Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TRAUMA and PSYCHOEDUCATION (CHILDREN and ADOLESCENTES | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Lect. Ersin ERDOĞAN |
| Assistant(s) | |
| Aim | Students recognize trauma process and trauma intervention techniques. To recognize and develop the right time for trauma iintervention, trauma types and psychoeducational intervention methods is important |
| Course Content | This course contains; Definition of trauma, definiton of pschoeducation, the basic differences amog responses of children, adolescents and adults, The levels of being affected by trauma in terms of age and gender,Cognitive, emotional, behavioral responses after trauma ( in terms of age & gender),Psychoeducational information after trauma ,Psychoeducational information after trauma ,Loss and mourning,Possible reactions of children and adolescents in case of loss and mourning,Possible reactions of adolescents in case of loss and mourning (in terms of age and periods),What the school psychological counselor can do in case of trauma in schools,What the school teachers can do in case of trauma in schools,Tasks and responsibilities of teachers and psychological counselors in schools with trauma,Tasks and responsibilities of school crisis team in schools with trauma,Mourning process, healthy mourning and the death/mourning stages of Kubler Ross,An overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students describe the trauma concept | 10, 13, 37, 4, 6, 9 | |
| Recognize intervention techniques of trauma for children and adolescents | 10, 13, 37, 4, 6, 9 | E |
| Distinguish the impressed level of age-gender factors in trauma events | 10, 13, 37, 4, 6, 9 | E |
| Evaluate the true/healthy intervention in trauma events | 10, 13, 37, 4, 6, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of trauma, definiton of pschoeducation, the basic differences amog responses of children, adolescents and adults | Levine,P.,1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 2 | The levels of being affected by trauma in terms of age and gender | Levine,P.,1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 3 | Cognitive, emotional, behavioral responses after trauma ( in terms of age & gender) | Levine,P.,1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 4 | Psychoeducational information after trauma | Levine,P.ve Knie,M.,1999. Related Chapters |
| 5 | Psychoeducational information after trauma | Levine,P ve Knie,M,1999. Related Chapter |
| 6 | Loss and mourning | M.Pişkin, 2014, Video |
| 7 | Possible reactions of children and adolescents in case of loss and mourning | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 8 | Possible reactions of adolescents in case of loss and mourning (in terms of age and periods) | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 9 | What the school psychological counselor can do in case of trauma in schools | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 10 | What the school teachers can do in case of trauma in schools | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 11 | Tasks and responsibilities of teachers and psychological counselors in schools with trauma | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 12 | Tasks and responsibilities of school crisis team in schools with trauma | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 13 | Mourning process, healthy mourning and the death/mourning stages of Kubler Ross | Levine,P.1997; Levine,P.ve Knie,M.,1999.Related Chapters |
| 14 | An overview | Levine,P.1997; Levine,P.ve Knie,M.,1999. All chapters |
| Resources |
| Levine, peter. (1997) Kaplanı Uyandırmak, BetaKides yayınları Levine,P. ve Kline,M.(1999). Ey travma Bizden Uzak Dur, Doğan Yayıncılık |
| Pişkin,M.Ölüm ve Yas (Video) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 2 | 2 | 4 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 6 | 12 | |||
| Term Project | 1 | 2 | 2 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 2 | 2 | 4 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 1 | 8 | 8 | |||
| Total Workload(Hour) | 80 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(80/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| TRAUMA and PSYCHOEDUCATION (CHILDREN and ADOLESCENTES | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Lect. Ersin ERDOĞAN |
| Assistant(s) | |
| Aim | Students recognize trauma process and trauma intervention techniques. To recognize and develop the right time for trauma iintervention, trauma types and psychoeducational intervention methods is important |
| Course Content | This course contains; Definition of trauma, definiton of pschoeducation, the basic differences amog responses of children, adolescents and adults, The levels of being affected by trauma in terms of age and gender,Cognitive, emotional, behavioral responses after trauma ( in terms of age & gender),Psychoeducational information after trauma ,Psychoeducational information after trauma ,Loss and mourning,Possible reactions of children and adolescents in case of loss and mourning,Possible reactions of adolescents in case of loss and mourning (in terms of age and periods),What the school psychological counselor can do in case of trauma in schools,What the school teachers can do in case of trauma in schools,Tasks and responsibilities of teachers and psychological counselors in schools with trauma,Tasks and responsibilities of school crisis team in schools with trauma,Mourning process, healthy mourning and the death/mourning stages of Kubler Ross,An overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students describe the trauma concept | 10, 13, 37, 4, 6, 9 | |
| Recognize intervention techniques of trauma for children and adolescents | 10, 13, 37, 4, 6, 9 | E |
| Distinguish the impressed level of age-gender factors in trauma events | 10, 13, 37, 4, 6, 9 | E |
| Evaluate the true/healthy intervention in trauma events | 10, 13, 37, 4, 6, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of trauma, definiton of pschoeducation, the basic differences amog responses of children, adolescents and adults | Levine,P.,1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 2 | The levels of being affected by trauma in terms of age and gender | Levine,P.,1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 3 | Cognitive, emotional, behavioral responses after trauma ( in terms of age & gender) | Levine,P.,1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 4 | Psychoeducational information after trauma | Levine,P.ve Knie,M.,1999. Related Chapters |
| 5 | Psychoeducational information after trauma | Levine,P ve Knie,M,1999. Related Chapter |
| 6 | Loss and mourning | M.Pişkin, 2014, Video |
| 7 | Possible reactions of children and adolescents in case of loss and mourning | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 8 | Possible reactions of adolescents in case of loss and mourning (in terms of age and periods) | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 9 | What the school psychological counselor can do in case of trauma in schools | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 10 | What the school teachers can do in case of trauma in schools | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 11 | Tasks and responsibilities of teachers and psychological counselors in schools with trauma | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 12 | Tasks and responsibilities of school crisis team in schools with trauma | Levine,P.1997; Levine,P.ve Knie,M.,1999. Related chapters |
| 13 | Mourning process, healthy mourning and the death/mourning stages of Kubler Ross | Levine,P.1997; Levine,P.ve Knie,M.,1999.Related Chapters |
| 14 | An overview | Levine,P.1997; Levine,P.ve Knie,M.,1999. All chapters |
| Resources |
| Levine, peter. (1997) Kaplanı Uyandırmak, BetaKides yayınları Levine,P. ve Kline,M.(1999). Ey travma Bizden Uzak Dur, Doğan Yayıncılık |
| Pişkin,M.Ölüm ve Yas (Video) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |