Program Information
Program Bilgileri
Amaç
The purpose of the Department of Psychology is to train psychologists and researchers who have professional competencies in the national and international fields, who contribute to the solution of social and inter-communal problems by using the critical and analytical thinking process, who take charge in theoretical and practice fields of psychology, who improve themselves by following the issues and innovations in the field of psychology, who contribute these innovations and who do research, produce and apply these innovations.Kazanılan Derece
First Cycle (Bachelor's Degree)Kayıt ve Kabul Koşulları
Student admission to the program is specified in “the Student Selection and Placement System (ÖSYS) Higher Education Programs and Quotas Guide”.Mezuniyet Koşulları
The undergraduate program of the Psychology Department consists of compulsory and elective courses totaling 240 ECTS credits. In order to graduate from the program, to successfully complete all courses with 240 ECTS and to have a grade point average of at least 2.00 out of 4.00 is the required qualification requirement for graduation. Elective courses constitute at least %25 of the department/program. Students may take elective courses both within and outside the department/program. Whether the taken courses will be counted within the 240 ECTS is decided by a decision of the relevant Board.Önceki Öğrenimin Tanınması
There is compulsory English Language Preparatory Program for the English Program of the Psychology Department,. Students who earned the appropriate scores (that is determined by The School of Foreign Languages) from proficiency exam will be exempt from the prep year. There will be also a proficiency exam at the end of the first semester. For the horizontal and vertical transition, it is necessary to fulfill the requirements stated in Ankara Medipol University Associate Degree, Undergraduate Education and Examination Regulations. Admission of students to the Psychology Department is carried out in accordance with the principles determined by the Council of Higher Education (YÖK) and the decision of the Senate, in line with the relevant legislation. Students who have previously enrolled in other higher education institutions in Türkiye or abroad may, upon request, apply for credit and grade transfer; such applications are evaluated by the relevant units.Ders Planı- AKTS Kredileri
* Bu ders planı tablosunda gösterilen dersler öğrenci işlerindeki güncel ders plan bilgilerini göstermektedir.
** İlgili dönemde zorunlu dersler mutlaka açılırken, seçmeli ve programa bağlı seçmeli derslerin açılması tercih ve kontenjan durumuna bağlı olarak değişkenlik gösterebilir.
*** Mesleki klinik derslerin teorik ve uygulama ders saatleri, haftalık değil toplam ders saatini ifade etmektedir.
Her hangi bir dersin amaç, öğrenme kazanımları vs. detay bilgilerini görmek için aşağıdaki tabloda dersin ismine tıklayınız.
| 1. Yarıyıl Ders Planı (Güz Dönemi) | ||||||
| Kodu | Ders | Dil | T+U | UK | AKTS | İndir |
| PSY1111080 | ACADEMIC ENGLISH I | İngilizce | 4 | 4 | 4 | |
| PSY1111036 | INTRODUCTION TO ECONOMICS | İngilizce | 3 | 3 | 6 | |
| PSY1111122 | MAHTEMATICS | İngilizce | 3 | 3 | 5 | |
| PSY1111119 | BIOLOGY | İngilizce | 3 | 3 | 4 | |
| PSY1111120 | INTRODUCTION TO SOCIOLOGY | İngilizce | 3 | 3 | 5 | |
| ATA1110008 | ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION I | Türkçe | 2 | 2 | 2 | |
| ATA1111178 | ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION I | İngilizce | 2 | 2 | 2 | |
| DRS1112861 | TURKISH LANGUAGE I | Türkçe | 2 | 2 | 2 | |
| TDL1110139 | TURKISH LANGUAGE I | Türkçe | 2 | 2 | 2 | |
| 2. Yarıyıl Ders Planı (Bahar Dönemi) | ||||||
| Kodu | Ders | Dil | T+U | UK | AKTS | İndir |
| PSY1221103 | ACADEMIC ENGLISH II | İngilizce | 4 | 4 | 4 | |
| PSY1211861 | INTRODUCTION TO PSYCHOLOGY | İngilizce | 3 | 3 | 6 | |
| PSY1211863 | RESEARCH METHODS IN PSYCHOLOGY- I | İngilizce | 2+2 | 3 | 6 | |
| PSY1211864 | INTRODUCTION TO PHILOSOPHY | İngilizce | 3 | 3 | 4 | |
| PSY1210770 | COPING WITH STRESS | İngilizce | 2 | 2 | 4 | |
| PSY1210771 | CRITICAL THINKING IN PSYCHOLOGY | İngilizce | 2 | 2 | 4 | |
| PSY1220443 | SCIENTIFIC WRITING TECHNIQUES | İngilizce | 2 | 2 | 4 | |
| ATA1210184 | ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION II | Türkçe | 2 | 2 | 2 | |
| ATA1211557 | ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION II | İngilizce | 2 | 2 | 2 | |
| DRS1211190 | TURKISH LANGUAGE II | İngilizce | 2 | 2 | 2 | |
| TDL1210179 | TURKISH LANGUAGE II | Türkçe | 2 | 2 | 2 | |
Program Yeterliliği
Theoretical, Factual
Explains the basic concepts and the basic theories of different subfields within psychology.
Compares the theories and the schools within the history of psychology.
Integrates the current developments within the field with their existing knowledge.
Explains professional responsibilities, competencies and limits.
| Program Çıktısı TYYÇ Temel Alan Matrisi | |
| Temel Alan Yeterliliği | Program Yeterliliği |
| KNOWLEDGE | |
| Theoretical, Factual | |
|
1 - Explains the basic concepts and the basic theories of different subfields within psychology. 2 - Compares the theories and the schools within the history of psychology. 3 - Integrates the current developments within the field with their existing knowledge. 4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 11 - Identifies the basic psychological tools of testing and measurement, has the ability to use such tools. 12 - Explains professional responsibilities, competencies and limits. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. | |
|
1 - Explains the basic concepts and the basic theories of different subfields within psychology. 2 - Compares the theories and the schools within the history of psychology. 3 - Integrates the current developments within the field with their existing knowledge. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 12 - Explains professional responsibilities, competencies and limits. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. | |
|
1 - Explains the basic concepts and the basic theories of different subfields within psychology. 2 - Compares the theories and the schools within the history of psychology. 3 - Integrates the current developments within the field with their existing knowledge. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 12 - Explains professional responsibilities, competencies and limits. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. | |
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1 - Explains the basic concepts and the basic theories of different subfields within psychology. 2 - Compares the theories and the schools within the history of psychology. 3 - Integrates the current developments within the field with their existing knowledge. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 12 - Explains professional responsibilities, competencies and limits. 14 - Promotes the individual and cultural diversity within research and practice. | |
|
1 - Explains the basic concepts and the basic theories of different subfields within psychology. 2 - Compares the theories and the schools within the history of psychology. 3 - Integrates the current developments within the field with their existing knowledge. 4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 6 - Takes part in the research projects within the field. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. | |
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1 - Explains the basic concepts and the basic theories of different subfields within psychology. 2 - Compares the theories and the schools within the history of psychology. 3 - Integrates the current developments within the field with their existing knowledge. 4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 6 - Takes part in the research projects within the field. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 11 - Identifies the basic psychological tools of testing and measurement, has the ability to use such tools. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. 15 - Has the basic level of reading, writing, listening and speaking skills in English. | |
| SKILLS | |
| Cognitive, Practical | |
|
1 - Explains the basic concepts and the basic theories of different subfields within psychology. 3 - Integrates the current developments within the field with their existing knowledge. 4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 12 - Explains professional responsibilities, competencies and limits. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. | |
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5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 6 - Takes part in the research projects within the field. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 15 - Has the basic level of reading, writing, listening and speaking skills in English. | |
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5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 6 - Takes part in the research projects within the field. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. | |
|
1 - Explains the basic concepts and the basic theories of different subfields within psychology. 4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 11 - Identifies the basic psychological tools of testing and measurement, has the ability to use such tools. 12 - Explains professional responsibilities, competencies and limits. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. | |
|
1 - Explains the basic concepts and the basic theories of different subfields within psychology. 2 - Compares the theories and the schools within the history of psychology. 3 - Integrates the current developments within the field with their existing knowledge. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 12 - Explains professional responsibilities, competencies and limits. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. | |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 12 - Explains professional responsibilities, competencies and limits. | |
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4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 6 - Takes part in the research projects within the field. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 11 - Identifies the basic psychological tools of testing and measurement, has the ability to use such tools. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. | |
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4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 12 - Explains professional responsibilities, competencies and limits. | |
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5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 6 - Takes part in the research projects within the field. | |
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14 - Promotes the individual and cultural diversity within research and practice. 13 - Follows the ethical principles within research and practice. 12 - Explains professional responsibilities, competencies and limits. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. | |
| Learning Competence | |
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3 - Integrates the current developments within the field with their existing knowledge. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. | |
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8 - Adopts the principle of lifelong learning and follows the developments within the field. 15 - Has the basic level of reading, writing, listening and speaking skills in English. | |
|
1 - Explains the basic concepts and the basic theories of different subfields within psychology. 3 - Integrates the current developments within the field with their existing knowledge. 5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. 13 - Follows the ethical principles within research and practice. 14 - Promotes the individual and cultural diversity within research and practice. | |
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3 - Integrates the current developments within the field with their existing knowledge. 8 - Adopts the principle of lifelong learning and follows the developments within the field. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. | |
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3 - Integrates the current developments within the field with their existing knowledge. 8 - Adopts the principle of lifelong learning and follows the developments within the field. | |
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3 - Integrates the current developments within the field with their existing knowledge. 5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 6 - Takes part in the research projects within the field. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. 13 - Follows the ethical principles within research and practice. | |
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3 - Integrates the current developments within the field with their existing knowledge. 8 - Adopts the principle of lifelong learning and follows the developments within the field. | |
| Communication and Social Competence | |
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5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. | |
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12 - Explains professional responsibilities, competencies and limits. 11 - Identifies the basic psychological tools of testing and measurement, has the ability to use such tools. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. | |
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2 - Compares the theories and the schools within the history of psychology. 3 - Integrates the current developments within the field with their existing knowledge. 4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. | |
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14 - Promotes the individual and cultural diversity within research and practice. 13 - Follows the ethical principles within research and practice. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. | |
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5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 6 - Takes part in the research projects within the field. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. | |
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15 - Has the basic level of reading, writing, listening and speaking skills in English. 8 - Adopts the principle of lifelong learning and follows the developments within the field. | |
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5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. 11 - Identifies the basic psychological tools of testing and measurement, has the ability to use such tools. | |
| Field-based Competence | |
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5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 9 - Shares the findings, knowledge and proposed solutions about a problem with colleagues or people who are not familiar to the field, by appropriate written or oral means. 14 - Promotes the individual and cultural diversity within research and practice. 13 - Follows the ethical principles within research and practice. 12 - Explains professional responsibilities, competencies and limits. | |
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14 - Promotes the individual and cultural diversity within research and practice. 13 - Follows the ethical principles within research and practice. 12 - Explains professional responsibilities, competencies and limits. | |
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3 - Integrates the current developments within the field with their existing knowledge. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 8 - Adopts the principle of lifelong learning and follows the developments within the field. | |
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4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 7 - Objectively criticizes and questions the new positions from a scientific perspective. 10 - Has the sense of social responsibility and applies his/her professional qualifications to solve the problems in the environment. | |
İstihdam Olanakları
Graduates can work in various fields such as public, university and foundation hospitals, prisons, nursing homes, elderly care centers, military institutions, municipalities, governorates, assessment and evaluation centers, psychotechnical centers and community mental health centers. Graduates of this program are appointed as psychologists to the mentioned public areas if they get the required score from the Public Personnel Selection Examination. In addition to these fields, graduates of the Department of Psychology also have the opportunity to work as academicians.Üst Dereceye Geçiş
Necessary legislation is associated.Eğitim Türü
Full TimeÖlçme ve Değerlendirme
In calculating students’ grades, the evaluation and grading system set forth in the Ankara Medipol University Associate Degree and Undergraduate Education and Examination Regulations, as well as the relevant Department/Program legislation, is applied.Bölüm/Program Başkanı
Head Of Department
Doç.Dr. Cihat ÇELİKÖğrenme Durumları
Öğrenme durumları öğrencilerin yaratıcı, eleştirel, yansıtıcı düşünme becerilerini mantıksal, matematiksel düşünme becerileri gibi üst düzey düşünme becerilerini geliştirmeyi hedefler. Bunun yanında öğrencilerin meta-bilişsel becerilerini geliştirmeyi hedefler. Öğrenme durumları öğrenme stratejileri, yöntemleri, tekniklerinin yanında kullanılan araç gereçler ile ölçme değerlendirme yöntemlerini kapsamaktadır. Programlarda kullanılan öğrenme durumları aşağıdaki listede verilmiştir:
Öğrenme Durumları * | Başlıca öğrenme faaliyetleri | Kullanılan Araçlar |
|---|---|---|
Question–Answer Technique | Asking questions, critically evaluating responses, generating questions and answers, providing critique, analyzing and assessing creative responses, asking structured questions and producing answers, and asking closed-ended questions and generating responses. | Course textbooks, recommended readings, worksheets, question banks, and multimedia tools (text, images, graphics, drawings, audio, video, cartoons, and animations) are utilized. |
Multiple Choice Exam | ||
Case Studies | ||
Discussion Method | Listening, speaking, questioning, generating responses, developing opinions and inquiry, examining and researching viewpoints, producing critical thinking, and fostering creative thinking. | tandard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video, and animations), computers, projectors, online environments, conference halls, and workshops are utilized. |
