DEPARTMENT OF SPEECH AND LANGUAGE THERAPY | |||||
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Qualification Awarded | Program Süresi | Toplam Kredi (AKTS) | Öğretim Şekli | Yeterliliğin Düzeyi ve Öğrenme Alanı | |
Bachelor's (First Cycle) Degree | 4 | 240 | FULL TIME |
TYÇ, TR-NQF-HE, EQF-LLL, ISCED (2011):Level 6 QF-EHEA:First Cycle TR-NQF-HE, ISCED (1997-2013): 72 |
Course Code: | 5010003023 | ||||||||||
Ders İsmi: | Handling Interpersonal Violence | ||||||||||
Ders Yarıyılı: | Spring | ||||||||||
Ders Kredileri: |
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Language of instruction: | TR | ||||||||||
Ders Koşulu: | |||||||||||
Ders İş Deneyimini Gerektiriyor mu?: | No | ||||||||||
Other Recommended Topics for the Course: | |||||||||||
Type of course: | Üniversite Seçmeli | ||||||||||
Course Level: |
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Mode of Delivery: | E-Learning | ||||||||||
Course Coordinator : | Dr.Öğr.Üyesi Leman KUTLU | ||||||||||
Course Lecturer(s): |
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Course Assistants: |
Course Objectives: | To raise students who can define the concept of violence and analyze its etiology, be aware of the effects of violence on the individual and society, and apply strategies to reduce and manage the effects. |
Course Content: | This lesson; the concept of violence, its etiology, its types, violence against children, women, elderly people, disadvantaged groups, violence between the state and large groups, violence against the individual, workplace violence, individual and social consequences of violence, prevention of violence, the roles and roles of healthcare professionals in the management of interpersonal violence. It includes legal processes for interpersonal violence. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introduction, Course Introduction, Introduction to the Course: The Importance of Interpersonal Violence Management, Concept of Interpersonal Violence | Reading-Research |
2) | Definition of Interpersonal Violence, Concepts Related to Violence, Etiology and Types | Reading-Research |
3) | Images of Violence in Life; Violence Against Children | Reading-Research |
4) | Images of Violence in Life; Violence Against Women | Reading-Research |
5) | Images of Violence in Life; Violence Against Elderly | Reading-Research |
6) | Images of Violence in Life; Violence Against Disadvantaged Groups (Violence Against Disabled People, Immigrants and Refugees) | Reading-Research |
7) | Images of Violence in Life; Workplace violence; Violence in Health Institutions | Reading-Research |
8) | Midterm | Preparation for the Midterm Exam |
9) | Images of Violence in Life; Violence Against Self – Asceticism, Suicide, Euthanasia | Polat, O. (2021). Tüm Boyutlarıyla Çocuk İstismarı-1 (4 b.). Ankara: Seçkin Yayıncılık. |
10) | Images of Violence in Life; Violence between States and Major Groups; War, Genocide) | Reading-Research |
11) | Individual and Social Consequences of Interpersonal Violence | Reading-Research |
12) | Prevention of Interpersonal Violence | Reading-Research |
13) | Managing Interpersonal Violence at Individual and Social Levels | Reading-Research |
14) | Roles of Health Professionals in the Management of Interpersonal Violence | Reading-Research |
15) | Legal Processes for Interpersonal Violence | Reading-Research |
16) | Final exam | Preparation for the final exam |
Course Notes / Textbooks: | Ders notları ve sunular |
References: | Açelya Uçan, Selime Büykgöze, Zeynep Ekin Aklar ve ark. ( 2021). Kadınların adalete erişimi kadına yönelik şiddetle mücadele yasalarının uygulanmasında baro adli yardım bürolarının rolü, Mor Çatı Kadın Sığınağı Vakfı, İstanbul. Açelya Uçan, Selime Büykgöze, Zeynep Ekin Aklar ve ark. ( 2021).Hak kayıpları sürerken kadına yönelik şiddetle mücadele çalıştayı, Mor Çatı Kadın Sığınağı Vakfı, İstanbul. Aydın, B. (2022). Çocukluk Çağı Travmalarının Suç ve Şiddet ile İlişkisi. 3. Uluslararası Turaz Adli Bilimler, Adli Tıp ve Patoloji Kongresi. Bushman, B. J. (Ed.). (2016). Aggression and violence. Psychology Press. Detels R. (2022). Oxford Texbook of Global Public Health, Interpersonal violence, 8243. Dong, X., Simon, M. (2013). Association between reported elder abuse and rates of admission to the skilled nursing facilities: Findings from a longitudinal population-based cohort study. Gerontology, 59(5):464-472. Donnelly P.D., Ward C.L. (2015). Oxford Textbook of Violence Prevention: Epidemiology, Evidence and Policy, 4. Detels R. (2022). Oxford Texbook of Global Public Health, Interpersonal violence, 15669. Greene, C. A., Haisley, L., Wallace, C., & Ford, J. D. (2020). Intergenerational effects of childhood maltreatment: A systematic review of the parenting practices of adult survivors of childhood abuse, neglect, and violence. Clinical psychology review, 80, 101891. Hillis S, Mercy J, Amobi A, Kress H. (2016). Global prevalence of past-year violence against children: a systematic review and minimum estimates. Pediatrics ; 137(3): e20154079 Köknel , Ö. (2000). Bireysel Toplum ve Şiddet. İstanbul: Altın Kitaplar Yayınevi. Missouri Coalition Against Domestic and Sexual Violence. (2015). Under- standing the nature and dynamics of domestic violence. Retrieved from https:// www.mocadsv.org/FileStream.aspx?FileID=2 Normandin, P. A. (2015). Identifying maternal intimate partner violence in the emergency department. Journal of Emergency Nursing, 41(5), 444– 446. doi:10.1016/j.jen.2015.05.011 Öztürk, N. (2017). Ailenin Korunması ve Kadına Karşı Şiddetin Önlenmesine Dair Kanunun Getirdiği Bazı Yenilikler ve Özellikler, İnönü Üniversitesi Hukuk Fakültesi Dergisi, 8(1), ss. 1-31. Polat, O. (2021). Tüm Boyutlarıyla Çocuk İstismarı-1 (4 b.). Ankara: Seçkin Yayıncılık. T., Jaffe, J., & Segal, J. (2018). Domestic violence and abuse: Types, signs, symptoms, causes, and effects. American Academy of Experts in Traumatic Stress. Retrieved from http://www.aaets.org/article144.htm |
Ders Öğrenme Kazanımları | 1 |
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4 |
6 |
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Program Outcomes | ||||||||||
1) To be able to use theoretical and practical knowledge in their own fields with sufficient knowledge in the field of basic health and speech and language therapy profession. | ||||||||||
2) Ability to detect, identify, interpret, formulate and solve speech, language, voice and swallowing problems; ability to select and apply appropriate analysis and intervention approaches for this purpose. | ||||||||||
3) Ability to understand and interpret a process, event, case, equipment or product and to solve related problems with a holistic perspective and contemporary methods. | ||||||||||
4) Ability to work effectively individually and in teams. | ||||||||||
5) To have taken at least two out-of-field courses in their education programs | ||||||||||
6) The ability to develop, select and use current and functional tools necessary for speech and language therapy field applications as well as the ability to use information technologies effectively. | ||||||||||
7) Ability to communicate effectively both orally and in writing in Turkish, knowledge of at least one foreign language. | ||||||||||
8) Awareness of lifelong learning, access to information, ability to follow developments in science and technology and continuous self-renewal. | ||||||||||
9) Ability to design experiments/field studies, collect data, analyze, interpret and report the results on topics specific to the discipline of speech-language pathology. | ||||||||||
10) To be aware of the universal and social effects and legal consequences of speech and language therapy field practices. | ||||||||||
11) Awareness of professional ethics and responsibility. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To be able to use theoretical and practical knowledge in their own fields with sufficient knowledge in the field of basic health and speech and language therapy profession. | |
2) | Ability to detect, identify, interpret, formulate and solve speech, language, voice and swallowing problems; ability to select and apply appropriate analysis and intervention approaches for this purpose. | |
3) | Ability to understand and interpret a process, event, case, equipment or product and to solve related problems with a holistic perspective and contemporary methods. | |
4) | Ability to work effectively individually and in teams. | |
5) | To have taken at least two out-of-field courses in their education programs | |
6) | The ability to develop, select and use current and functional tools necessary for speech and language therapy field applications as well as the ability to use information technologies effectively. | |
7) | Ability to communicate effectively both orally and in writing in Turkish, knowledge of at least one foreign language. | |
8) | Awareness of lifelong learning, access to information, ability to follow developments in science and technology and continuous self-renewal. | |
9) | Ability to design experiments/field studies, collect data, analyze, interpret and report the results on topics specific to the discipline of speech-language pathology. | |
10) | To be aware of the universal and social effects and legal consequences of speech and language therapy field practices. | |
11) | Awareness of professional ethics and responsibility. |
Anlatım | |
Beyin fırtınası /Altı şapka | |
Course | |
Okuma |
Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama) |
Semester Requirements | Number of Activities | Level of Contribution |
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PERCENTAGE OF SEMESTER WORK | % 0 | |
PERCENTAGE OF FINAL WORK | % | |
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