Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CAREER CONSELING | - | 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 | |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of the course is to provide additional theories of career psychological counseling theories that have been emphasized during undergraduate education, to focus on career psychological counseling process, career guidance practices that school psychologists can make, and to apply and evaluate the tests related to career development. |
| Course Content | This course contains; Introduction of course topics and reminding theories at undergraduate level,Social learning theory and its practices,Social cognitive career theory,Social cognitive career theory practices ,Cognitive information processing theory and its practices,Evaluation, planning and accessing information resources in career development,Evaluation, planning and accessing information resources in career development. Supervision.,Evaluation, planning and accessing information resources in career development. Supervision.,The use of technology in career counseling. Supervision.,Career guidance interventions with children and adolescents Supervision.,Career psychological counseling process and career interventions with adults. Supervision. ,Supervision,Supervision,General evaluation. Supervision.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| In this course, students comprehend developments related to career psychological counseling theories and apply career development interventions. | 6, 9 | A, H |
| Teaching Methods: | 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of course topics and reminding theories at undergraduate level | Study the course syllabus sent by instructor |
| 2 | Social learning theory and its practices | Yeşilyaprak,B, 2011 ; Özyürek,R.,2013 Related chapters |
| 3 | Social cognitive career theory | Making a pre-interview with the students to start a career planning group |
| 4 | Social cognitive career theory practices | Yeşilyaprak,B, 2011 ; Özyürek,R.,2013 Related chapters |
| 5 | Cognitive information processing theory and its practices | Yeşilyaprak,B, 2011 ; Özyürek,R.,2013 Related chapters |
| 6 | Evaluation, planning and accessing information resources in career development | Starting career planning group sessions |
| 7 | Evaluation, planning and accessing information resources in career development. Supervision. | Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 8 | Evaluation, planning and accessing information resources in career development. Supervision. | Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 9 | The use of technology in career counseling. Supervision. | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 10 | Career guidance interventions with children and adolescents Supervision. | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 11 | Career psychological counseling process and career interventions with adults. Supervision. | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 12 | Supervision | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 13 | Supervision | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 14 | General evaluation. Supervision. | Termination of career planning group sessions |
| Resources |
| Atak, H. (2013). On-Maddeli Kişilik Ölçeği’nin Türk Kültürü’ne Uyarlanması. Nöropsikiyatri Arşivi, 50, 312-319. Bacanlı, F., & Sürücü, M. (2011). İlköğretim öğrencilerinin kariyer gelişimleri ile ebeveyne bağlanmaları arasındaki ilişkilerin incelenmesi. Türk Eğitim Bilimleri Dergisi, 9, s. 679-700. Bacanlı, F., Özer, A., & Sürücü, M. (2007, Ekim). Çocuklar için Kariyer Gelişim Ölçeği’nin faktör yapısı ve güvenirliği. IX. Ulusal Psikolojik Danışma ve Rehberlik Kongresi. Çeşme, İzmir. Bostancı, H. (2014). Kariyer farkındalığı geliştirme amaçlı grup rehberliği programının 7. sınıf öğrencilerinin kariyer gelişim düzeylerine olan etkisinin incelenmesi. Yayımlanmamış yüksek lisans tezi. Ege Üniversitesi Sosyal Bilimler Enstitüsü. Bostancı, H. (2015). 