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12488 CLINICAL PSYCHOLOGY - Programme for Bachelor's Degree Holders
LEVEL: Doctorate Degree, TYYÇ Level: 8, EQF-LLL Level: 8, QF-EHEA Level: Third Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Has knowledge of current theoretical approaches in the field Clinical Psychology. %0
2 Has theoretical knowledge of the various schools of psychotherapy in the field Clinical Psychology. %0
3 Learns the basic principles and techniques of clinical practice. %0
4 Has the necessary knowledge of clinical assessment and interviewing skills. %0
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Knows psychotherapeutic interview methods. %0
2 Can perform psychopathological assessments. %0
3 Has the knowledge and skills to conduct scientific research in the field Clinical Psychology. %0
4 Has the ability to engage in clinical practice. %0
5 Acquires the ability to apply techniques of the different schools of psychotherapy. %0
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 Acquires proficiency in performing scientific work in the field Clinical Psychology. %0
2 Acquires the ability to conduct field studies in mental health. %0
Learning to Learn Percentage of Success
1 Follows current theoretical and applied developments in the field Clinical Psychology. %0
2 Follows current literature in the field Clinical Psychology. %0
3 Becomes proficient in current psychotherapy practice. %0
Communication & Social Percentage of Success
1 Possesses the ability to apply knowledge and practice acquired in the field Clinical Psychology in individual and social settings. %0
2 Possesses the necessary communication skills in individual and social practices in the field of Clinical Psychology. %0
Occupational and/or Vocational Percentage of Success
1 Acquires the ability to conduct a psychopathological assessment and clinical interview. %0
2 Learns and applies various psychotherapy approaches under supervision. %0
3 Able to work in the field with professional responsibility and ethical understanding. %0
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.