Information Package / Course Catalogue
| Course Code | : CGB234 |
| Course Type | : Area Elective |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 2 |
| Prt. | : 0 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 2 |
The aim of this course is to introduce students to the theoretical foundations and core concepts of positive psychology, and to enable them to understand evidence-based approaches that enhance children’s psychological resilience and subjective well-being. In addition, the course aims to develop students’ skills in applying intervention methods that support character strengths and positive emotions within child development and guidance processes.
Within the theoretical foundations of positive psychology, this course examines the scientific bases of concepts such as psychological resilience, subjective well-being, and flow experience in children. It focuses on developing skills to assess children’s strengths and enhance character strengths, and encompasses guidance services through individual and group-based positive intervention strategies. The main aim is to provide a holistic perspective in child development that emphasizes potential and resilience rather than problems.
| 1. | To be able to explain the historical development and core principles of positive psychology, as well as its theoretical relationship with child development. |
| 2. | To be able to analyze concepts such as psychological resilience, subjective well-being, and flow experience in children according to scientific criteria. |
| 3. | To be able to assess children’s strengths, character strengths, and well-being levels using positive psychology-based measurement tools. |
| 4. | To be able to design and implement individual or group-based positive intervention programs and activities for children. |
| 5. | To be able to adopt a strengths-based developmental perspective in child development processes, focusing not only on risks and deficits but also on maximizing the child’s potential. |
| 1. | Donaldson, S. I., Lee, J. Y., & Donaldson, S. I. (2019). Evaluating positive psychology interventions at work: A systematic review and meta-analysis. The Journal of Positive Psychology, 14(1), 113–134. |
| 2. | Carr, A. (2016). *Positive psychology: The science of happiness and human strengths* (Ü. Şendilek, Trans.). Kaknüs Publishing. |
| 3. | Hefferon, K., & Boniwell, I. (2014). Positive psychology: Theory, research and applications (Trans. Ed. T. Doğan). Nobel Academic Publishing. |
| 4. | Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5 |
| 5. | Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues. Oxford University Press. |
| 6. | Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5 |
| Type of Assessment | Count | Percent |
|---|---|---|
| Attending Lectures | 1 | %10 |
| Presentation | 1 | %10 |
| Midterm Examination | 1 | %30 |
| Final Examination | 1 | %50 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 1 | 2 | 42 |
| Assignment | 1 | 3 | 1 | 4 |
| Midterm Examination | 1 | 2 | 1 | 3 |
| Final Examination | 1 | 4 | 1 | 5 |
| TOTAL WORKLOAD (hours) | 54 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | |
OÇ-1 | 3 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 |
OÇ-2 | 3 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 1 |
OÇ-3 | 2 | 3 | 2 | 2 | 1 | 1 | 3 | 2 | 2 |
OÇ-4 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 3 | 2 |
OÇ-5 | 3 | 2 | 3 | 3 | 2 | 2 | 1 | 3 | 1 |