SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
60313TAEOZ-PSY0124	Life-Span Development II	2	Spring	3	0	3	6

Course Type :	Compulsory
Cycle:	Bachelor      TQF-HE:6. Master`s Degree      QF-EHEA:First Cycle      EQF-LLL:6. Master`s Degree
Language of Instruction:	English
Prerequisities and Co-requisities:	60313TAEOZ-PSY0083 - Life-Span Development I
Mode of Delivery:	Face to face
Name of Coordinator:	Dr. Öğr. Üyesi EDA YILMAZER
Dersin Öğretim Eleman(lar)ı:	Dr. Öğr. Üyesi EDA YILMAZER
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

It is aimed to enable the students learn physical, cognitive and socio-emotional development in adolescence, early, middle and late adulthood. Other aims of the course are to encourage students to evaluate human development adopting a life-span approach, enable the students to understand the role childhood plays role in development in adolescence and adulthood and to understand development as a process including not only positive outcomes but also loses.

Course Content:

The course begins with a basic introduction to the lifespan perspective as well as the history and research methods of developmental psychology. The course provides to acquire the fundamental concepts and empirical research on the development and changes in perception, cognition, emotion, and social functioning over the human lifespan. The second semester of the life span developmental psychology course, which is a two-semester course, examines physical, cognitive, spiritual, socio-emotional, and moral development from adolescence to late adulthood and death.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Explains physical, cognitive and socio-emotional development in adolescence and adulthood.

2) Explains theories of adulthood, developmental tasks and adaptation problems in adolescence and adulthood.

Skills (Describe as Cognitive and/or Practical Skills.)

1) Adopts a life-span developmental approach in assessment of physical, psychological and social development in his/her academic and clinical work.

2) Takes developmental characteristics of adolescence and adulthood into account in psychological assessments.

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Fulfills his/her responsibilities in class work.

2) Follows scientific research related to development in adolescence and adulthood.

3) Have knowledge about family, work and education related developmental processes, adaptation problems, psychological and social variables.

4) Takes relationships among developmental domains and periods into account in assessing development.

5) Adapts his/her professional work with adolescents and adults to psychological and social needs of the age group.

6) Communicates with adolescents and adults in ways that are appropriate for their physical, cognitive and socio-emotional developmental characteristics in his/her psychological practice.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Introduction, Characteristics of Adolescence and Adulthood
2)	Physical Development in Adolescence. Puberty and sexual maturation, development of brain (changes in the prefrontal cortex, corpus callozum, amygdala parts of the brain). 2 eating disorders that are common in adolescent girls are; Anorexia nervoza and blumia nervoza, substance use and abuse. Cognitive changes during adolescence.
3)	Socio-emotional Development in Adolescence I. Development of self, identity, and religious/spiritual development in adolescence. Adolescents’ relationships with their parents, autonomy and attachment issues, conflict between parents and adolescents. Changes in romantic partner and friendship relations.
4)	Socio-emotional Development in Adolescence 2. Juvenile delinquency, depression and suicide, The Interrelation of Problems and Successful Prevention, Parent-Adolescent Conflict
5)	Physical and Cognitive Development in Early Adulthood. The transition from adolescence to adulthood. The changes in physical development in young adults. Cognitive changes in early adulthood according to Piaget. The key dimensions of career and career choices and work in early adulthood.
6)	Physical and Cognitive Development in Early Adulthood 2.
7)	Socio-emotional Development in Early Adulthood 1
8)	Mid-term
9)	Socio-emotional Development in Early Adulthood II
10)	Physical and Cognitive Development in Middle Adulthood 1. Health and Disease, Hormonal Changes and sexuality.
11)	Physical and Cognitive Development in Middle Adulthood- 2. Fluid and Crystallized Intelligence, Speed of Information Processing, working memory, Careers, Work, and Leisure, Meaning in Life
12)	Physical and Cognitive Development in Late Adulthood. Biological Theories of Aging, The Immune System, the Aging Brain, Sensory Development, health treatment.
12)	Socio-emotional Development in Middle Adulthood
13)	Socioemotional Development Development in Late Adulthood
14)	Research Paper Presentations
15)	Death, Dying and Grieving. Psychological aspects involved in facing one’s own death and the contexts in which people die.Dimensions of grieving, prolonged grief.
16)	Final Exam

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

Santrock, John, W. (2010). Life-Span Development, McGraw-Hill Companies, Inc.

