ECTS - Community Mental Health
Community Mental Health (PSY512) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Community Mental Health | PSY512 | Area Elective | 3 | 2 | 0 | 4 | 8 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Elective Courses |
| Course Level | Social Sciences Master's Degree |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Observation Case Study. |
| Course Lecturer(s) |
|
| Course Objectives | Introduce students to the field of community mental health with major theories and applications. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Concepts and values of community mental health theory and practice, opportunities and challenges in delivering effective mental health services and tools. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | History of Community Mental Health (CMH) | Thornicroft et. al. Chapter 1 |
| 2 | History of Community Mental Health (CMH) | Thornicroft et. al. Chapter 1 |
| 3 | Basic concepts in the field of CMH | Thornicroft et. al. Chapter 2&3 |
| 4 | Basic concepts in the field of CMH | Thornicroft et. al. Chapter 4 |
| 5 | Basic concepts in the field of CMH | Thornicroft et. al. Chapter 7&8 |
| 6 | Methods for ensuring effective care | Thornicroft et. al. Chapter 9 |
| 7 | Good practice examples | TBA |
| 8 | Good practice examples | TBA |
| 9 | Good practice examples | TBA |
| 10 | Field observation at a CMH Center | - |
| 11 | Field observation at a CMH Center | - |
| 12 | Field observation at a CMH Center | - |
| 13 | Presenting field observation | - |
| 14 | Presenting field observation | - |
| 15 | Presenting field observation | - |
Sources
| Course Book | 1. Thornicroft, G., Szmukler, G, Mueser, K.M., & Drake, R.E. (2011). Oxford Textbook of Community Mental Health. Oxford University Press. ISBN-13:9780199565498 |
|---|
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 15 | 20 |
| Laboratory | - | - |
| Application | - | - |
| Field Work | 1 | 10 |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 15 |
| Presentation | 1 | 15 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | - | - |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 19 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Knowledge of theories and empirical data on the professional relationship, such as: Interpersonal relationships, power relationships, boundary issues, therapeutic alliance and more specific knowledge of the fluctuations of the therapeutic/professional relationship as a function of intervention setting. | X | ||||
| 2 | Knowledge of self, such as motivation, resources, values, personal biases and others; macro (work, national norms) and micro (family, gender differences) environment in which the person functions. | X | ||||
| 3 | Acquiring skills of effective communication, establishment and maintenance of rapport, establishment and maintenance of trust and respect in the professional relationship. | X | ||||
| 4 | Accepting obligations, being sensitive to others, and conducting the self in an ethical manner while working with other professionals. | X | ||||
| 5 | Knowledge and skills of assessment and evaluation such as assessment methods, knowledge of populations served in a cultural context, human development and diagnosis along with necessary skills such as collection and processing data, formulation of hypotheses and making a diagnosis when appropriate, report writing and formulation of an action plan. | X | ||||
| 6 | The learning of an array of varied interventions with individuals and systems such as couples, families, groups and organizations, selecting and applying appropriate intervention methods. | X | ||||
| 7 | Analyzing the information by utilizing critical reasoning skills, developing a conceptual framework towards solution of a critical problem, and communicating this to the client. | X | ||||
| 8 | Sufficient skills in the conduct of research to be able to develop and carry out projects in a professional context and, in certain cases, in an academic context. Applications of various research approaches to social systems. | X | ||||
| 9 | Has knowledge of ethical principles and skills of ethical decision-making process, proactive identification of potential ethical dilemmas and resolution of ethical dilemmas. | X | ||||
| 10 | Learning to be a receptive supervisee such as open to supervision, well prepared, able to use time efficiently, aware of limits, and ability to link learning approaches to specific evaluation criteria. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 5 | 80 |
| Laboratory | |||
| Application | |||
| Special Course Internship | 2 | 15 | 30 |
| Field Work | |||
| Study Hours Out of Class | 16 | 2 | 32 |
| Presentation/Seminar Prepration | 1 | 15 | 15 |
| Project | 1 | 15 | 15 |
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | |||
| Prepration of Final Exams/Final Jury | 1 | 20 | 20 |
| Total Workload | 192 | ||