Aim
The aim of this program is to follow the new developments in the profession, adopt the humanist and existential philosophy of life in view of human nature, use scientific research skills, comply with ethical principles, and carry out scientific studies for the development of his field; to train psychological counselors who provide psychological protective and preventive mental health services for children, adolescents and adults.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) score of 65 and above, 60 points out of 100 the scientific written evaluation exam, PCG or Psychology Bachelor's degreeGraduation Requirements
Students who successfully complete all courses, a seminar and a thesis, obtain 120 ECTS and have a GPA of at least 2.50 out of 4.00 are entitled to receive a diploma.Recognition of Prior Learning
Graduated from Guidance and Psychological Counseling or Psychology; Graduate courses taken and completed by the student from another domestic or international higher education institution are subject to the approval of the advisor, the recommendation of the relevant department head and the approval of the institute board of directors.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
Program Qualification
Theoretical, Factual
To analyze the theoretical and practical information about the field of Psychological Counseling and Guidance with a scientific understanding.
Understands how to use the theoretical and practical knowledge in the field of Guidance and Psychological Counseling to strengthen the psychological well-being of clients within the scope of protective and preventive mental health.
To understand scientific research methods and techniques on the basis of scientific research ethics.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1- Developing, deepening and reaching original definitions that will bring innovation to the field with original thought and/or research based on master's qualifications.
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2- Establishing relationships between various disciplines and sub-disciplines to which the field is related and reaching original results by using expert knowledge in the analysis, synthesis and evaluation of new and complex ideas.
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SKILLS | |
Cognitive, Practical | |
1- Approaching new information in the field in a systematic way and conducts advanced research on the field.
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2- Developing a new scientific method that brings innovation to science or applies a known method to a different field; designs and performs an original research at this point.
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3- Conducting critical analysis, synthesis and evaluation of new and complex thoughts.
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COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Contributing to science with a published original study that brings innovation to science, develops a new scientific method or applies a known method to a field.
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2- Broadening the boundaries of knowledge in its field by publishing scientific articles related to its field in national and/or international refereed journals.
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3- Leading in original and interdisciplinary studies.
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Learning Competence | |
1- Carrying out its works independently or as a team member.
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2- Developing new thoughts and methods related to the field by using high-level mental processes such as creative and critical thinking, problem solving and decision making.
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Communication and Social Competence | |
1- Guiding in education and training activities in the field.
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2-Continues teaching processes on an interactive and ethical basis.
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3- Developing and implementing effective teaching strategies to gain knowledge and skills related to his/her field to his/her students.
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4- Examining and developing social relations and the norms that guide these relationships from a critical perspective and manages actions to change them when necessary.
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5-Defending his/her original views within an expert community.
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Field-based Competence | |
1- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level.
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2 Communicating by considering cultural differences in national and international studies.
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3- Contributing to the process of becoming an information society by introducing technological, social and cultural advances to the society in an academic and professional context.
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4- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field.
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5- Producing solutions on social, scientific and ethical issues related to its field and supports the development of these values on a national and international level.
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Employment Opportunities
According to Ministry of Education Teacher Appointment and Relocation Regulation Pursuant which was announced in 19.06.2020, if the School Counselors (Psychological Counselor) working in the schools affiliated to the Ministry of Education successfully complete the thesis master's program, 50 points are added to the service points.Upgrading
Candidates who meet the necessary conditions can continue their doctorate education in the same field of science.Type of Training
Full TimeAssessment and Evaluation
Classical exam, oral exam, take home exam, work towards product creation (such as holding a psychological counseling/ psychotherapy session)Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
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Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
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APPLIED STATISTICS in SOCIAL SCIENCES | 0 | 0 | 4 | 0 | 3 | 0 | 0 | 0 |
CAREER COUNSELING and APPLICATIONS | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 5 |
COMPUTER- GAME ADDICTION and REHABILITATION at CHILDREN and YOUTH | 2 | 3 | 2 | 3 | 2 | 3 | 3 | 2 |
CONTEMPORARY APPROACHES in COUNSELING | 5 | 4 | 2 | 3 | 3 | 2 | 4 | 2 |
COUNSELING SKILLS and TECHNIQUES | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 1 |
COUNSELING with CHILD. and ADO. and BEH. MODI. | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 4 |
FAMILY COUNSELING THEORIES and INTERVENTIONS | 5 | 5 | 0 | 4 | 4 | 5 | 4 | 0 |
GROUP COUNSELING PRACTICE | 3 | 4 | 3 | 4 | 4 | 4 | 4 | 3 |
POSITIVE PSYCHOLOGY and COUNSELING | 5 | 4 | 2 | 4 | 3 | 4 | 4 | 2 |
PRACTICE IN SCHOOL COUNSELING | 3 | 4 | 0 | 5 | 2 | 2 | 4 | 0 |
PRACTICES of COUNSELING with CHILDREN and ADOLESCENCE | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 3 |
PSYCHOLOGICAL TESTING and ASSESSMENT in COUNSELING PROCESS | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 1 |
QUALITATIVE RESEARCH METHODS | 3 | 0 | 5 | 0 | 5 | 0 | 0 | 0 |
RESEARCH METHODS in SOCIAL SCIEN | 3 | 0 | 5 | 0 | 5 | 0 | 0 | 0 |
SEMINAR | 3 | 1 | 4 | 2 | 4 | 3 | 2 | 2 |
SUPERVISION IN PSYCHOLOGICAL COUNSELING | 3 | 4 | 1 | 5 | 2 | 4 | 2 | 1 |
WRITING and PUBLISHING SCIENTIFIC ARTICLES | 5 | 1 | 5 | 0 | 4 | 2 | 1 | 4 |
İlişkili Ders Sayısı / 17/19 | 59 | 49 | 51 | 49 | 58 | 46 | 46 | 30 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
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Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
Ders güncel konu ve konuklarla desteklenir. | ||||||
Yukarıdaki sorular dışında iletmek istedikleriniz |