COURSE SYLLABUS

DEVELOPMENTAL SOCIAL PSYCHOLOGY

1	Course Title:	DEVELOPMENTAL SOCIAL PSYCHOLOGY
2	Course Code:	PSİ3061
3	Type of Course:	Optional
4	Level of Course:	First Cycle
5	Year of Study:	3
6	Semester:	5
7	ECTS Credits Allocated:	6
8	Theoretical (hour/week):	3
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	English
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Prof. Dr. M.ERSİN KUŞDİL
16	Course Lecturers:	Prof. Dr. M. Ersin KUŞDİL Doç. Dr. L. Pınar TOSUN
17	Contactinformation of the Course Coordinator:	Prof. Dr. M. Ersin KUŞDİL Tel: 0 224 2941872 Faks: 0 224 2941897 E-posta: mekusdil@uludag.edu.tr
18	Website:
19	Objective of the Course:	The goals, methods and theories of the discipline of developmental social psychology; the problems of mainstream theories in studying social behavior and the solutions offered from the area of developmental social psychology.
20	Contribution of the Course to Professional Development	It contributes to the student's detailed knowledge in different sub-areas of the psychology discipline and helps them to comprehend the theoretical / methodological diversity.

Learning Outcomes:

1	Describing the deficiencies of social psychological theories in terms of their insensitivity to developmental issues;
2	Explaining the different dimensions for classifying the human relations;
3	Defining the contextual influences on the development of social behaviors;
4	Describing the link between culture and the social development;
5	Understanding what levels of analyses are needed in studying the developmental factors in explaining the social behavior;
6	By selecting a topic, developing an argument linked to objectives of the course;

22	Course Content:

Week	Theoretical	Practical
1	An overview of the goals and the procedure of the course
2	Defining the discipline of Developmental Social Psychology and its historical background
3	The Models of Person-Environment Relationships in Psychology: Mechanistic Model (Radical Behaviorism; Bandura’s Social Learning Theory); Organismic Model (Psychoanalytic Theory; Piaget’s Cognitive Developmental Theory)
4	Systemic Model (Bronfenbrenner’s Ecological Theory); Contextualistic Model (Vygotsky’s Cultural-Historical Theory)
5	The Concept of Prejudice; The Historical Background of the Research on Prejudice
6	Methods and Measures in Research on Children’s Prejudice
7	Methods and Measures in Research on Children’s Prejudice-Cont.
8	Midterm
9	Explanations and the Studies related tothe Mechanistic Model (Social Learning Approach: Linguistic Connotation Theorizing; Multicultural Theorizing)
10	Explanations and the Studies related to the Organismic Model (Psychodynamic Approach: John Duckitt, Bob Altemeyer)
11	Explanations and the Studies in the Organismic Model Cognitive Developmental Theories (Piaget’s Theory, Aboud’s The Social-Cognitive Developmental Theory)
12	The Need for Multi-Level Theorizing and Recent Approaches (Developmental Intergroup Theory; Social Identity Development Theory)
13	Students’ seminars
14	Students’ seminars; A final review of the course activities

23	Textbooks, References and/or Other Materials:	Abrams, D., & Rutland, A. (2008). The development of subjective group dynamics. In S. R. Levy & Killen, M. (Eds.), Intergroup Attitudes and Relations in Childhood through Adulthood (pp. 47-65). Oxford: Oxford University Press. Bigler, R. S. & Liben, L. S. (2007). Developmental Intergroup Theory: Explaining and Reducing Children's Social Stereotyping and Prejudice. Current Directions in Psychological Science, 16(3), 162 – 166. Durkin, K. (1995). Developmental Social Psychology. Cambridge: John Wiley & Sons. Hurrelmann, K. (1988). Social structure and personality development. Cambridge: Cambridge University Press. Levy, S. R. & Hughes, J. M. (2009). Development of Racial and Ethnic Prejudice Among Children. In Todd D. Nelson (Ed.), Handbook of Prejudice, Stereotyping, and Discrimination (pp. 23-42). New York: Psychology Press. Nesdale, D. (2017). Children and Social Groups: A Social Identity Approach. In A. Rutland, C. S. Brown & D. Nesdale (Eds.), The Wiley Handbook of Group Processes in Children and Adolescents (pp. 3-22). Chichester, West Sussex: Wiley Blackwell. Nesdale, D. Brown, C. S. & Rutland, A. (2017). Researching Children’s Social Groups: Methods and Measures. . In A. Rutland, C. S. Brown & D. Nesdale (Eds.), The Wiley Handbook of Group Processes in Children and Adolescents (pp. 67-97). Chichester, West Sussex: Wiley Blackwell. Kite, M. E. & Whitley, B. E. Jr. (2010). The Psychology of Prejudice and Discrimination (2. Ed.). Wadsworth: Cengage Learning.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	20
Quiz	0	0
Homeworks, Performances	2	20
Final Exam	1	60
Total	4	100
Contribution of Term (Year) Learning Activities to Success Grade		40
Contribution of Final Exam to Success Grade		60
Total		100
Measurement and Evaluation Techniques Used in the Course	The system of relative evaluation is applied
Information

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	3	42
Practicals/Labs	0	0	0
Self Study and Preparation	13	6	78
Homeworks, Performances	2	15	30
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	1	10	10
Others	0	0	0
Final Exams	1	20	20
Total WorkLoad			190
Total workload/ 30 hr			6
ECTS Credit of the Course			6

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

	PQ1	PQ2	PQ3	PQ4	PQ6	PQ7	PQ9	PQ10	PQ11	PQ12
LO1	5	5	5	0	0	5	0	2	5	2
LO2	3	5	4	0	0	5	0	2	1	1
LO3	5	5	3	0	0	5	0	2	5	0
LO4	5	5	5	0	0	3	0	3	5	1
LO5	4	5	5	3	0	5	0	0	5	0
LO6	5	5	5	3	5	2	5	4	5	1

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High