Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHODRAMA-BASED GROUP APPLICATIONS | - | Spring 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 | Learning the concept of Psychodrama & History of Psychodrama, sociodrama and sociometrics; practicing basic techniques and warming games, |
| Course Content | This course contains; Introduction game exercise - common introduction games and introduction to Psychodrama,cohesion exercises- common cohesion games and factors of psychodrama,Core Techniques of Psychodrama-1 Role Reversal,Role reversal exercises with group members,Individual warming-up exercise- Core Technique: Doubling,Individual warming-up exercise- Core Technique: Mirroring,Side Techniques of Psychodrama,Moreno and history of psychodrama,Sociometrics and Sociodrama,The Social Atom,Social atom exercise-2,Group atom exercise,Group atom exercise-2,Closure and feedback exercise. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 10, 15, 16, 6, 8, 9 | E | |
| 10, 16, 9 | E | |
| 11, 16, 5, 6, 8, 9 | E | |
| 16, 6, 8, 9 | E, H | |
| 15, 16, 5, 6, 8, 9 | E, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction game exercise - common introduction games and introduction to Psychodrama | Reading from Altınay, D. (2016) sf 68-267 |
| 2 | cohesion exercises- common cohesion games and factors of psychodrama | Reading from Altınay, D. (2016) sf 68-267 |
| 3 | Core Techniques of Psychodrama-1 Role Reversal | Reading from Giacomucci S. (2021) p253-254 |
| 4 | Role reversal exercises with group members | Group members should think about significant others and pick one to meet on the psychodrama scene |
| 5 | Individual warming-up exercise- Core Technique: Doubling | Reading from Giacomucci S. (2021) sf 254-256 |
| 6 | Individual warming-up exercise- Core Technique: Mirroring | reading from Giacomucci S. (2021) sf 256-258 |
| 7 | Side Techniques of Psychodrama | Pre readingAmerican society of group therapy and psychodrama. (2014). Retrieved from http://www.asgpp.org/asgpp-education.php |
| 8 | Moreno and history of psychodrama | Reading from Giacomucci S. (2021) sf 31-49 |
| 9 | Sociometrics and Sociodrama | Pre-reading:Scott Giacomucci (2021) Sparc of spontaneity: creating integration between social work, sociometry, and psychodrama, Social Work with Groups, DOI: 10.1080/01609513.2021.1896166 |
| 10 | The Social Atom | Members should think about their social atom to setand share in psychodrama scene |
| 11 | Social atom exercise-2 | Members should think about their social atom to setand share in psychodrama scene |
| 12 | Group atom exercise | members should think how they perceive the group and the other members |
| 13 | Group atom exercise-2 | Members should think how they perceive the group and the other members |
| 14 | Closure and feedback exercise | Reading from Giacomucci S. (2021) sf 269-272 |
| Resources |
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. | ||||||
| 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. | ||||||
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 | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 3 | 42 | |||
| Term Project | 5 | 2 | 10 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 14 | 3 | 42 | |||
| Total Workload(Hour) | 220 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(220/30) | 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 |
|---|---|---|---|---|---|
| PSYCHODRAMA-BASED GROUP APPLICATIONS | - | Spring 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 | Learning the concept of Psychodrama & History of Psychodrama, sociodrama and sociometrics; practicing basic techniques and warming games, |
| Course Content | This course contains; Introduction game exercise - common introduction games and introduction to Psychodrama,cohesion exercises- common cohesion games and factors of psychodrama,Core Techniques of Psychodrama-1 Role Reversal,Role reversal exercises with group members,Individual warming-up exercise- Core Technique: Doubling,Individual warming-up exercise- Core Technique: Mirroring,Side Techniques of Psychodrama,Moreno and history of psychodrama,Sociometrics and Sociodrama,The Social Atom,Social atom exercise-2,Group atom exercise,Group atom exercise-2,Closure and feedback exercise. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 10, 15, 16, 6, 8, 9 | E | |
| 10, 16, 9 | E | |
| 11, 16, 5, 6, 8, 9 | E | |
| 16, 6, 8, 9 | E, H | |
| 15, 16, 5, 6, 8, 9 | E, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction game exercise - common introduction games and introduction to Psychodrama | Reading from Altınay, D. (2016) sf 68-267 |
| 2 | cohesion exercises- common cohesion games and factors of psychodrama | Reading from Altınay, D. (2016) sf 68-267 |
| 3 | Core Techniques of Psychodrama-1 Role Reversal | Reading from Giacomucci S. (2021) p253-254 |
| 4 | Role reversal exercises with group members | Group members should think about significant others and pick one to meet on the psychodrama scene |
| 5 | Individual warming-up exercise- Core Technique: Doubling | Reading from Giacomucci S. (2021) sf 254-256 |
| 6 | Individual warming-up exercise- Core Technique: Mirroring | reading from Giacomucci S. (2021) sf 256-258 |
| 7 | Side Techniques of Psychodrama | Pre readingAmerican society of group therapy and psychodrama. (2014). Retrieved from http://www.asgpp.org/asgpp-education.php |
| 8 | Moreno and history of psychodrama | Reading from Giacomucci S. (2021) sf 31-49 |
| 9 | Sociometrics and Sociodrama | Pre-reading:Scott Giacomucci (2021) Sparc of spontaneity: creating integration between social work, sociometry, and psychodrama, Social Work with Groups, DOI: 10.1080/01609513.2021.1896166 |
| 10 | The Social Atom | Members should think about their social atom to setand share in psychodrama scene |
| 11 | Social atom exercise-2 | Members should think about their social atom to setand share in psychodrama scene |
| 12 | Group atom exercise | members should think how they perceive the group and the other members |
| 13 | Group atom exercise-2 | Members should think how they perceive the group and the other members |
| 14 | Closure and feedback exercise | Reading from Giacomucci S. (2021) sf 269-272 |
| Resources |
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. | ||||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |