Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PEER BULLYING and PREV. in CHILDREN and YOUTH | - | 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) | Prof.Dr. Tuncay AYAS |
| Assistant(s) | |
| Aim | Learning about the definition and scope of peer bullying, theories of aggression, psychosocial structures of peer bullying and violence, and taking measures |
| Course Content | This course contains; Definition and scope of agression ,Theoretical Approaches about Aggression ,Psychosocial Structures of Aggression and Violence,Reasons of the bullying ,School bullying ,Characteristics of the bullied and victimized student,Cyber bullying ,Effects of peer bullying,School factor in peer bullying,The influence of the family on peer bullying,The role of the family and school in preventing peer bullying,Efforts to Prevent Peer Bullying,Efforts to prevent cyberbullying,Studies on Prevention of Bullying: A Review of Studies. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Transfer the definition and scope of aggression. 2.Knows what traditional and cyber bullying is 3.Be aware of the bullying incidents in schools 4. Peer knows what to do to prevent bullying incidents | 10, 16, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and scope of agression | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 2 | Theoretical Approaches about Aggression | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 3 | Psychosocial Structures of Aggression and Violence | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 4 | Reasons of the bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 5 | School bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 6 | Characteristics of the bullied and victimized student | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 7 | Cyber bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 8 | Effects of peer bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 9 | School factor in peer bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 10 | The influence of the family on peer bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 11 | The role of the family and school in preventing peer bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 12 | Efforts to Prevent Peer Bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 13 | Efforts to prevent cyberbullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 14 | Studies on Prevention of Bullying: A Review of Studies | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| Resources |
| Ayas, T. (2020). Okullarda Zorbalığı Önlemek. Ankara: VizeTek Yayıncılık. Şahin, M., & Akbaba, S. (2018). Okulda ve Sanal Ortamda Zorbalık ve Empati. Nobel Akademi Yayıncılık. Ayas, T. Okullarda Yaygın Sorun Olan Zorbalığı Önlemek, Maya Akademi, Ankara,2010 Portakal, H,. Çocuk Eğitiminde Özgürlük Ve Saldırganlık, Altın Kitaplar Yayınevi, İstanbul, 1994. Portakal, H,. Eğitimde Özgürlük Ve Saldırganlık, Cem Yayınevi, İstanbul, 1999. Stein, A,. Çev: Polat N,. Saldırgan Çocuk, Papirüs Yayınevi, İstanbul, 1997 |
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 | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 60 | 60 | |||
| General Exam | 1 | 100 | 100 | |||
| 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 |
|---|---|---|---|---|---|
| PEER BULLYING and PREV. in CHILDREN and YOUTH | - | 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) | Prof.Dr. Tuncay AYAS |
| Assistant(s) | |
| Aim | Learning about the definition and scope of peer bullying, theories of aggression, psychosocial structures of peer bullying and violence, and taking measures |
| Course Content | This course contains; Definition and scope of agression ,Theoretical Approaches about Aggression ,Psychosocial Structures of Aggression and Violence,Reasons of the bullying ,School bullying ,Characteristics of the bullied and victimized student,Cyber bullying ,Effects of peer bullying,School factor in peer bullying,The influence of the family on peer bullying,The role of the family and school in preventing peer bullying,Efforts to Prevent Peer Bullying,Efforts to prevent cyberbullying,Studies on Prevention of Bullying: A Review of Studies. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Transfer the definition and scope of aggression. 2.Knows what traditional and cyber bullying is 3.Be aware of the bullying incidents in schools 4. Peer knows what to do to prevent bullying incidents | 10, 16, 6, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and scope of agression | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 2 | Theoretical Approaches about Aggression | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 3 | Psychosocial Structures of Aggression and Violence | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 4 | Reasons of the bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 5 | School bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 6 | Characteristics of the bullied and victimized student | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 7 | Cyber bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 8 | Effects of peer bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 9 | School factor in peer bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 10 | The influence of the family on peer bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 11 | The role of the family and school in preventing peer bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 12 | Efforts to Prevent Peer Bullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 13 | Efforts to prevent cyberbullying | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| 14 | Studies on Prevention of Bullying: A Review of Studies | Ayas, T. (2020). Şahin, M., & Akbaba, S. (2018). |
| Resources |
| Ayas, T. (2020). Okullarda Zorbalığı Önlemek. Ankara: VizeTek Yayıncılık. Şahin, M., & Akbaba, S. (2018). Okulda ve Sanal Ortamda Zorbalık ve Empati. Nobel Akademi Yayıncılık. Ayas, T. Okullarda Yaygın Sorun Olan Zorbalığı Önlemek, Maya Akademi, Ankara,2010 Portakal, H,. Çocuk Eğitiminde Özgürlük Ve Saldırganlık, Altın Kitaplar Yayınevi, İstanbul, 1994. Portakal, H,. Eğitimde Özgürlük Ve Saldırganlık, Cem Yayınevi, İstanbul, 1999. Stein, A,. Çev: Polat N,. Saldırgan Çocuk, Papirüs Yayınevi, İstanbul, 1997 |
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 | |