. | |
| 5) | Collect and analyze psychological research data and interpret and report the findings in accordance to scientific publication rules. | |
| 6) | Develop and utilize assessment and measurement tools for psychological phenomena. | |
| 7) | Have the skills and abilities to follow innovations and developments in psyhology and other related sciences. | |
| 8) | Have knowledge and skills to work effectively on individual or group basis. | |
| 9) | Have knowledge and skills to communicate in a clear and effective manner in national and international settings. | |
| 10) | Behave in accordance with professional code of conduct and ethics related to psychology. | |
| 11) | Behave in an unprejudiced and equal way towards various identity groups such as age, gender, language, race, religion and social class in scientific and professional acitivities. | |
| 12) | Have respect for universal values and human and animal rights. | |
| 13) | Use a foreign language at least B1 level of European Language Portfolio. | |
| 14) | Use computer softwares as well as information and communication technologies at least Basic level of European Computer Driving Licence. |
| 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 | 13 | 65 |
| Midterms | 1 | 20 |
| Final | 1 | 40 |
| Total Workload | 125 | |