Klinik Psikoloji Tezsiz Yüksek Lisans Diploması

ISCO:08

ISCO:08

It is aimed that the students of the Non-Thesis Master's Program in Clinical Psychology complete the program by acquiring the following knowledge and skills:   

LO-1. Having knowledge on psychopathology, diagnosis, identification and intervention.

LO-2. Having knowledge on lifelong psychological health and disorders which depends on solid knowledge on psychopathology.

LO-3. Having knowledge on and skills related to application of psychological tests, grading, reporting and integrating and synthesizing their results with other personality tests.

LO-4. Having knowledge on and skills related to cooperation with other mental health professionals and institutions, consultation and guidance in cases of severe mental disorders.

LO-5. Having knowledge on and skills related to conducting research and critical thinking and evaluation about scientific research in clinical psychology.

Education progresses in the forms of formal, open, or distance education. In addition, practical education is provided through internship studies, or professional training at laboratories and workshops within higher education institutions or in the industry, at health care institutions, and workplaces.

1. Has knowledge of theories and empirical data on the professional relationship, such as interpersonal relationships, power relationships, boundary issues, therapeutic alliance, and more specific knowledge of the fluctuations of the therapeutic/professional relationship as a function of intervention setting.
2. Has knowledge of self, such as motivation, resources, values, personal biases, and the macro (work, national norms) and micro (family, gender differences) environment in which the person functions.
3. Acquires skills of effective communication, establishment and maintenance of rapport, establishment and maintenance of trust and respect in the professional relationship.
4. Accepts obligations, is sensitive to others, and conducts oneself in an ethical manner while working with other professionals.
5. Has knowledge and skills of assessment and evaluation, such as assessment methods, knowledge of populations served in a cultural context, human development, and diagnosis, along with necessary skills such as collecting and processing data, formulating hypotheses and making a diagnosis when appropriate, report writing, and formulating an action plan.
6. Learns an array of varied interventions with individuals and systems, such as couples, families, groups, and organizations, selecting and applying appropriate intervention methods.
7. Analyzes the information by utilizing critical reasoning skills, develops a conceptual framework towards the solution of a critical problem, and communicates this to the client.
8. Has sufficient skills in the conduct of research to be able to develop and carry out projects in a professional context and, in certain cases, in an academic context; applies various research approaches to social systems.
9. Has knowledge of ethical principles and skills of the ethical decision-making process, proactive identification of potential ethical dilemmas, and resolution of ethical dilemmas.
10. Learns to be a receptive supervisee, such as being open to supervision, well-prepared, able to use time efficiently, aware of limits, and able to link learning approaches to specific evaluation criteria.

Those who possess the keys listed below have advanced proficiency.

1. Literacy competence

2. Multilingual competence

3. Mathematical solutions and science, technology, and engineering

4. Digital competence

5. Personal and social learning and learning competence

6. Civic competence

7. Entrepreneurial competence

8. Cultural and literacy competence

1. Measurement and evaluation methods, exam types and their contribution to the course grade are determined by the senates of higher education institutions in accordance with the basic principles determined by the Higher Education Council (YÖK).
2. Various methods are used for the purposes of measurement and evaluation, such as homework, projects, practice sessions, midterm and final exams.
3. Letter- and/ or number-based grading systems are used to evaluate student success.

In order to monitor the quality of higher education programs;

· YÖK is responsible for the planning, organization, management and supervision of education and other activities at higher education institutions.

· “University Monitoring and Evaluation Reports” of higher education institutions are prepared and published every year within the framework of the criteria determined by YÖK. Reports prepared on these documents, containing quantitative and qualitative evaluations for higher education institutions, are publicized by YÖK.

· The “Report on Foundation Higher Education Institutions” which includes academic, administrative and financial data regarding foundation higher education institutions is published annually by YÖK. These reports including quantitative and qualitative evaluations of foundation higher education institutions are publicized by YÖK. Quality assurance of undergraduate programs in higher education is provided according to the “Procedures and Principles on Quality Assurance regarding the Diploma Programs in Higher Education”:

 1. Creation and Authorization of Education Programs:

1.1. YÖK determines the minimum standards and criteria required to initiate undergraduate degree departments and programs at higher education institutions.

1.2. The curricula of undergraduate degree programs at higher education institutions, as well as the learning outcomes to be expected in relation to students are determined by the senates of higher education institutions in accordance with the relevant basic principles determined by YÖK.

1.3. The curricula of National Core Education Programs is implemented by higher education institutions with the approval of YÖK, upon their acceptance by the relevant Council of Deans.

 2. Measurement and Evaluation: The  measurement and evaluation processes on the learning outcomes to be expected for each undergraduate degree program in relation to students are undertaken in accordance with the regulations on education and examination prepared by higher education institutions in accordance with the relevant basic principles determined by YÖK.

3. Documentation: Upon successful completion of their course credits, as well as other obligations determined by higher education institutions, students enrolled in undergraduate degree programs receive a bachelor’s degree.

4. Self-Evaluation - External Evaluation: In the context of continuous monitoring, higher education institutions upload their “Institution Internal Evaluation Reports” of the previous year into the Information System prepared by the Higher Education Quality Board (THEQC) at the beginning of each year. The “Institutional Feedback Report” by THEQC regarding the external evaluation of higher education institutions is then publicized. In addition, accreditation decisions made by accreditation bodies authorized or recognized by THEQC also show that the quality assurance is ensured for the qualifications of these programs. THEQC undertakes regular reviews on the qualifications determined in accordance with their legislation.

Within the framework of the regulations determined by the Council of Higher Education (YÖK), Atılım University admits students on the basis of the Higher Education Institution Examination (YKS) and the Student Transfer Examination (DGS) by the Directorate of Assessment, Selection and Placement Center (ÖSYM). After notifying the ÖSYM of their desired programs to pursue, students are placed by the relevant center as per their exam scores into these programs.

Please refer to our Regulations and Directives page for details regarding graduate degree programs, transfer procedures, international student status, and double-major program applications.

Legislation

In Turkey, clinical psychologists can work in psychiatry and neurology clinics of hospitals, as well as in counseling centers of universities, in various public institutions and organizations, and in the private sector with the title and authority of clinical psychologists.

1. Higher Education Law no. 2547

    1.1. Regulations on the Principles of Transfers between Associate Degree and Undergraduate Degree Programs; Double Major, Minor Programs and Inter-Institutional Credit

           Transfer for Higher Education Institutions

    1.2. Regulations on Continuation with Undergraduate Degree Programs for Graduates of Vocational Schools and Open-Education Associate Degree Programs

2. Higher Education Law no. 2547 (Additional Article-35)

    2.1. Regulations on Quality Assurance in Higher Education and the Higher Education Quality Council

Qualification is continuous