7. ve 8. sınıf öğrencileri için kariyer farkındalığı geliştirme amaçlı grup rehberliği programı. Ankara: Nobel. Çolakkadıoğlu, O. (2003). Ergenlerde Karar Verme Ölçeği’nin Uyarlama Çalışması. Yayımlanmamış yüksek lisans tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü. Çolakkadıoğlu, O. (2010). Çatışma kuramına dayalı olarak geliştirilen karar verme beceri eğitimi grup uygulamalarının ergenlerin karar verme stillerine etkisi. Yayımlanmamış doktora tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü. Çolakkadıoğlu, O. (2012). Ergenlerde karar verme ölçeği’nin ortaöğretim öğrencileri için geçerlik ve güvenirlik çalışması. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(19), s. 387-403. Çolakkadıoğlu, O., & Güçray, S. S. (2007). The Adaptation of Adolescent Decision Making Questionnaire into Turkish Population. Eurasian Journal of Educational Research, 7(26), s. 61-71. Friedmann, I. A., & Mann, L. (1993). Coping patterns in adolescent decision-making: An Israeli-Australian comparison. Journal of Adolescence, 16, s. 187-199. Işık, E. (2014). Çocuk kariyer gelişimi ile yaşam doyumu ve durumluk kaygı arasındaki ilişkilerin incelenmesi. İlköğretim Online-Elementary Education Online, 13(2), s. 682-693. Kuzgun, Y., & Bacanlı, F. (2005). Lise öğrencileri için meslei olgunluk ölçeği el kitabı. Y. Kuzgun, & F. Bacanlı içinde, Rehberlik ve psikolojik danışmada kullanılan ölçme araçları ve programlar dizisi, 3 (2. b.). Ankara: Nobel. Mann, L., Harmoni, R., & Power, C. (1989). Adolescent decision-making: The development of competence. Journal of Adolescence, 12, s. 265-278. Özerman, D. (2007). Adolescent Stress During the Preparation Period of a High-stakes Test: The High School Entrance Exam in Türkiye. Yayımlanmamış yüksek lisans tezi. İstanbul: Boğaziçi Üniversitesi, Sosyal Bilimler Enstitüsü. Özyürek, R. (2006). İlgi envanterlerinin profil puanlarını yorumlama yetkinliği. Kuram ve Uygulamada Eğitim Bilimleri, 6, 809-845. Özyürek, R. (2009). Kariyer psikolojik danışması süreci ve ilgi envanterlerinin profillerini yorumlama becerileri. F. Korkut-Owen, R. Özyürek, & Owen, D. içinde, Gelişen Psikolojik Danışma ve Rehberlik: Meslekleşme Sürecinde İlerlemeler (Cilt 2, s. 51-81). Ankara: Nobel. Özyürek, R. (2016). Kariyer psikolojik danışmanlığı kuramları. Çocuk ve ergenler için kariyer rehberliği uygulamaları (Gözden geçirilmiş 2. b.). Ankara: Nobel. S. G. Niles ve Harris-Bowlsbey, J. (2013). 21. Yüzyılda Kariyer Gelişimi Müdahaleleri. Ankara: Nobel. Schulhteiss, G. B., & Stead, D. (2004). Childhood career development scale: Scale construction and psychometric properties. Journal of Career Assessment, 12, s. 113-134. Tracey, T. G. (2010). Development of an abbreviated Personal Globe Inventory using item. Journal of Vocational Behavior, 76, 1-15. Tracey, T. J. (2002). Personal Globe Inventory: Measurement of the spherical model of interests andcompetence beliefs. Journal of Vocational Behavior, 60, 113 - 172. Vardarlı, B., Özyürek, R., Wilkins-Yel, K., & Tracey, T. (2017). Examining the structure of vocational interests in Turkey in the context of the personal globe model. International Journal for Educational and Vocational Guidance, doi:10.1007/s10775-016-9338-6, s. 1-13. Yayla, A., & Bacanlı, F. (2011). İlköğretim 8. sınıf öğrencilerinin kariyer gelişimleri ile karar verme stilleri arasındaki ilişkilerin incelenmesi. İlköğretim Online, 10, s. 1148-1159. |
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. | X | |||||
| 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. | X | |||||
| 3 | To understand scientific research methods and techniques on the basis of scientific research ethics. | X | |||||
| 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. | X | |||||
| 5 | To design and conduct researches that will produce solutions to current problems and needs in the field of Guidance and Psychological Counseling. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
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 | 1 | 8 | 8 | |||
| Term Project | 2 | 6 | 12 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 2 | 8 | 16 | |||