Lecture Method | Listening and speaking activities are emphasized, and techniques such as direct instruction, conferences, seminars, speeches, statements, and briefings are applied. | |
Written Examination | written exams are used to assess creative, critical, and reflective thinking. In addition, multiple-choice and short-answer exams (including fill-in-the-blank, matching, true/false, and similar formats) are conducted to evaluate cognitive skills such as knowledge, comprehension, application, and analysis. | Written exam papers, multiple-choice tests, short-answer tests, mixed-format tests, and answer keys are utilized. |
Ders - Program Yeterlilikleri İlişkileri
| Ders | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACADEMIC ENGLISH - IV | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 5 |
| ACADEMIC ENGLISH I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| ACADEMIC ENGLISH II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| ADDICTION | 5 | 4 | 5 | 5 | 5 | 1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 1 |
| ADVANCES IN THE HISTORY OF PSYCHOLOGY | 4 | 5 | 4 | 0 | 1 | 0 | 3 | 5 | 0 | 0 | 0 | 3 | 2 | 3 | 1 |
| ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION I | 0 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION II | 0 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ATTITUDES | 4 | 2 | 4 | 1 | 0 | 0 | 3 | 4 | 0 | 2 | 1 | 2 | 3 | 4 | 1 |
| BEHAVIORAL THEORIES AND MODELS | 4 | 4 | 3 | 0 | 3 | 0 | 5 | 4 | 0 | 4 | 2 | 0 | 2 | 4 | 3 |
| BIOLOGY | 2 | 3 | 3 | 0 | 0 | 0 | 2 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| CHILD AND ADOLESCENT PSYCHOPATHOLOGY | 3 | 3 | 3 | 5 | 3 | 0 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 |
| CIVILIZATION AND CULTURE | 4 | 1 | 5 | 0 | 5 | 2 | 5 | 5 | 5 | 5 | 0 | 3 | 3 | 5 | 5 |
| CLINICAL PSYCHOLOGY | 4 | 4 | 4 | 4 | 3 | 0 | 3 | 4 | 4 | 4 | 3 | 5 | 4 | 4 | 1 |
| COGNITIVE PSYCHOLOGY | 5 | 5 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 0 | 1 | 2 | 1 |
| CONTEMPORARY APPROACHES IN PSYCHOLOGY | 4 | 3 | 5 | 1 | 3 | 1 | 5 | 5 | 3 | 2 | 1 | 2 | 3 | 4 | 2 |
| COPING WITH STRESS | 3 | 3 | 2 | 2 | 1 | 0 | 2 | 3 | 0 | 3 | 2 | 2 | 2 | 2 | 1 |
| CRITICAL THINKING IN PSYCHOLOGY | 4 | 4 | 5 | 2 | 3 | 2 | 5 | 5 | 2 | 2 | 0 | 2 | 2 | 4 | 1 |
| CULTURAL PSYCHOLOGY | 4 | 2 | 3 | 0 | 0 | 0 | 5 | 5 | 1 | 1 | 0 | 1 | 3 | 5 | 1 |
| DEVELOPMENTAL PSYCHOLOGY: ADOLESCENSE AND ADULTHOOD | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 |
| DEVELOPMENTAL PSYCHOPATHOLOGY | 5 | 3 | 5 | 5 | 5 | 2 | 5 | 5 | 5 | 3 | 3 | 5 | 5 | 5 | 5 |
| DISABILITY AND DIVERSITY | 5 | 3 | 4 | 3 | 4 | 4 | 5 | 5 | 4 | 5 | 2 | 5 | 4 | 5 | 5 |
| EMOTİON AND COGNİTİON | 5 | 2 | 5 | 5 | 3 | 5 | 5 | 4 | 4 | 2 | 5 | 3 | 5 | 4 | 4 |
| ETHICS IN PSYCHOLOGY | 3 | 3 | 5 | 0 | 2 | 0 | 5 | 4 | 3 | 0 | 0 | 5 | 5 | 5 | 1 |
| EVOLUTIONARY PSYCHOLOGY | 4 | 1 | 4 | 1 | 0 | 0 | 3 | 5 | 0 | 2 | 1 | 2 | 2 | 3 | 1 |
| EXAM PREPARATİON | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| EXPERIMENTAL SOCIAL PSYCHOLOGY | 5 | 3 | 5 | 1 | 5 | 5 | 5 | 5 | 4 | 3 | 3 | 2 | 4 | 5 | 1 |
| FAMILY THERAPY | 3 | 3 | 4 | 4 | 3 | 0 | 3 | 3 | 2 | 3 | 1 | 2 | 3 | 4 | 0 |
| FIELD PRACTICE | 3 | 2 | 5 | 4 | 0 | 0 | 4 | 4 | 5 | 4 | 4 | 5 | 5 | 5 | 0 |
| FORENSIC PSYCHOLOGY | 3 | 3 | 5 | 1 | 1 | 0 | 4 | 5 | 3 | 3 | 3 | 3 | 4 | 4 | 1 |
| FRENCH 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| FRENCH II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| GENDER STUDIES AND LITERATURE | 3 | 1 | 1 | 3 | 1 | 0 | 3 | 2 | 3 | 2 | 0 | 0 | 1 | 2 | 3 |
| GERIATRIC PSYCHOLOGY | 3 | 3 | 4 | 3 | 0 | 0 | 3 | 2 | 0 | 3 | 3 | 4 | 3 | 3 | 1 |
| GERMAN-I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 5 | 0 | 0 | 0 | 0 | 0 |
| GERMAN-II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| GRIEF AND LOSS | 5 | 4 | 5 | 5 | 3 | 1 | 3 | 4 | 4 | 4 | 2 | 4 | 3 | 5 | 1 |
| GROUP DYNAMICS | 3 | 2 | 3 | 0 | 0 | 0 | 3 | 5 | 0 | 2 | 1 | 1 | 2 | 4 | 1 |
| HEALTH PSYCHOLOGY | 3 | 3 | 5 | 3 | 2 | 0 | 3 | 4 | 4 | 3 | 2 | 3 | 2 | 4 | 1 |
| HISTORY AND PHILOSOPY OF SCIENCE | 0 | 1 | 4 | 0 | 4 | 1 | 5 | 5 | 5 | 5 | 0 | 1 | 4 | 5 | 3 |
| INDEPENDENT STUDY I | 1 | 1 | 3 | 1 | 5 | 5 | 4 | 4 | 5 | 2 | 1 | 2 | 3 | 3 | 2 |
| INDEPENDENT STUDY II | 1 | 1 | 3 | 1 | 5 | 5 | 4 | 4 | 5 | 2 | 1 | 2 | 3 | 3 | 2 |
| INTELLECTUAL ASSESSMENT | 3 | 2 | 3 | 3 | 2 | 1 | 3 | 3 | 5 | 3 | 5 | 2 | 2 | 3 | 0 |
| INTERNSHIP FOR PSYCHOLOGY-FALL | 0 | 0 | 5 | 5 | 0 | 5 | 0 | 5 | 5 | 5 | 0 | 5 | 0 | 0 | 0 |
| Internship for Psychology-fall | 0 | 0 | 5 | 5 | 0 | 5 | 0 | 5 | 5 | 5 | 0 | 5 | 0 | 0 | 0 |
| Internship for Psychology-spring | 0 | 0 | 5 | 5 | 0 | 5 | 0 | 5 | 5 | 5 | 0 | 5 | 0 | 0 | 0 |
| INTERPERSONAL RELATIONSHIPS | 3 | 3 | 3 | 0 | 1 | 0 | 3 | 5 | 4 | 4 | 1 | 2 | 2 | 5 | 1 |
| INTRODUCTION TO COGNITIVE BEHAVIORAL THERAPY | 3 | 3 | 3 | 3 | 2 | 0 | 2 | 4 | 5 | 4 | 4 | 2 | 3 | 3 | 2 |
| INTRODUCTION TO ECONOMICS | 2 | 0 | 1 | 0 | 4 | 3 | 2 | 2 | 2 | 0 | 4 | 0 | 0 | 0 | 0 |
| INTRODUCTION TO PHILOSOPHY | 3 | 3 | 4 | 0 | 3 | 0 | 2 | 2 | 1 | 0 | 0 | 2 | 4 | 3 | 0 |
| INTRODUCTION TO PSYCHOLOGY | 5 | 5 | 4 | 3 | 3 | 3 | 4 | 5 | 4 | 2 | 2 | 3 | 3 | 4 | 1 |
| INTRODUCTION TO SOCIOLOGY | 3 | 2 | 3 | 0 | 0 | 0 | 3 | 4 | 0 | 1 | 0 | 0 | 1 | 5 | 1 |
| LANGUAGE AND CULTURE | 0 | 0 | 2 | 0 | 3 | 0 | 5 | 5 | 5 | 4 | 0 | 0 | 3 | 5 | 0 |
| LIFE-SPAN DEVELOPMENT | 4 | 4 | 4 | 2 | 2 | 0 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 5 | 1 |
| MAHTEMATICS | 2 | 0 | 1 | 0 | 4 | 3 | 2 | 2 | 2 | 0 | 4 | 0 | 0 | 0 | 0 |
| MEMORY | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 4 | 2 | 0 | 0 | 0 | 0 | 0 |
| MOTIVATION AND EMOTIONS | 4 | 3 | 4 | 1 | 1 | 0 | 3 | 4 | 1 | 2 | 2 | 1 | 2 | 3 | 1 |
| NEUROBİOLOGY | 5 | 3 | 4 | 2 | 2 | 1 | 3 | 4 | 2 | 1 | 3 | 1 | 3 | 3 | 1 |
| OBSERVATION AND INTERVIEW TECHNIQUES | 3 | 2 | 2 | 2 | 2 | 0 | 4 | 4 | 5 | 2 | 2 | 4 | 4 | 4 | 1 |
| PERSONALITY THEORIES | 4 | 4 | 1 | 1 | 0 | 0 | 2 | 3 | 0 | 1 | 2 | 2 | 2 | 3 | 1 |
| PHYSIOLOGICAL PSYCHOLOGY | 4 | 3 | 4 | 1 | 1 | 0 | 3 | 4 | 1 | 2 | 2 | 1 | 3 | 3 | 1 |
| POLITICAL PSYCHOLOGY | 4 | 2 | 3 | 0 | 0 | 0 | 3 | 5 | 0 | 2 | 0 | 2 | 2 | 3 | 1 |
| POSITIVE PSYCHOLOGY | 4 | 2 | 5 | 2 | 0 | 0 | 4 | 5 | 0 | 2 | 1 | 2 | 2 | 3 | 1 |
| POST-HUMANISM | 2 | 3 | 5 | 0 | 1 | 0 | 5 | 5 | 2 | 3 | 0 | 2 | 3 | 5 | 1 |
| PSYCHOLOGICAL ASSESSMENT | 3 | 3 | 4 | 4 | 0 | 3 | 3 | 5 | 5 | 3 | 5 | 3 | 3 | 3 | 1 |
| PSYCHOLOGICAL, SOCIAL AND CULTURAL ASPECTS OF DISABILITIES | 4 | 2 | 5 | 1 | 0 | 0 | 4 | 5 | 0 | 2 | 1 | 2 | 3 | 5 | 1 |
| PSYCHOLOGİCAL ANTHROPOLOGY | 3 | 3 | 4 | 2 | 5 | 2 | 5 | 5 | 5 | 5 | 1 | 2 | 5 | 5 | 5 |
| PSYCHOLOGY AND FICTION | 3 | 4 | 4 | 1 | 2 | 0 | 4 | 5 | 4 | 3 | 0 | 2 | 2 | 5 | 2 |
| PSYCHOLOGY OF GENDER | 3 | 1 | 1 | 3 | 1 | 0 | 3 | 2 | 3 | 2 | 0 | 0 | 1 | 2 | 3 |
| PSYCHOLOGY OF GENDER | 3 | 2 | 3 | 0 | 1 | 0 | 4 | 5 | 1 | 3 | 0 | 1 | 3 | 3 | 1 |
| PSYCHOLOGY OF LEARNING | 4 | 3 | 3 | 1 | 2 | 0 | 2 | 3 | 0 | 2 | 1 | 2 | 2 | 4 | 1 |
| PSYCHOLOGY OF MORALITY | 5 | 5 | 5 | 0 | 4 | 0 | 5 | 5 | 5 | 5 | 0 | 3 | 4 | 5 | 5 |
