Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PRACTICES of COUNSELING with CHILDREN and ADOLESCENCE | - | Fall Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Yelda YILDIZ ÖNAL |
| Name of Lecturer(s) | Assist.Prof. Yelda YILDIZ ÖNAL |
| Assistant(s) | |
| Aim | To provide students with information about the developmental characteristics of children and adolescents, the planning, creation and evaluation of preventive mental health-based groups and psychological counseling and skill development groups, and different psychological counseling theories and techniques for children and adolescents. |
| Course Content | This course contains; Developmental Characteristics of Children and Adolescents, Developmental Crises, Family Life Cycle, Abnormal Psychology,Psychological Counseling for Children and Adolescents by Age Periods, The Stages of Counseling, Ethical Principles,Effective Strategies for Building Friendly Relationships in Children and Adolescents in Counseling Process, Using Warm-up exercises and Play ,Adlerian Therapy and Practices,Cognitive-Behavioral Therapy Practices,Solution-Focused Therapy Practices,Reality Therapy Practices,Play and Art Therapies Practices ,Crisis Counseling Practices,Mindfullness Based Practices ,Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices,Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices,Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices,Individual, School or Family-Based Group Counseling and Psycho-educational Interventions . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Express the similarities and differences between different psychological counseling approaches in children and adolescents. | 10, 16 | E |
| Explains which theory/s can be used for various subjects or problem areas in children and adolescents. | 10, 13, 19, 9 | E |
| Express the techniques used in group counseling studies with children and adolescents. | 10, 16, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Developmental Characteristics of Children and Adolescents, Developmental Crises, Family Life Cycle, Abnormal Psychology | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 2 | Psychological Counseling for Children and Adolescents by Age Periods, The Stages of Counseling, Ethical Principles | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 3 | Effective Strategies for Building Friendly Relationships in Children and Adolescents in Counseling Process, Using Warm-up exercises and Play | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 4 | Adlerian Therapy and Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 5 | Cognitive-Behavioral Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 6 | Solution-Focused Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 7 | Reality Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 8 | Play and Art Therapies Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 9 | Crisis Counseling Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 10 | Mindfullness Based Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 11 | Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 12 | Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 13 | Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 14 | Individual, School or Family-Based Group Counseling and Psycho-educational Interventions | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| Resources |
| Vernon, A. (2002) What Works When with Children and Adolescents: A Handbook of Individual Counseling Techniques. USA: Research Press. Smith-Adcock, S. & Tucker, C. (2016). Counseling Children and Adolescents: Connecting Theory, Development, and Diversity. Sage Publications. Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009). Group counseling: Strategies and Skills. Sixth Edition. USA: Thomson & Brooks Cole Publishing. Senn, D.S. (2004).. Small Group Counseling for Children.USA: Youth & Light Inc. Hess, R.S., Magnuson, S., & Beeler, L. (2012). Counseling Children and Adolescents in Schools. Sage Publishing. |
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 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 3 | 20 | 60 | |||
| Midterm Exam | 3 | 20 | 60 | |||
| General Exam | 3 | 30 | 90 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 252 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(252/30) | 8 | |||||
| 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 |
|---|---|---|---|---|---|
| PRACTICES of COUNSELING with CHILDREN and ADOLESCENCE | - | Fall Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Yelda YILDIZ ÖNAL |
| Name of Lecturer(s) | Assist.Prof. Yelda YILDIZ ÖNAL |
| Assistant(s) | |
| Aim | To provide students with information about the developmental characteristics of children and adolescents, the planning, creation and evaluation of preventive mental health-based groups and psychological counseling and skill development groups, and different psychological counseling theories and techniques for children and adolescents. |
| Course Content | This course contains; Developmental Characteristics of Children and Adolescents, Developmental Crises, Family Life Cycle, Abnormal Psychology,Psychological Counseling for Children and Adolescents by Age Periods, The Stages of Counseling, Ethical Principles,Effective Strategies for Building Friendly Relationships in Children and Adolescents in Counseling Process, Using Warm-up exercises and Play ,Adlerian Therapy and Practices,Cognitive-Behavioral Therapy Practices,Solution-Focused Therapy Practices,Reality Therapy Practices,Play and Art Therapies Practices ,Crisis Counseling Practices,Mindfullness Based Practices ,Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices,Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices,Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices,Individual, School or Family-Based Group Counseling and Psycho-educational Interventions . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Express the similarities and differences between different psychological counseling approaches in children and adolescents. | 10, 16 | E |
| Explains which theory/s can be used for various subjects or problem areas in children and adolescents. | 10, 13, 19, 9 | E |
| Express the techniques used in group counseling studies with children and adolescents. | 10, 16, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Developmental Characteristics of Children and Adolescents, Developmental Crises, Family Life Cycle, Abnormal Psychology | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 2 | Psychological Counseling for Children and Adolescents by Age Periods, The Stages of Counseling, Ethical Principles | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 3 | Effective Strategies for Building Friendly Relationships in Children and Adolescents in Counseling Process, Using Warm-up exercises and Play | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 4 | Adlerian Therapy and Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 5 | Cognitive-Behavioral Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 6 | Solution-Focused Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 7 | Reality Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 8 | Play and Art Therapies Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 9 | Crisis Counseling Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 10 | Mindfullness Based Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 11 | Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 12 | Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 13 | Acceptance and Commitment Therapy Practices & Dialectical Behavioral Therapy Practices | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| 14 | Individual, School or Family-Based Group Counseling and Psycho-educational Interventions | Vernon, A. (2002); Smith-Adcock, S. & Tucker, C. (2016); Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009); Senn, D.S. (2004); Hess, R.S., Magnuson, S., & Beeler, L. (2012) |
| Resources |
| Vernon, A. (2002) What Works When with Children and Adolescents: A Handbook of Individual Counseling Techniques. USA: Research Press. Smith-Adcock, S. & Tucker, C. (2016). Counseling Children and Adolescents: Connecting Theory, Development, and Diversity. Sage Publications. Jacobs, E.E., Masson, R.L.& Harvill, R.L. (2009). Group counseling: Strategies and Skills. Sixth Edition. USA: Thomson & Brooks Cole Publishing. Senn, D.S. (2004).. Small Group Counseling for Children.USA: Youth & Light Inc. Hess, R.S., Magnuson, S., & Beeler, L. (2012). Counseling Children and Adolescents in Schools. Sage Publishing. |
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 | |