| Total Workload(Hour) | 78 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| CAREER CONSELING | - | 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 | |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of the course is to provide additional theories of career psychological counseling theories that have been emphasized during undergraduate education, to focus on career psychological counseling process, career guidance practices that school psychologists can make, and to apply and evaluate the tests related to career development. |
| Course Content | This course contains; Introduction of course topics and reminding theories at undergraduate level,Social learning theory and its practices,Social cognitive career theory,Social cognitive career theory practices ,Cognitive information processing theory and its practices,Evaluation, planning and accessing information resources in career development,Evaluation, planning and accessing information resources in career development. Supervision.,Evaluation, planning and accessing information resources in career development. Supervision.,The use of technology in career counseling. Supervision.,Career guidance interventions with children and adolescents Supervision.,Career psychological counseling process and career interventions with adults. Supervision. ,Supervision,Supervision,General evaluation. Supervision.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| In this course, students comprehend developments related to career psychological counseling theories and apply career development interventions. | 6, 9 | A, H |
| Teaching Methods: | 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of course topics and reminding theories at undergraduate level | Study the course syllabus sent by instructor |
| 2 | Social learning theory and its practices | Yeşilyaprak,B, 2011 ; Özyürek,R.,2013 Related chapters |
| 3 | Social cognitive career theory | Making a pre-interview with the students to start a career planning group |
| 4 | Social cognitive career theory practices | Yeşilyaprak,B, 2011 ; Özyürek,R.,2013 Related chapters |
| 5 | Cognitive information processing theory and its practices | Yeşilyaprak,B, 2011 ; Özyürek,R.,2013 Related chapters |
| 6 | Evaluation, planning and accessing information resources in career development | Starting career planning group sessions |
| 7 | Evaluation, planning and accessing information resources in career development. Supervision. | Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 8 | Evaluation, planning and accessing information resources in career development. Supervision. | Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 9 | The use of technology in career counseling. Supervision. | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 10 | Career guidance interventions with children and adolescents Supervision. | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 11 | Career psychological counseling process and career interventions with adults. Supervision. | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 12 | Supervision | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 13 | Supervision | Yeşilyaprak,B.2011; Özyürek,R.,2013; Owen,F.K.,Özyürek,R. ve Owen,W.D.,2009. Related Chapters |
| 14 | General evaluation. Supervision. | Termination of career planning group sessions |
| Resources |
| Atak, H. (2013). On-Maddeli Kişilik Ölçeği’nin Türk Kültürü’ne Uyarlanması. Nöropsikiyatri Arşivi, 50, 312-319. Bacanlı, F., & Sürücü, M. (2011). İlköğretim öğrencilerinin kariyer gelişimleri ile ebeveyne bağlanmaları arasındaki ilişkilerin incelenmesi. Türk Eğitim Bilimleri Dergisi, 9, s. 679-700. Bacanlı, F., Özer, A., & Sürücü, M. (2007, Ekim). Çocuklar için Kariyer Gelişim Ölçeği’nin faktör yapısı ve güvenirliği. IX. Ulusal Psikolojik Danışma ve Rehberlik Kongresi. Çeşme, İzmir. Bostancı, H. (2014). Kariyer farkındalığı geliştirme amaçlı grup rehberliği programının 7. sınıf öğrencilerinin kariyer gelişim düzeylerine olan etkisinin incelenmesi. Yayımlanmamış yüksek lisans tezi. Ege Üniversitesi Sosyal Bilimler Enstitüsü. Bostancı, H. (2015). 