Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PRACTICE in FAMILY COUNSELING | - | Spring Semester | 2+2 | 3 | 7 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ferah ÇEKİCİ |
| Name of Lecturer(s) | Assoc.Prof. Ferah ÇEKİCİ |
| Assistant(s) | |
| Aim | The aim of this course is to enable students to get necessary information and develop skills in planning and conducting family therapy sessions. |
| Course Content | This course contains; Personal and vocational competencies for being a family therapist,Integrative models of family therapy ,Special topics in family therapy and theories of family therapy,Phases in the family therapy process: planning, assessment, treatment, and reconstructing,Forming case formulation in family therapy ,Forming case formulation in family therapy ,Role playing and group supervision ,Role playing and group supervision,Role playing and group supervision,Role playing and group supervision,Supervision ,Supervision ,Supervision ,Supervision . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course students; 1. Writes case formulation when planning family therapy sessions. 2. Practices effective counseling skills while conducting family therapy sessions. 3. Benefits and practices different theories according to the type of problem while conducting family therapy sessions. | 15, 8 | A, F, H |
| Teaching Methods: | 15: Role Play and Drama Technique, 8: Flipped Classroom Learning |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Personal and vocational competencies for being a family therapist | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 2 | Integrative models of family therapy | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 3 | Special topics in family therapy and theories of family therapy | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 4 | Phases in the family therapy process: planning, assessment, treatment, and reconstructing | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 5 | Forming case formulation in family therapy | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 6 | Forming case formulation in family therapy | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 7 | Role playing and group supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 8 | Role playing and group supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 9 | Role playing and group supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 10 | Role playing and group supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 11 | Supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 12 | Supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 13 | Supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 14 | Supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| Resources |
| 2012 Family Therapy: Concepts, Process and Practice. Alan Carr. Wiley-Blackwell. 2009 Essential Skills in Family Therapy. Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. The Guilford Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To analyze the theoretical and practical information about the field of Psychological Counseling and Guidance with a scientific understanding. | ||||||
| 2 | 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. | ||||||
| 3 | To understand scientific research methods and techniques on the basis of scientific research ethics. | ||||||
| 4 | To plan and implement guidance and psychological counseling services (such as individual psychological counseling, group counseling, psychoeducation, individual guidance, group counseling, etc.) to increase the psychological resilience of clients and strengthen their psychological well-being. | ||||||
| 5 | To design and conduct researches that will produce solutions to current problems and needs in the field of Guidance and Psychological Counseling. | ||||||
| 6 | Guidance and Psychological Counseling determines the needs of the clients within the scope of the basic principles and techniques of practice in the specialization sub-areas (School counseling, marriage and family counseling, career counseling, mental health counseling), plans the interventions that will support their needs, applies and evaluates their effectiveness. | ||||||
| 7 | As a member of the profession serving in the field of mental health and complying with the ethical principles and values of the profession, he fulfills the roles and duties expected of him on the basis of individual, family and social needs in the context of preventive and preventive mental health. | ||||||
| 8 | To supports social problems experienced at national and international level by designing projects and activities related to its field within the framework of social responsibility. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 40 | 40 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 40 | 40 | |||
| General Exam | 1 | 80 | 80 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 202 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(202/30) | 7 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PRACTICE in FAMILY COUNSELING | - | Spring Semester | 2+2 | 3 | 7 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ferah ÇEKİCİ |
| Name of Lecturer(s) | Assoc.Prof. Ferah ÇEKİCİ |
| Assistant(s) | |
| Aim | The aim of this course is to enable students to get necessary information and develop skills in planning and conducting family therapy sessions. |
| Course Content | This course contains; Personal and vocational competencies for being a family therapist,Integrative models of family therapy ,Special topics in family therapy and theories of family therapy,Phases in the family therapy process: planning, assessment, treatment, and reconstructing,Forming case formulation in family therapy ,Forming case formulation in family therapy ,Role playing and group supervision ,Role playing and group supervision,Role playing and group supervision,Role playing and group supervision,Supervision ,Supervision ,Supervision ,Supervision . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course students; 1. Writes case formulation when planning family therapy sessions. 2. Practices effective counseling skills while conducting family therapy sessions. 3. Benefits and practices different theories according to the type of problem while conducting family therapy sessions. | 15, 8 | A, F, H |
| Teaching Methods: | 15: Role Play and Drama Technique, 8: Flipped Classroom Learning |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Personal and vocational competencies for being a family therapist | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 2 | Integrative models of family therapy | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 3 | Special topics in family therapy and theories of family therapy | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 4 | Phases in the family therapy process: planning, assessment, treatment, and reconstructing | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 5 | Forming case formulation in family therapy | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 6 | Forming case formulation in family therapy | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 7 | Role playing and group supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 8 | Role playing and group supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 9 | Role playing and group supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 10 | Role playing and group supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 11 | Supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 12 | Supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 13 | Supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| 14 | Supervision | Carr, A. (2012); Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. (2009) |
| Resources |
| 2012 Family Therapy: Concepts, Process and Practice. Alan Carr. Wiley-Blackwell. 2009 Essential Skills in Family Therapy. Patterson, J., Williams, L., Graufs-Grounds, C. Chamow, L. M. Sperenkle, D. H. The Guilford Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To analyze the theoretical and practical information about the field of Psychological Counseling and Guidance with a scientific understanding. | ||||||
| 2 | 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. | ||||||
| 3 | To understand scientific research methods and techniques on the basis of scientific research ethics. | ||||||
| 4 | To plan and implement guidance and psychological counseling services (such as individual psychological counseling, group counseling, psychoeducation, individual guidance, group counseling, etc.) to increase the psychological resilience of clients and strengthen their psychological well-being. | ||||||
| 5 | To design and conduct researches that will produce solutions to current problems and needs in the field of Guidance and Psychological Counseling. | ||||||
| 6 | Guidance and Psychological Counseling determines the needs of the clients within the scope of the basic principles and techniques of practice in the specialization sub-areas (School counseling, marriage and family counseling, career counseling, mental health counseling), plans the interventions that will support their needs, applies and evaluates their effectiveness. | ||||||
| 7 | As a member of the profession serving in the field of mental health and complying with the ethical principles and values of the profession, he fulfills the roles and duties expected of him on the basis of individual, family and social needs in the context of preventive and preventive mental health. | ||||||
| 8 | To supports social problems experienced at national and international level by designing projects and activities related to its field within the framework of social responsibility. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |