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
Admission to the Program The Student Selection and Placement System is stated in the Guide for Higher Education Programs and Quotas Guide.Mezuniyet Koşulları
The undergraduate program of the Department of Psychology consists of compulsory courses and elective courses. 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.Önceki Öğrenimin Tanınması
There is no compulsory English Preparatory Program in the Department of Psychology. However, the optional preparation program can be studied. 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 to the Department of Psychology is based on the principles set by the Council of Higher Education in accordance with the relevant legislation. If the students who have previously enrolled in other higher education institutions in the country or abroad have applied, the credit and note transfer requests are evaluated by the department and submitted to the approval of the Faculty and University Executive Board in the first week of the academic year and the demands cannot be repeated.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 |
| PSK1110141 | ENGLISH-I | İngilizce | 4 | 4 | 4 | |
| PSK1110009 | MATHEMATICS | Türkçe | 3 | 3 | 5 | |
| PSK1110004 | INTRODUCTION TO PSYCHOLOGY – I | Türkçe | 3 | 3 | 6 | |
| PSK1110010 | BIOLOGY | Türkçe | 3 | 3 | 4 | |
| PSK1110011 | INTRODUCTION TO SOCIOLOGY | Türkçe | 3 | 3 | 5 | |
| ATA1110008 | ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION 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 |
| PSK1210188 | ENGLISH II | İngilizce | 4 | 4 | 4 | |
| PSK1210254 | INTRODUCTION TO PSYCHOLOGY II | Türkçe | 3 | 3 | 6 | |
| PSK1210255 | RESEARCH METHODS IN PSYCHOLOGY- I | Türkçe | 2+2 | 3 | 6 | |
| PSK1210295 | INTRODUCTION TO PHILOSOPHY | Türkçe | 3 | 3 | 4 | |
| PSK1212473 | CRITICAL THINKING IN PSYCHOLOGY | Türkçe | 2 | 2 | 4 | |
| PSK1210032 | COPING WITH STRESS | Türkçe | 2 | 2 | 4 | |
| PSK1210637 | HISTORY OF PSYCHOLOGY | Türkçe | 2 | 2 | 4 | |
| ATA1210184 | ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION II | Türkçe | 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. | |
|
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. | |
|
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. 5 - Has the ability to conduct research with using the appropriate scientific methodology, interpret the findings and disseminate the results within the academic community. 4 - Identifies the psychological problems, interprets them, offers solutions by using expert knowledge or provides the appropriate referral. 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. | |
|
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. | |
|
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. 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. 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 | |
|
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. | |
|
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. | |
|
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. | |
|
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. | |
|
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 | |
|
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. 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. 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. | |
|
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. | |
|
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. | |
|
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. | |
|
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 | |
|
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. | |