7. ve 8. sınıf öğrencileri için kariyer farkındalığı geliştirme amaçlı grup rehberliği programı. Ankara: Nobel. Çolakkadıoğlu, O. (2003). Ergenlerde Karar Verme Ölçeği’nin Uyarlama Çalışması. Yayımlanmamış yüksek lisans tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü. Çolakkadıoğlu, O. (2010). Çatışma kuramına dayalı olarak geliştirilen karar verme beceri eğitimi grup uygulamalarının ergenlerin karar verme stillerine etkisi. Yayımlanmamış doktora tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü. Çolakkadıoğlu, O. (2012). Ergenlerde karar verme ölçeği’nin ortaöğretim öğrencileri için geçerlik ve güvenirlik çalışması. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(19), s. 387-403. Çolakkadıoğlu, O., & Güçray, S. S. (2007). The Adaptation of Adolescent Decision Making Questionnaire into Turkish Population. Eurasian Journal of Educational Research, 7(26), s. 61-71. Friedmann, I. A., & Mann, L. (1993). Coping patterns in adolescent decision-making: An Israeli-Australian comparison. Journal of Adolescence, 16, s. 187-199. Işık, E. (2014). Çocuk kariyer gelişimi ile yaşam doyumu ve durumluk kaygı arasındaki ilişkilerin incelenmesi. İlköğretim Online-Elementary Education Online, 13(2), s. 682-693. Kuzgun, Y., & Bacanlı, F. (2005). Lise öğrencileri için meslei olgunluk ölçeği el kitabı. Y. Kuzgun, & F. Bacanlı içinde, Rehberlik ve psikolojik danışmada kullanılan ölçme araçları ve programlar dizisi, 3 (2. b.). Ankara: Nobel. Mann, L., Harmoni, R., & Power, C. (1989). Adolescent decision-making: The development of competence. Journal of Adolescence, 12, s. 265-278. Özerman, D. (2007). Adolescent Stress During the Preparation Period of a High-stakes Test: The High School Entrance Exam in Türkiye. Yayımlanmamış yüksek lisans tezi. İstanbul: Boğaziçi Üniversitesi, Sosyal Bilimler Enstitüsü. Özyürek, R. (2006). İlgi envanterlerinin profil puanlarını yorumlama yetkinliği. Kuram ve Uygulamada Eğitim Bilimleri, 6, 809-845. Özyürek, R. (2009). Kariyer psikolojik danışması süreci ve ilgi envanterlerinin profillerini yorumlama becerileri. F. Korkut-Owen, R. Özyürek, & Owen, D. içinde, Gelişen Psikolojik Danışma ve Rehberlik: Meslekleşme Sürecinde İlerlemeler (Cilt 2, s. 51-81). Ankara: Nobel. Özyürek, R. (2016). Kariyer psikolojik danışmanlığı kuramları. Çocuk ve ergenler için kariyer rehberliği uygulamaları (Gözden geçirilmiş 2. b.). Ankara: Nobel. S. G. Niles ve Harris-Bowlsbey, J. (2013). 21. Yüzyılda Kariyer Gelişimi Müdahaleleri. Ankara: Nobel. Schulhteiss, G. B., & Stead, D. (2004). Childhood career development scale: Scale construction and psychometric properties. Journal of Career Assessment, 12, s. 113-134. Tracey, T. G. (2010). Development of an abbreviated Personal Globe Inventory using item. Journal of Vocational Behavior, 76, 1-15. Tracey, T. J. (2002). Personal Globe Inventory: Measurement of the spherical model of interests andcompetence beliefs. Journal of Vocational Behavior, 60, 113 - 172. Vardarlı, B., Özyürek, R., Wilkins-Yel, K., & Tracey, T. (2017). Examining the structure of vocational interests in Turkey in the context of the personal globe model. International Journal for Educational and Vocational Guidance, doi:10.1007/s10775-016-9338-6, s. 1-13. Yayla, A., & Bacanlı, F. (2011). İlköğretim 8. sınıf öğrencilerinin kariyer gelişimleri ile karar verme stilleri arasındaki ilişkilerin incelenmesi. İlköğretim Online, 10, s. 1148-1159. |
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. | X | |||||
| 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. | X | |||||
| 3 | To understand scientific research methods and techniques on the basis of scientific research ethics. | X | |||||
| 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. | X | |||||
| 5 | To design and conduct researches that will produce solutions to current problems and needs in the field of Guidance and Psychological Counseling. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |