Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ADVANCED QUALITATIVE RESEARCH METHODS and APPLICATION | - | Fall Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Third Cycle (Doctorate Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Yelda YILDIZ ÖNAL |
| Name of Lecturer(s) | Assist.Prof. Yelda YILDIZ ÖNAL |
| Assistant(s) | |
| Aim | The aim of the course is to provide students with the ability to identify problem situations in various research designs in qualitative research, to form a working group, to collect data, to analyze the collected data and to interpret it at an advanced level. |
| Course Content | This course contains; History of qualitative thinking,Qualitative theory of thought,Philosophical assumptions and interpretative frameworks,Five qualitative research approaches,Five different examples of qualitative work,Data collection techniques,Data processing techniques,Interpretation techniques,Writing a qualitative study,Validity and evaluation standards,Turning into a story and the result,Computer support in qualitative social research-An overview of important programs,Validation criteria in qualitative research,Thesis review. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Explains the basis of qualitative thinking. 2. Explain the basic concepts of qualitative research (such as case study, action research, grounded theory). 3. Identifies a problem that can be studied in a qualitative research design. 4. Explains qualitative data collection techniques. 5. Explains advanced qualitative data analysis techniques. 6. Collects and analyzes data. | 10, 16, 19, 5, 6, 9 | E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | History of qualitative thinking | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (Chapter 1) |
| 2 | Qualitative theory of thought | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (Chapter 2) |
| 3 | Philosophical assumptions and interpretative frameworks | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 2) |
| 4 | Five qualitative research approaches | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 4) |
| 5 | Five different examples of qualitative work | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 5) |
| 6 | Data collection techniques | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (pp. 71-85) |
| 7 | Data processing techniques | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (pp. 89-103) |
| 8 | Interpretation techniques | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (pp. 106-133-85) |
| 9 | Writing a qualitative study | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 9) |
| 10 | Validity and evaluation standards | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 10) |
| 11 | Turning into a story and the result | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 11) |
| 12 | Computer support in qualitative social research-An overview of important programs | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (Chapter 5) |
| 13 | Validation criteria in qualitative research | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (Chapter 6) |
| 14 | Thesis review | Review of suggested resources. |
| Resources |
| 1. Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu 2. Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal. |
| 3. Yıldırım, A. & Şimşek, H. (2018). Qualitative research methods in social sciences. Ankara: Seçkin 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. | ||||||
| 3 | To understand scientifi c research methods and techniques on the basis of scienti fic 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. | ||||||
| 5 | To design and conduct researches that will produce solutions to current problems and needs in the fi eld 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 eff ectiveness. | X | |||||
| 7 | As a member of the profession serving in the eld of mental health and complying with the ethical principles and values of the profession, they ful fill the roles and duties expected of they 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 eld 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 | 0 | 0 | 0 | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 10 | 3 | 30 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 10 | 3 | 30 | |||
| 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 | 20 | 3 | 60 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 30 | 3 | 90 | |||
| 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 |
|---|---|---|---|---|---|
| ADVANCED QUALITATIVE RESEARCH METHODS and APPLICATION | - | Fall Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Third Cycle (Doctorate Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Yelda YILDIZ ÖNAL |
| Name of Lecturer(s) | Assist.Prof. Yelda YILDIZ ÖNAL |
| Assistant(s) | |
| Aim | The aim of the course is to provide students with the ability to identify problem situations in various research designs in qualitative research, to form a working group, to collect data, to analyze the collected data and to interpret it at an advanced level. |
| Course Content | This course contains; History of qualitative thinking,Qualitative theory of thought,Philosophical assumptions and interpretative frameworks,Five qualitative research approaches,Five different examples of qualitative work,Data collection techniques,Data processing techniques,Interpretation techniques,Writing a qualitative study,Validity and evaluation standards,Turning into a story and the result,Computer support in qualitative social research-An overview of important programs,Validation criteria in qualitative research,Thesis review. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Explains the basis of qualitative thinking. 2. Explain the basic concepts of qualitative research (such as case study, action research, grounded theory). 3. Identifies a problem that can be studied in a qualitative research design. 4. Explains qualitative data collection techniques. 5. Explains advanced qualitative data analysis techniques. 6. Collects and analyzes data. | 10, 16, 19, 5, 6, 9 | E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | History of qualitative thinking | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (Chapter 1) |
| 2 | Qualitative theory of thought | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (Chapter 2) |
| 3 | Philosophical assumptions and interpretative frameworks | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 2) |
| 4 | Five qualitative research approaches | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 4) |
| 5 | Five different examples of qualitative work | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 5) |
| 6 | Data collection techniques | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (pp. 71-85) |
| 7 | Data processing techniques | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (pp. 89-103) |
| 8 | Interpretation techniques | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (pp. 106-133-85) |
| 9 | Writing a qualitative study | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 9) |
| 10 | Validity and evaluation standards | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 10) |
| 11 | Turning into a story and the result | Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal (Chapter 11) |
| 12 | Computer support in qualitative social research-An overview of important programs | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (Chapter 5) |
| 13 | Validation criteria in qualitative research | Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu (Chapter 6) |
| 14 | Thesis review | Review of suggested resources. |
| Resources |
| 1. Mayring, P. (2011). Introduction to qualitative social research. Ankara: Bilgesu 2. Creswell, J. W. (2016). Qualitative ınquiry & Research design choosing among five approaches. Ankara: Siyasal. |
| 3. Yıldırım, A. & Şimşek, H. (2018). Qualitative research methods in social sciences. Ankara: Seçkin 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. | ||||||
| 3 | To understand scientifi c research methods and techniques on the basis of scienti fic 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. | ||||||
| 5 | To design and conduct researches that will produce solutions to current problems and needs in the fi eld 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 eff ectiveness. | X | |||||
| 7 | As a member of the profession serving in the eld of mental health and complying with the ethical principles and values of the profession, they ful fill the roles and duties expected of they 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 eld 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 | |