| PSYCHOPATHOLOGY – I | 5 | 4 | 5 | 4 | 4 | 1 | 2 | 3 | 2 | 3 | 2 | 1 | 2 | 5 | 2 |
| PSYCHOPATHOLOGY – II | 5 | 4 | 5 | 5 | 4 | 1 | 2 | 3 | 2 | 3 | 2 | 1 | 2 | 5 | 2 |
| PSYCHOPHARMACOLOGY | 5 | 5 | 5 | 5 | 5 | 2 | 5 | 5 | 5 | 5 | 3 | 4 | 4 | 4 | 5 |
| PSYCHOTHERAPY AND THEORIES | 4 | 5 | 5 | 2 | 1 | 0 | 3 | 4 | 1 | 2 | 2 | 3 | 3 | 3 | 2 |
| QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY | 1 | 0 | 4 | 0 | 5 | 5 | 3 | 5 | 4 | 0 | 3 | 0 | 4 | 4 | 1 |
| RESEARCH METHODS IN PSYCHOLOGY- I | 3 | 1 | 5 | 1 | 5 | 5 | 5 | 5 | 5 | 2 | 3 | 1 | 4 | 4 | 2 |
| RESEARCH METHODS IN PSYCHOLOGY- II | 3 | 1 | 5 | 1 | 5 | 5 | 5 | 5 | 5 | 2 | 3 | 1 | 4 | 4 | 2 |
| SCALE DEVELOPMENT | 2 | 2 | 5 | 2 | 4 | 2 | 4 | 4 | 2 | 2 | 4 | 1 | 5 | 5 | 3 |
| SCHOOL PSYCHOLOGY | 4 | 2 | 5 | 2 | 0 | 0 | 4 | 5 | 0 | 2 | 3 | 2 | 2 | 3 | 1 |
| SCIENTIFIC WRITING TECHNIQUES | 1 | 0 | 4 | 0 | 5 | 4 | 4 | 5 | 5 | 1 | 1 | 1 | 5 | 3 | 3 |
| SELECTED TOPICS IN APPLIED PSYCHOLOGY | 4 | 3 | 3 | 2 | 1 | 0 | 5 | 5 | 1 | 1 | 0 | 2 | 2 | 3 | 1 |
| SELECTED TOPICS IN CLINICAL PSYCHOLOGY | 3 | 3 | 3 | 4 | 2 | 0 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 1 |
| SELECTED TOPICS IN COGNITIVE PSYCHOLOGY | 3 | 2 | 4 | 2 | 3 | 0 | 3 | 4 | 2 | 0 | 2 | 1 | 2 | 3 | 1 |
| SELECTED TOPICS IN DEVELOPMENTAL PSYCHOLOGY | 3 | 3 | 5 | 1 | 2 | 0 | 3 | 5 | 2 | 0 | 1 | 2 | 3 | 5 | 1 |
| SELECTED TOPICS IN NEUROPSYCHOLOGY | 3 | 2 | 5 | 2 | 2 | 0 | 5 | 5 | 1 | 0 | 2 | 2 | 2 | 2 | 2 |
| SELECTED TOPICS IN SOCIAL PSYCHOLOGY | 3 | 2 | 4 | 0 | 1 | 0 | 3 | 5 | 0 | 1 | 0 | 3 | 3 | 5 | 1 |
| SELECTED TOPICS IN WORK AND ORGANIZATIONAL PSYCHOLOGY | 3 | 2 | 4 | 0 | 1 | 0 | 3 | 5 | 0 | 1 | 1 | 3 | 3 | 3 | 1 |
| SELF AND ATTACHMENT | 5 | 4 | 4 | 3 | 3 | 1 | 4 | 5 | 3 | 3 | 2 | 2 | 3 | 5 | 1 |
| SENSATION AND PERCEPTION | 4 | 3 | 4 | 1 | 0 | 0 | 2 | 3 | 1 | 0 | 3 | 2 | 2 | 3 | 1 |
| SLEEP RESEARCH | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| SOCIAL COOGNITION | 5 | 5 | 5 | 0 | 5 | 0 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| SOCIAL MEDIA AND PSYCHOLOGY | 2 | 2 | 3 | 1 | 0 | 0 | 3 | 5 | 0 | 2 | 0 | 2 | 2 | 3 | 1 |
| SOCIAL PSYCHOLOGY - I | 5 | 3 | 4 | 0 | 3 | 0 | 3 | 4 | 0 | 1 | 0 | 3 | 3 | 5 | 1 |
| SOCIAL PSYCHOLOGY – II | 5 | 3 | 4 | 0 | 3 | 0 | 3 | 4 | 0 | 1 | 0 | 3 | 3 | 5 | 1 |
| SPORT PSYCHOLOGY | 4 | 1 | 4 | 1 | 0 | 0 | 3 | 5 | 0 | 2 | 1 | 2 | 2 | 3 | 1 |
| STATISTICS FOR BEHAVIORAL SCIENCES - I | 3 | 0 | 4 | 3 | 4 | 3 | 2 | 3 | 3 | 0 | 2 | 0 | 3 | 3 | 2 |
| STATISTICS FOR BEHAVIORAL SCIENCES - II | 3 | 0 | 4 | 3 | 4 | 3 | 2 | 3 | 3 | 0 | 2 | 0 | 3 | 3 | 2 |
| TESTING AND MEASUREMENT IN PSYCHOLOGY | 3 | 3 | 4 | 2 | 5 | 2 | 2 | 5 | 5 | 2 | 5 | 2 | 3 | 3 | 1 |
| THEORIES OF PSYCHOTHERAPY | 4 | 5 | 5 | 2 | 1 | 0 | 3 | 4 | 1 | 2 | 2 | 3 | 3 | 3 | 2 |
| TRAFFIC PSYCHOLOGY | 4 | 5 | 5 | 2 | 5 | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 |
| TRAUMA PSYCHOLOGY | 2 | 2 | 3 | 3 | 2 | 0 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 1 |
| TURKISH LANGUAGE I | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 3 | 0 | 0 | 2 | 0 | 0 | 0 |
| TURKISH LANGUAGE II | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 3 | 0 | 0 | 2 | 0 | 0 | 0 |
| URBAN AND MIGRATION SOCIOLOGY | 1 | 0 | 4 | 0 | 0 | 0 | 4 | 3 | 0 | 5 | 0 | 3 | 0 | 5 | 0 |
| WORK AND ORGANIZATIONAL PSYCHOLOGY | 4 | 3 | 4 | 0 | 1 | 0 | 3 | 4 | 1 | 3 | 2 | 2 | 3 | 3 | 1 |
| WORKSHOP | 2 | 0 | 5 | 2 | 5 | 5 | 5 | 5 | 5 | 1 | 1 | 0 | 2 | 2 | 1 |
| İlişkili Ders Sayısı / 107/115 | 318 | 255 | 375 | 180 | 229 | 122 | 337 | 425 | 267 | 238 | 168 | 218 | 265 | 339 | 175 |