References:

Cloninger, S. C. (2000), Theories of Personality Understanding Persons, (Third Edition), New Jersey, Prentice-Hall, Inc. Gander, M.J., Gardiner, H.W. (2010). Çocuk ve Ergen Gelişimi. (Çev. A. Dönmez, B. Onur, N. Çelen). İstanbul: İmge Kitabevi. Miller, P.H. (2008). Gelişim Psikolojisi Kuramları. (Çev. Z. Gültekin, Yayına Hazırlayan: B. Onur) Ankara, İmge Kitabevi. Onur, B. (2011). Gelişim Psikolojisi, Yetişkinlik, Yaşlılık, Ölüm. (9. Baskı). İstanbul: İmge Kitabevi.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1				KPLO 2				KPLO 3			KPLO 4				KPLO 5
	1	2	3	4	1	2	3	4	1	2	3	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11
CLO1
CLO2
CLO3
CLO4
CLO5
CLO6
CLO7
CLO8
CLO9
CLO10

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Evaluates cognitive, psychological, social reasons and consequences of human behavior.	5
	1.1 Comprehends relation of psychology with other social sciences and analyzes psychological processes with an interdisciplinary approach.	5
	1.2 Uses research methods and techniques such as data collection, analysis and interpretation effectively.	4
	1.3 Has advanced academic and clinical knowledge, skills and experience in different fields of psychology.	5
	1.4 Explains basic psychological concepts, models and theories; analyzes psychological processes.	5
2)	Comprehends his/her professional competencies and limitations.	5
	2.1 Takes social context into account while evaluating personal factors and issues.	5
	2.2 Tries to contribute to the solution of social problems using his/her professional knowledge and social skills.	5
	2.3 Acquires new information about psychological issues and practices by following current research in psychology.	4
	2.4 Improves his/her skills as a psychologist by participating in trainings in the field of psychology.	5
3)	Reflects his/her knowledge, academic and clinical experience acquired in psychology education in professional practice effectively.	4
	3.1 Demonstrates advanced analytical skills, problem solving and critical thinking skills in professional work.	4
	3.2 Works within professional ethical principles making unprejudiced and non-discriminatory professional assessment in practice and academic research.	5
	3.3 Conducts preventive activities to alleviate possible problems in practice; contributes to improvement of professional practice.	4
4)	Applies the theoretical knowledge in business life during a semester.
	4.1 Experiences all processes in business life.
	4.2 Takes part in activities related to the field of education in a business operating in the field.
	4.3 Questions the application with theoretical knowledge.
	4.4 Compiles the knowledge and experience gained in the field.
5)	Acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field.
	5.1 Acquires the analyzing solving the problems and managing the conflicts.
	5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary.
	5.3 Has awareness for ethical and social responsivity.
	5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way.
	5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view.
	5.6 Develops strategical, innovative and entrepreneurial ideas.
	5.7 Acquires competence of managing the change.
	5.8 Shows development personally and socially with and awareness for lifelong learning.
	5.9 Follows advanced technologies and developments about digital transformation.
	5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field.
	5.11 Has awareness about citizenship competency.

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Total Workload
Course	14	42
Laboratory
Application
Special Course Internship (Work Placement)
Field Work
Study Hours Out of Class
Presentations / Seminar
Project
Homework Assignments
Total Workload of Teaching & Learning Activities	-	42
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Total Workload
Quizzes	9	36
Midterms	8	16
Semester Final Exam	9	27
Total Workload of Assesment & Evaluation Activities	-	79
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)		121
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)		6