Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
18PSY 487Children and Psychoanalysis3+0+03514.03.2026

 
Course Details
Language of Instruction English
Level of Course Unit Bachelor's Degree
Department / Program Psychology (English)
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course This course is designed to teach the theory and practice of child psychoanalysis.
Course Content The course will include views of Anna Freud, Donald Winnicott, Francoise Dolto, Maud Mannoni and other major school of thoughts on psychoanalysis of children.
Course Methods and Techniques The courses will be conducted in person and through interactive group discussions.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Sema Yurduşen sema.yurdusen@ankarabilim.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Holder, A. (2005). Anna Freud, Melanie Klein ve Çocukların ve Ergenlerin Psikanalizi, Karnac Books.
Dolto, F. (2013). Psikanaliz ve Pediatri: Çocuklara İlişkin On Altı Klinik Gözlemle Birlikte Temel Psikanalitik Kavramlar, Karnac
Meersand, P. (2022). Çocuk Psikanalitik Eğitiminin Kısa Tarihi, The Psychoanalytic Study of the Child, 75:1, 327-342, DOI: 10.1080/00797308.2021.2006556
Briggs, J. (2019). Oyunun Yeniden Keşfi, Tarihsel Yansımalar, 45 (2), 47-64
Uluslararası Psikanaliz Dergisi, Cilt 34, Sayı 2 (1953) ve D. W. Winnicott, Toplu Makaleler: Pediatri’den Psikanalize (1958a), Londra: Tavistock Yayınları.
Anderson, S.F. (2024). Kum Saatinden Bakmak: Çağdaş Çocuk Psikanalizinde Sözlerimizin ve Davranışlarımızın Önemi, The Psychoanalytic Study of the Child, 77 (1), 7-17, DOI: 10.1080/00797308.2023.2232692

Course Category
Social Sciences %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 30
Practice 1 % 30
Final examination 1 % 40
Total
3
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 3 42
Presentation 1 10 10
Mid-terms 1 30 30
Final examination 1 40 40
Total Work Load   Number of ECTS Credits 5,46666666666667 164

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
Bilgi 
1 Gains insight into the nature of childhood problems.
2 Develops a perspective on the unconscious causes of childhood issues.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 History of the Child Psychoanalytic Training Meersand, P. (2022). A Brief History of Child Psychoanalytic Training, The Psychoanalytic Study of the Child, 75:1, 327-342, DOI: 10.1080/00797308.2021.2006556
2 History of the Child Psychoanalytic Training Meersand, P. (2022). A Brief History of Child Psychoanalytic Training, The Psychoanalytic Study of the Child, 75:1, 327-342, DOI: 10.1080/00797308.2021.2006556
3 The technique of child analysis The controversies between Anna Freud and Melanie Klein Holder, A. (2005). Anna Freud, Melanie Klein, and The Psychoanalysis of Children and Adolescents, Karnac Books.
4 The controversies between Anna Freud and Melanie Klein Holder, A. (2005). Anna Freud, Melanie Klein, and The Psychoanalysis of Children and Adolescents, Karnac Books.
5 The controversies between Anna Freud and Melanie Klein Holder, A. (2005). Anna Freud, Melanie Klein, and The Psychoanalysis of Children and Adolescents, Karnac Books.
6 Reinventing Play, Autistic Children and the Normativity of Playing Postwar France Briggs, J. (2019). Reinventing Play, Historical Reflections, 45 (2), 47-64
7 Playing and Reality International Journal of Psycho-Analysis, Vol. 34,Part 2 (1953) and in D. W. Winnicott, Collected Papers: Through Paediatrics to Psycho-Analysis (1958a), London: Tavistock Publications.
8 Midterm exam
9 Playing and Reality International Journal of Psycho-Analysis, Vol. 34,Part 2 (1953) and in D. W. Winnicott, Collected Papers: Through Paediatrics to Psycho-Analysis (1958a), London: Tavistock Publications.
10 Looking Through the Hourglass: The Importance of Our Words and Actions in Contemporary Child Psychoanalysis Anderson, S.F. (2024). Looking Through the Hourglass: The Importance of Our Words and Actions in Contemporary Child Psychoanalysis, The Psychoanalytic Study of the Child, 77 (1), 7-17, DOI: 10.1080/00797308.2023.2232692
11 Looking Through the Hourglass: The Importance of Our Words and Actions in Contemporary Child Psychoanalysis Anderson, S.F. (2024). Looking Through the Hourglass: The Importance of Our Words and Actions in Contemporary Child Psychoanalysis, The Psychoanalytic Study of the Child, 77 (1), 7-17, DOI: 10.1080/00797308.2023.2232692
12 A clinical example: Monica Holder, A. (2005). Anna Freud, Melanie Klein, and The Psychoanalysis of Children and Adolescents, Karnac Books.
13 A clinical example: Monica Holder, A. (2005). Anna Freud, Melanie Klein, and The Psychoanalysis of Children and Adolescents, Karnac Books.
14 Case studies Dolto, F. (2013). Psychoanalysis and Paediatrics, Key Psychoanalytic Concepts with Sixteen Clinical Observations of Children, Karnac Books.
15 Case studies Dolto, F. (2013). Psychoanalysis and Paediatrics, Key Psychoanalytic Concepts with Sixteen Clinical Observations of Children, Karnac Books
16 Final exam/homework

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12
All 4 4 5 1 4 5 5 5 5 5 3 5
In1 4 4 5 1 4 5 5 5 5 5 3 5
In2 4 4 5 1 4 5 5 5 5 5 3 5

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant

  
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