Aim
It is aimed to train professionals who posses related knowledge, skils, and attitudes that guidance and psychological counseling field requires, as well as academicians who follows recent scientific literatures and conduct scientific research techniques effectively.Qualification Awarded
Third Cycle (Doctorate Degree)Registration and Admission Requirements
Bachelor's and Master's Degree Diploma in Guidance and Counseling or a psychology-related field, having a master's degree from one of the programs related to PDR or Psychology (including their sub-fields defined by YÖK), having an ALES score of 75 and above, YDS/YÖKDİL (and YÖK) having a score of at least 60 in foreign language exams whose equivalence is acceptedGraduation Requirements
Students who have succesfully complete all of the courses and take minimum 240 ECTS with a seminar, qualifying exam, dissertation proposal, PhD dissertation qualify to receive a diploma.Recognition of Prior Learning
Students who successfully completed minimum one semester in other higher education institutions may be eligible to apply for transfer into Istanbul Medipol University Guidance and Psychological Counseling Ph.D. program in the case of fulfilling the requirements subjected by Istanbul Medipol University Social Sciences Institute Graduate Education and Training Legislation.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 scientifi c research methods and techniques on the basis of scienti fic research ethics.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1- Develops and deepens up-to-date and advanced knowledge in the field of humanities based on phd qualifications at the level of original thought and research and expertise, conducts studies on this and creates original definitions and concepts that will bring innovation to the field.
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2- Understanding the interdisciplinary interaction that the field of humanities is related to, analyzing new and complex ideas, discussions and developments and reaching original results by using information that requires expertise in evaluation.
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3- Recognizing domestic and foreign sources of information in the relevant field in order to develop and deepen advanced theoretical and practical knowledge in the field of humanities.
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SKILLS | |
Cognitive, Practical | |
1- Evaluating, examining and using the developments and information in the field of humanities with a systematic approach.
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2- Developing a thought, method or application that brings innovation to the field of human sciences; applies a known thought, method and application to a different field in the field of human sciences.
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3- Investigating, understanding, designing, adapting and implementing an original subject.
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4- Analyzing, synthesizing and critically evaluating new and complex ideas in the field of human sciences.
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5- Using the research methods and techniques used in studies related to humanities at the highest level.
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COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Contributing to scientific studies in the relevant field by carrying out an original study, program and project independently.
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2- Expanding the boundaries of knowledge by making original studies on the field of humanities or by bringing new interpretations to existing studies.
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3- Making international and national publications related to its field.
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4- Leading in environments that require the resolution of original and interdisciplinary problems in the field of human sciences.
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5- Participating in national or international projects and/or develops new projects.
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Learning Competence | |
1- Developing new thoughts, models, methods and practices related to the field by using high-level decision-making processes such as creative and critical thinking, problem solving, comparison, and planning in the field of human sciences.
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2- Explaining advanced information in the field of humanities to the people under their responsibility through theoretical and practical studies.
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Communication and Social Competence | |
1- Examining and developing the norms and rules that guide the relations in the field of human sciences from a critical perspective and manages the actions to change them when necessary.
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2- While discussing the subjects in his/her field with experts in the field of humanities, he/she puts forward original opinions and establishes an effective communication showing his/her competence and interdisciplinary perspective in his/her field.
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3- 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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4- Using computer software required by the field of humanities uses information and communication technologies at an advanced level.
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Field-based Competence | |
1- By introducing scientific, cultural and artistic developments in the field of human sciences, it contributes to the process of becoming and maintaining the information society of the society in which it lives.
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2- Making decisions at the highest level in solving the problems encountered in the field of humanities and establishing constructive and useful interaction with the relevant persons and institutions.
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3- Contributing to the solution of scientific, cultural, artistic and ethical problems encountered in the field of humanities and supports the development of these values.
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4- Supporting the decision-making processes of individuals and organizations related to the studies carried out to solve the problems encountered in the field of humanities.
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5- Contributing to the activities of academic and professional institutions and organizations in the relevant field for the protection of historical and cultural heritage and the environment.
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6- Acting in accordance with quality management and processes and manages these processes.
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Employment Opportunities
In addition to working as school counselor in educational settings, Ph.D. graduates may be employed as psychological counselor in private clinics, forensic settings, municipalities and non-government organizations. Besides, on condition of fulfilling mandatory requirements can be applying for assistant professor positions.Upgrading
May apply to post-doctoral programmes.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. |
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 |
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 |
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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ADVANCED PSYCH. COUN. THEO. and INTER. | 5 | 5 | 4 | 4 | 3 | 4 | 4 | 4 |
ADVANCED PSYCHOLOGICAL COUNSELING and INTERVENTIONS | 3 | 3 | 3 | 4 | 4 | 4 | 3 | 2 |
ADVANCED QUALITATIVE RESEARCH METHODS and APPLICATION | 1 | 0 | 5 | 0 | 5 | 5 | 0 | 2 |
ADVANCED STATISTICS for SOCIAL SCIENCES | 3 | 1 | 5 | 1 | 3 | 2 | 1 | 3 |
CONTEMPORARY TOPICS in CAREER PSYCHOLOGICAL COUNSELING | 3 | 4 | 2 | 4 | 3 | 4 | 3 | 3 |
COUNSELING with CHILD. and ADO.: THEO. and INTER. | 5 | 5 | 1 | 5 | 3 | 5 | 5 | 0 |
DEVELOPMENTAL PSYCH. and EDU. INTERVENTIONS | 2 | 3 | 1 | 1 | 1 | 2 | 1 | 1 |
DISSERTATION PROPOSAL | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 5 |
IMPLEMENTATIONS in TECHNOLOGY ASSISTED EDUCATIONAL NEUROLOGY | 2 | 2 | 3 | 3 | 2 | 2 | 3 | 2 |
MIXED RESEARCH METHODS | 5 | 1 | 5 | 1 | 5 | 5 | 0 | 1 |
POSITIVE PSYCHOLOGY INTERVENTIONS in SCHOOLS | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 1 |
PSYCH. COUNSELING and GUID. PRAC. FOR the FAMI. of CHILD. with DIFFE. DEVE. | 5 | 5 | 4 | 5 | 4 | 3 | 4 | 3 |
QUALIFYING EXAM PREPARATION | 3 | 3 | 3 | 1 | 2 | 2 | 3 | 3 |
SEMINAR | 3 | 1 | 4 | 2 | 4 | 3 | 2 | 2 |
TECHNOLOGY ADDICTION and PREVENTIVE INTERVENTIONS | 2 | 3 | 2 | 2 | 2 | 3 | 2 | 1 |
İlişkili Ders Sayısı / 15/21 | 51 | 44 | 46 | 46 | 50 | 53 | 40 | 33 |
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 |