Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| COGNITIVE - BEHAVIORAL THERAPIES | - | Fall Semester | 3+0 | 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 | In this course it is aimed to the students get to know about the philosophy and intervention procedures of the Cognitive -Behavioral Therapies. |
| Course Content | This course contains; The development of the philosophy and history in CBT ,Assessment methods at CBT,Case conception at CBT,Constructing to sessions at CBT,Working on the core beliefs ,Working on the emotions ,Working on the behaviors ,Various problematic situations and CBT case study,Various problematic situations and CBT case study,Various problematic situations and CBT case study,Individual, group, family therapies and CBT,CBT practices which is based protective mental health at children, adolescence and adults,Effective CBT interventions at schools ,Preventive/protective mental health based applications and researches at CBT . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course; 1. Students will be able to write or speak about the philosopy of the Cognitive-Behavior Therapies (CBT). 2. Students will be able to write or speak about the intervention methods of the CBT. | 5 | A, E |
| Teaching Methods: | 5: Cooperative Learning |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The development of the philosophy and history in CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 2 | Assessment methods at CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 3 | Case conception at CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 4 | Constructing to sessions at CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 5 | Working on the core beliefs | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 6 | Working on the emotions | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 7 | Working on the behaviors | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 8 | Various problematic situations and CBT case study | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 9 | Various problematic situations and CBT case study | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 10 | Various problematic situations and CBT case study | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 11 | Individual, group, family therapies and CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 12 | CBT practices which is based protective mental health at children, adolescence and adults | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 13 | Effective CBT interventions at schools | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 14 | Preventive/protective mental health based applications and researches at CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| Resources |
| Beck, J. (2002) Bilişsel Terapi: Temel İlkeler ve Ötesi (Çev. N. Şahin). Ankara: Türk Psikologlar Derneği Yayınları. Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009) Bilişsel-Davranışçı Terapiler, (Genişletilmiş 3. Baskı). Ankara: Türk Psikologlar Derneği Yayınları. Safran, J. & Segal, Z. (1996). Interpersonal Process in Cognitive Therapy. London: Janson Aronson Inc. Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010). Cognitive and Behavioral Theories in Clinical Practice, New York: 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 |
|---|---|---|---|---|---|
| COGNITIVE - BEHAVIORAL THERAPIES | - | Fall Semester | 3+0 | 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 | In this course it is aimed to the students get to know about the philosophy and intervention procedures of the Cognitive -Behavioral Therapies. |
| Course Content | This course contains; The development of the philosophy and history in CBT ,Assessment methods at CBT,Case conception at CBT,Constructing to sessions at CBT,Working on the core beliefs ,Working on the emotions ,Working on the behaviors ,Various problematic situations and CBT case study,Various problematic situations and CBT case study,Various problematic situations and CBT case study,Individual, group, family therapies and CBT,CBT practices which is based protective mental health at children, adolescence and adults,Effective CBT interventions at schools ,Preventive/protective mental health based applications and researches at CBT . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course; 1. Students will be able to write or speak about the philosopy of the Cognitive-Behavior Therapies (CBT). 2. Students will be able to write or speak about the intervention methods of the CBT. | 5 | A, E |
| Teaching Methods: | 5: Cooperative Learning |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The development of the philosophy and history in CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 2 | Assessment methods at CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 3 | Case conception at CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 4 | Constructing to sessions at CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 5 | Working on the core beliefs | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 6 | Working on the emotions | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 7 | Working on the behaviors | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 8 | Various problematic situations and CBT case study | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 9 | Various problematic situations and CBT case study | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 10 | Various problematic situations and CBT case study | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 11 | Individual, group, family therapies and CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 12 | CBT practices which is based protective mental health at children, adolescence and adults | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 13 | Effective CBT interventions at schools | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| 14 | Preventive/protective mental health based applications and researches at CBT | Beck, J. (2002) ; Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009); Safran, J. & Segal, Z. (1996); Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010) |
| Resources |
| Beck, J. (2002) Bilişsel Terapi: Temel İlkeler ve Ötesi (Çev. N. Şahin). Ankara: Türk Psikologlar Derneği Yayınları. Savaşır, I., Boyacıoğlu, G., & Kabakçı, E. (2009) Bilişsel-Davranışçı Terapiler, (Genişletilmiş 3. Baskı). Ankara: Türk Psikologlar Derneği Yayınları. Safran, J. & Segal, Z. (1996). Interpersonal Process in Cognitive Therapy. London: Janson Aronson Inc. Kazantzis, N., Reinecke, M.A., & Freeman, A. (2010). Cognitive and Behavioral Theories in Clinical Practice, New York: 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 | |