* To have awareness and knowledge about the harmful effects of situations that may pose risks due to adverse childhood experiences in institutions which provide services in mental health fields.
*To be able to identify situations that may pose risks due to adverse childhood experiences in institutions which provide services in mental health fields.
* To have the ability to make life skills and psycho-educational interventions regarding situations that may pose risks due to adverse childhood experiences in institutions providing services in mental health fields.
*To have literature knowledge and research skills for situations that may pose risks due to adverse childhood experiences in institutions serving in mental health fields.
Course Content
This course contains; Orientation to the course and syllabus introduction,Introduction to adverse childhood experiences,What are the Essential 8 Negative Childhood Experiences?,Why Evidence-Based Peer Counseling Programs Prevent Risks,Effectiveness of mentoring programs for at risk youth,The continued importance of quality parent–adolescent relationships,Mentoring Programs and Youth Development,The current status of school counseling outcome research,Reasons for failure in school: School, family and the child,Mentoring as a systematic peer relationship model.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
(1) Explains the concept and scope of adverse childhood experiences.
(2) Explains the necessary issues to prevent adverse childhood experiences.
(3) Has knowledge about techniques to prevent adverse childhood experiences.
(4) Has knowledge about individuals in risky groups caused by adverse childhood experiences.
(5) Is knowledgeable about peer counseling model as an intervention method against adverse childhood experiences.
Effectiveness of mentoring programs for at risk youth
6
The continued importance of quality parent–adolescent relationships
7
Mentoring Programs and Youth Development
8
The current status of school counseling outcome research
9
Reasons for failure in school: School, family and the child
10
Mentoring as a systematic peer relationship model
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.
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
0
0
0
Course Hours
0
0
0
Course Hours
0
0
0
Guided Problem Solving
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
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
Quiz
0
0
0
Midterm Exam
0
0
0
Midterm Exam
0
0
0
Midterm Exam
0
0
0
General Exam
0
0
0
General Exam
0
0
0
General Exam
0
0
0
Performance Task, Maintenance Plan
0
0
0
Performance Task, Maintenance Plan
0
0
0
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
0
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30)
0
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 COUNSELING and DISADVANTAGED GROUPS
-
Spring 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
Assoc.Prof. Nadire Gülçin YILDIZ
Name of Lecturer(s)
Assoc.Prof. Nadire Gülçin YILDIZ
Assistant(s)
Aim
* To have awareness and knowledge about the harmful effects of situations that may pose risks due to adverse childhood experiences in institutions which provide services in mental health fields.
*To be able to identify situations that may pose risks due to adverse childhood experiences in institutions which provide services in mental health fields.
* To have the ability to make life skills and psycho-educational interventions regarding situations that may pose risks due to adverse childhood experiences in institutions providing services in mental health fields.
*To have literature knowledge and research skills for situations that may pose risks due to adverse childhood experiences in institutions serving in mental health fields.
Course Content
This course contains; Orientation to the course and syllabus introduction,Introduction to adverse childhood experiences,What are the Essential 8 Negative Childhood Experiences?,Why Evidence-Based Peer Counseling Programs Prevent Risks,Effectiveness of mentoring programs for at risk youth,The continued importance of quality parent–adolescent relationships,Mentoring Programs and Youth Development,The current status of school counseling outcome research,Reasons for failure in school: School, family and the child,Mentoring as a systematic peer relationship model.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
(1) Explains the concept and scope of adverse childhood experiences.
(2) Explains the necessary issues to prevent adverse childhood experiences.
(3) Has knowledge about techniques to prevent adverse childhood experiences.
(4) Has knowledge about individuals in risky groups caused by adverse childhood experiences.
(5) Is knowledgeable about peer counseling model as an intervention method against adverse childhood experiences.
Effectiveness of mentoring programs for at risk youth
6
The continued importance of quality parent–adolescent relationships
7
Mentoring Programs and Youth Development
8
The current status of school counseling outcome research
9
Reasons for failure in school: School, family and the child
10
Mentoring as a systematic peer relationship model
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.
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.