|
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. | |
|
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. | |
|
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. | |
|
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. | |
|
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. | |
|
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 | |
|
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. 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. | |
|
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. | |
|
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. | |
|
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 | 4 | 5 | 0 | 0 | 0 | 0 | 0 | 5 |
| ADDICION | 5 | 4 | 5 | 5 | 5 | 1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 1 |
| ADOLESCENCE AND ADULTHOOD IN DEVELOPMENTAL PSYCHOLOGY | 5 | 5 | 5 | 4 | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 |
| ADVANCES IN THE HISTORY OF PSYCHOLOGY | 4 | 5 | 4 | 0 | 1 | 0 | 3 | 5 | 0 | 0 | 0 | 3 | 2 | 3 | 1 |
| APPLİED DEVELOPMENTAL RESEARCH | 5 | 2 | 5 | 1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 3 |
| 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 |
| 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 |
| Child Psychological Assessment | 3 | 3 | 4 | 4 | 0 | 3 | 3 | 5 | 5 | 3 | 5 | 3 | 3 | 3 | 1 |
| CIVILIZATION AND CULTURE | 0 | 3 | 4 | 0 | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 5 | 0 |
| CLINICAL PSYCHOLOGY | 4 | 4 | 4 | 4 | 3 | 0 | 3 | 4 | 4 | 4 | 3 | 5 | 4 | 4 | 1 |
| COGNITIVE DEVELOPMENT | 5 | 3 | 5 | 5 | 5 | 5 | 3 | 5 | 5 | 5 | 3 | 4 | 5 | 5 | 3 |
| COGNITIVE PSYCHOLOGY | 5 | 5 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 0 | 1 | 2 | 1 |
| CONTEMPORARY APPROACHES IN PSYCHOLOGY | 3 | 0 | 5 | 0 | 0 | 0 | 5 | 5 | 0 | 0 | 0 | 0 | 3 | 0 | 0 |
| 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 PSYCHOPATHOLOGY | 5 | 3 | 5 | 5 | 5 | 2 | 5 | 5 | 5 | 3 | 3 | 5 | 5 | 5 | 4 |
| EDUCATIONAL SOCIOLOGY | 3 | 0 | 3 | 0 | 0 | 0 | 3 | 0 | 0 | 4 | 0 | 0 | 0 | 5 | 0 |
| ENGLISH II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| ENGLISH III | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 5 |
| ENGLISH IV | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 5 |
| ENGLISH-I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| 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 |
| EXPERIMENTAL PSYCHOLOGY: ATTENTION AND EMOTION | 5 | 0 | 5 | 0 | 5 | 3 | 5 | 0 | 0 | 0 | 4 | 0 | 4 | 0 | 0 |
| EXPERIMENTAL SOCIAL PSYCHOLOGY | 5 | 5 | 5 | 2 | 5 | 2 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 3 |
| 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 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 |
| FRENCH II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 4 | 0 | 0 | 0 | 0 | 0 | 0 |
| GENDER | 3 | 2 | 3 | 0 | 1 | 0 | 4 | 5 | 1 | 3 | 0 | 1 | 3 | 3 | 1 |
| 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 | 0 | 0 | 0 | 0 | 0 | 0 |
| GERMAN II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 |
| GRIEF AND LOSS | 5 | 0 | 4 | 5 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 3 | 4 | 4 | 0 |
| 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 | 5 | 4 | 0 | 0 | 0 | 5 | 4 | 0 | 0 | 0 | 0 | 2 | 0 | 0 |
| HISTORY OF PSYCHOLOGY | 4 | 5 | 4 | 0 | 1 | 0 | 3 | 5 | 0 | 0 | 0 | 3 | 2 | 3 | 1 |
| 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-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 PHILOSOPHY | 3 | 3 | 4 | 0 | 3 | 0 | 2 | 2 | 1 | 0 | 0 | 2 | 4 | 3 | 0 |
| INTRODUCTION TO PSYCHOLOGY – I | 5 | 5 | 4 | 3 | 3 | 3 | 4 | 5 | 4 | 2 | 2 | 2 | 3 | 4 | 1 |
| INTRODUCTION TO PSYCHOLOGY II | 5 | 5 | 4 | 3 | 3 | 3 | 4 | 5 | 4 | 2 | 2 | 3 | 3 | 4 | 1 |
| INTRODUCTION TO SOCIAL WORK | 5 | 4 | 4 | 5 | 3 | 5 | 5 | 5 | 5 | 5 | 2 | 5 | 5 | 5 | 1 |
| INTRODUCTION TO SOCIOLOGY | 3 | 2 | 3 | 0 | 0 | 0 | 3 | 4 | 0 | 1 | 0 | 0 | 1 | 5 | 1 |
| LEARNING AND MEMORY | 5 | 5 | 5 | 0 | 0 | 0 | 5 | 4 | 0 | 0 | 4 | 0 | 0 | 1 | 0 |
| LIFE-SPAN DEVELOPMENT | 4 | 4 | 4 | 2 | 2 | 0 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 5 | 1 |
| MATHEMATICS | 2 | 0 | 1 | 0 | 4 | 3 | 2 | 2 | 2 | 0 | 4 | 0 | 0 | 0 | 0 |
| MEDICAL SOCIAL WORK | 5 | 4 | 4 | 4 | 3 | 5 | 5 | 5 | 5 | 5 | 3 | 5 | 5 | 5 | 1 |
| MEMORY | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 4 | 2 | 3 | 0 | 2 | 3 | 1 |
| MOTIVATION AND EMOTIONS | 4 | 3 | 4 | 1 | 1 | 0 | 3 | 4 | 1 | 2 | 2 | 1 | 2 | 3 | 1 |
| NUTRITION AND LIFE | 3 | 0 | 4 | 0 | 0 | 0 | 0 | 3 | 0 | 4 | 0 | 0 | 0 | 3 | 0 |
| Nutrition and Life | 3 | 0 | 4 | 0 | 0 | 0 | 0 | 3 | 0 | 4 | 0 | 0 | 0 | 3 | 0 |
| 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 |
| PHILOSOPHY OF TECHNOLOGY | 0 | 3 | 5 | 0 | 0 | 0 | 5 | 4 | 0 | 3 | 0 | 0 | 0 | 0 | 0 |
| 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 |
| PSYCHIATRY AND PSYCHOLOGY I | 5 | 5 | 5 | 5 | 5 | 2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 2 |
| PSYCHIATRY AND PSYCHOLOGY II | 5 | 0 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 4 | 3 | 0 |
| PSYCHOLINGUISTICS | 2 | 2 | 5 | 1 | 4 | 1 | 4 | 2 | 4 | 1 | 3 | 3 | 3 | 4 | 3 |
| 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 |
| Psychology and Entrepreneurship | 0 | 0 | 4 | 0 | 0 | 5 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 0 | 0 |
| PSYCHOLOGY AND FICTION | 3 | 5 | 5 | 1 | 3 | 3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PSYCHOLOGY OF GENDER | 5 | 0 | 4 | 4 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 0 |
| PSYCHOLOGY OF LEARNING | 4 | 3 | 3 | 1 | 2 | 0 | 2 | 3 | 0 | 2 | 1 | 2 | 2 | 4 | 1 |
| 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 | 3 |
| PSYCOACUSTIC AND MUSICAL PERCEPTION | 3 | 1 | 2 | 0 | 0 | 0 | 3 | 4 | 3 | 1 | 0 | 0 | 0 | 0 | 0 |
| QUALITATIVE RESEARCH METHODS IN PSYCHOLOGY | 1 | 0 | 4 | 0 | 5 | 5 | 3 | 5 | 4 | 0 | 3 | 0 | 4 | 4 | 1 |
| RESEARCH AND APPLICATION IN COGNITIVE PSYCHOLOGY | 4 | 0 | 5 | 0 | 5 | 4 | 5 | 0 | 3 | 0 | 4 | 0 | 4 | 0 | 0 |
| 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 |
| RURAL SOCIOLOGY | 0 | 0 | 3 | 0 | 0 | 0 | 3 | 3 | 0 | 5 | 0 | 0 | 0 | 5 | 0 |
| 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 SOFTWARE RULES | 0 | 0 | 0 | 0 | 5 | 3 | 4 | 4 | 3 | 0 | 0 | 0 | 5 | 0 | 0 |
| 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 | 3 | 4 | 3 | 0 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 |
| SENSATION AND PERCEPTION | 4 | 3 | 4 | 1 | 0 | 0 | 2 | 3 | 1 | 0 | 3 | 2 | 2 | 3 | 1 |
| SLEEP RESEARCH | 5 | 0 | 5 | 0 | 4 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 |
| SOCIAL COGNITION | 5 | 4 | 4 | 0 | 0 | 4 | 4 | 0 | 0 | 3 | 0 | 0 | 0 | 4 | 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 |
| SOCIOLOGY OF URBAN AND MIGRATION | 1 | 0 | 4 | 0 | 0 | 0 | 4 | 3 | 0 | 5 | 0 | 3 | 0 | 5 | 0 |
| Social and Emotional Development | 5 | 0 | 4 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 0 |
| 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 AND TRANSPORTATION PSYCHOLOGY | 4 | 5 | 5 | 2 | 5 | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 |
| 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 |
| WOMEN AND HEALTH | 4 | 0 | 4 | 3 | 0 | 0 | 4 | 0 | 0 | 5 | 0 | 0 | 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 / 119/122 | 360 | 265 | 430 | 191 | 220 | 146 | 354 | 425 | 264 | 239 | 191 | 225 | 280 | 357 | 154 |