Aim
The Master's program in Clinical Psychology aims to provide the students with the necessary knowledge and skills in academic terms as well as preparing students for a professional career in the field of clinical psychology. In this context, the program follows the ’scientist - practitioner‘ model.Qualification Awarded
Master's Degree (Second cycle)Registration and Admission Requirements
Applicants must hold a Bachelor's degree in Psychology. Applicants must have a minimum standard score of 75 in the EA score type from the Academic Personnel and Graduate Education Entrance Exam (ALES) administered by the Measurement Selection and Placement Center (ÖSYM). Those who have a minimum score of 70 from the Foreign Language Level Assessment Exam (YDS) or Higher Education Institutions Foreign Language Exam (YÖKDİL) or who have a minimum score that is equivalent to 70 from one of the nationally or internationally valid exams recognized by ÖSYM can apply. Additionally, the undergraduate GPA must be at least 3.00. The ALES score, the applicant's undergraduate graduation grade average, the applicant's score from the scientific evaluation written exam to be held by the institution and the result of the interview are evaluated. An overall success grade for each candidate is calculated by taking 50% of the ALES score, 20% of the applicant's undergraduate graduation grade average and 30% of the scientific evaluation exam and interview results in writing. Applicants whose overall success grade is equal to or higher than 65 can be admitted to the program.Graduation Requirements
The program consists of a minimum of 120 ECTS credits, including a minimum of 8 courses (one seminar course included) and a thesis study. An academic period cannot consist of less than 60 ECTS credits. Students are granted the diploma if they have successfully completed all the coursework (including the seminar course) and the master's thesis, have taken at least 120 ECTS credits in total, and have a minimum grade point average of 2.50 out of 4.00.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
Fall Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
PSKY1165580 | RESEARCH METHODS and DATA ANALYSIS | Turkish | 3 | 3 | 8 | |
PSKY1165590 | ADVANCED PSYCHOPATHOLOGY | Turkish | 3 | 3 | 8 | |
PSKY1165610 | THEORIES of PSYCHOTHERAPY | Turkish | 3 | 3 | 8 | |
PSKY1165620 | INTERVIEW TECHNIQUES and ETHICS | Turkish | 3 | 3 | 8 | |
PSKY1113472 | INTRODUCTION to BEHAVIORAL THERAPY | Turkish | 3 | 3 | 8 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
PSKY1214463 | SEMINAR | Turkish | 3 | - | 3 | |
PSKY1265630 | APPLICATIONS of PSYCHOTHERAPY | Turkish | 3 | 3 | 8 | |
PSKY1210376 | INTRODUCTION to PSCYHOANALYTIC THEORIES | Turkish | 3 | 3 | 8 | |
PSKY1211977 | CURRENT TOPICS in CLINICAL PSYCHOLOGY | Turkish | 3 | 3 | 8 | |
PSKY1213473 | ACCEPTANCE and COMMITMENT THERAPY | Turkish | 3 | 3 | 8 | |
PSKY1214354 | The DYNAMICS in INTERPERSONAL RELATIONS | Turkish | 3 | 3 | 8 |
Program Qualification
Theoretical, Factual
Based on their undergraduate level competencies, to be able to develop and deepen their knowledge at the level of expertise in Clinical Psychology, and to comprehend the field's interactions with other disciplines
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1-Having basic conceptual knowledge about the field in a way to take into account its reflections in practice.
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2- Understanding basic concepts in Social and Behavioral Sciences and has a command of inter-conceptual relations.
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3- Has basic knowledge about the rules of operation of human and inter-societal relations. He has
the ability to use the knowledge he has about the field in decision-making, decision implementation
and behavior.
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4- Having basic knowledge about the causes and consequences of the transformations experienced by their societies.
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5- Having a command of Social Research Planning knowledge and practices.
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6- Knows the basic statistical knowledge and logical us execution processes required by the Social and Behavioral Sciences.
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7-Having the ability to develop, deepen and reach original definitions that will bring innovation to his/her field with original thought and/or research.
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SKILLS | |
Cognitive, Practical | |
1- Has the ability to analyze theoretical knowledge about the field and evaluate its reflections in
practice.
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2-Having the knowledge to master the basic courses of his/her field and to prepare works in accordance with the academic rules based on the information.
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3-Having the competence to independently design and conduct a scientific research in its field.
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4-Having the ability to use the knowledge of the field in making decisions, implementing decisions and making them behavioral.
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5-Having the ability to transfer the information obtained in the field to the relevant persons with theoretical and practical principles.
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6- Contributing to the progress in the field by independently carrying out an original study that brings innovation to the field, developing a new thought, method, design and/or application or applying a known thought, method, design and/or application to a different field.
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7- Determining the vision, goal and goal related to the field.
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COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Expanding the boundaries of knowledge in the field by preparing at least one scientific article about the field with individual or team work and publishing it in national and/or international refereed journals and/or producing or interpreting an original work.
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2- Leading the field in environments that require the resolution of unique and interdisciplinary problems.
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3- Making oral and written original presentations at national and/or international meetings in the field.
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4- Planning and managing all kinds of projects or targets related to the field.
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5- Evaluating the expertise in the field in cooperation with the relevant institutions.
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6- Passing and evaluating the information obtained about the field through cause-effect and criticism filter.
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Learning Competence | |
1- Identifying knowledge and application deficiencies related to the field.
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2-It is at a level to keep the interest and desire related to the field alive.
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3- Developing the knowledge about the field by conducting field researches.
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4- Developing new thoughts and methods related to the field by using high-level mental processes such as creative and critical thinking, problem solving and decision making.
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5-Following national and international publications related to the field.
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6- Transmiting the knowledge and skills he/she has acquired in his/her field in writing and verbally.
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7- Sharing the solution suggestions related to the field with those who are competent by supporting them with scientific data.
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Communication and Social Competence | |
1- Transforming knowledge and practices related to the field into projects and activities within the framework of social responsibility approach.
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2- Reflecting the difference created by the theoretical infrastructure and conceptual richness to his/her individual career when he/she is involved in business life.
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3- Defending their original views in discussing the subjects in their field with experts and establishing effective communication showing their competence in his/her field.
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4-To be able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio B1.
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5-To be able to use information and communication technologies at an advanced level, together with computer software at the level required by the field.
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6- Creation of knowledge and knowledge about the field. Acts in accordance with social, cultural, scientific and ethical values in the process (collection, interpretation and announcement of results).
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7- Conducting new and scientific researches on issues related to the field and develops solution suggestions for problems.
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8 Having sufficient awareness of the universality of social rights, social justice, quality and cultural values and environmental protection, occupational health and safety.
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Field-based Competence | |
1-Being open minded about change and innovation
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2- Contributing to the solution of social, scientific, cultural and ethical problems encountered in the field at both national and international level and supports the development of these values.
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Employment Opportunities
Graduates can work as professors, managers, advisors and experts in various clinics, mental health institutions, rehabilitation and family counseling centers, nursing homes and many other institutions. They can also work as educators / academics and teach psychology discipline in colleges and universities. They can take an active role in research and development, evaluation, analysis, reporting, and inspection positions within the institutions of many public and private sectors.Upgrading
Graduates may apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
Assessment and evaluation are done via various tools such as written exams, oral exams, applications, projects and thesis. Students must achieve a grade of minimum 65 to pass a course. They write their thesis following the thesis manual and defend it orally in front of a jury. The thesis is evaluated as successful or unsuccessful.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
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Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 |
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ACCEPTANCE and COMMITMENT THERAPY | 5 | 4 | 4 | 5 | 4 | 5 |
ADVANCED PSYCHOPATHOLOGY | 4 | 3 | 4 | 3 | 4 | 3 |
APPLICATIONS of PSYCHOTHERAPY | 5 | 5 | 4 | 5 | 3 | 4 |
CLINICAL PRACTICUM I | 4 | 4 | 2 | 4 | 2 | 2 |
CLINICAL PRACTICUM II | 4 | 4 | 3 | 4 | 4 | 3 |
CURRENT TOPICS in CLINICAL PSYCHOLOGY | 4 | 3 | 0 | 4 | 4 | 2 |
INTERVIEW TECHNIQUES and ETHICS | 3 | 2 | 1 | 2 | 1 | 4 |
INTRODUCTION to BEHAVIORAL THERAPY | 4 | 4 | 4 | 5 | 3 | 5 |
INTRODUCTION to PSCYHOANALYTIC THEORIES | 4 | 4 | 4 | 4 | 1 | 4 |
PROFESSIONAL PRACTICE and SUPERVISION I | 4 | 4 | 2 | 4 | 4 | 4 |
PROFESSIONAL PRACTICE and SUPERVISION II | 4 | 4 | 2 | 4 | 4 | 4 |
RESEARCH METHODS and DATA ANALYSIS | 4 | 4 | 4 | 4 | 4 | 4 |
SEMINAR | 4 | 4 | 2 | 4 | 3 | 4 |
The DYNAMICS in INTERPERSONAL RELATIONS | 4 | 4 | 2 | 4 | 4 | 4 |
THEORIES of PSYCHOTHERAPY | 4 | 4 | 1 | 4 | 1 | 4 |
İlişkili Ders Sayısı / 15/15 | 61 | 57 | 39 | 60 | 46 | 56 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
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Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
Ders güncel konu ve konuklarla desteklenir. | ||||||
Yukarıdaki sorular dışında iletmek istedikleriniz |