Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGICAL COUNSELING and GUIDANCE in SCHOOLS | - | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Yelda YILDIZ ÖNAL |
| Name of Lecturer(s) | Assist.Prof. Sena GÜME |
| Assistant(s) | |
| Aim | The aim of the course is to introduce the psychological counseling field and its application in the school environment. |
| Course Content | This course contains; Introducing the course, explaining the course schedule / requirements of the course. School counseling profession. Psychological counseling as a profession,Defining school counseling (54). Various roles of school counselors (57). Primary school counselor,Secondary school psychological counselor (64). High school psychological counselor (68).,Human development (77). Group processes (77). Student assessment (78). Professional development theory and knowledge (79). Ethical and legal issues,School counseling programs (84). Purpose of school counseling programs (85) School counseling programs, a comprehensive program,Comprehensive guidance program model (92) developmental guidance and counseling approach (93). The possibilities. Materials and equipment.,Comprehensive program intervention services (103). Psychological counseling. Consultation.,Consultation. Coordination,Consultation. Coordination,Program development (130). Planning (131),Organization - organizing,Program development practice,Individual counseling and group processes (157). What is psychological counseling (158). Who needs psychological counseling (160). Aims of psychological counseling (161). Counseling in schools,Short-term counseling (166). Psychological counseling in crisis situations (167). Psychological counseling approaches (168). Group processes. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Define the place of guidance and psychological counseling (RPD) services in education and make necessary plans and applications. - Defines the philosophy of the developmental counseling model - explains the purpose of the developmental counseling model - List and explain the principles of the developmental counseling model - Knows the program of the developmental counseling model and uses it appropriately - Defines the role of teachers in the developmental counseling model. - List the competencies to be gained in educational, professional, personal and social fields within the scope of RPD services and explains their reasons. - Provides cooperation between the school administrator and teachers, guidance counselor and psychological counselor. - Prepares and implements classroom RPD plans and programs | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing the course, explaining the course schedule / requirements of the course. School counseling profession. Psychological counseling as a profession | |
| 2 | Defining school counseling (54). Various roles of school counselors (57). Primary school counselor | The relevant chapter should be read from the recommended book for the course. |
| 3 | Secondary school psychological counselor (64). High school psychological counselor (68). | The relevant chapter should be read from the recommended book for the course. |
| 4 | Human development (77). Group processes (77). Student assessment (78). Professional development theory and knowledge (79). Ethical and legal issues | The relevant chapter should be read from the recommended book for the course. |
| 5 | School counseling programs (84). Purpose of school counseling programs (85) School counseling programs, a comprehensive program | The relevant chapter should be read from the recommended book for the course. |
| 6 | Comprehensive guidance program model (92) developmental guidance and counseling approach (93). The possibilities. Materials and equipment. | The relevant chapter should be read from the recommended book for the course. |
| 7 | Comprehensive program intervention services (103). Psychological counseling. Consultation. | The relevant chapter should be read from the recommended book for the course. |
| 8 | Consultation. Coordination | The relevant chapter should be read from the recommended book for the course. |
| 9 | Consultation. Coordination | The relevant chapter should be read from the recommended book for the course. |
| 10 | Program development (130). Planning (131) | The relevant chapter should be read from the recommended book for the course. |
| 11 | Organization - organizing | The relevant chapter should be read from the recommended book for the course. |
| 12 | Program development practice | The relevant chapter should be read from the recommended book for the course. |
| 13 | Individual counseling and group processes (157). What is psychological counseling (158). Who needs psychological counseling (160). Aims of psychological counseling (161). Counseling in schools | The relevant chapter should be read from the recommended book for the course. |
| 14 | Short-term counseling (166). Psychological counseling in crisis situations (167). Psychological counseling approaches (168). Group processes | The relevant chapter should be read from the recommended book for the course. |
| Resources |
| Schmidt, J. J. (2017). Psikolojik danışma ve rehberlik: Öğrenciler için kapsamlı psikolojik danışma ve rehberlik programları. Süleyman Doğan (Çev. Ed.). Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık. |
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. | ||||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 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. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | ||||||
| 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. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 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. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
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 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 6 | 24 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 4 | 6 | 24 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 2 | 28 | |||
| Performance Task, Maintenance Plan | 4 | 5 | 20 | |||
| Total Workload(Hour) | 138 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(138/30) | 5 | |||||
| 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 |
|---|---|---|---|---|---|
| PSYCHOLOGICAL COUNSELING and GUIDANCE in SCHOOLS | - | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Yelda YILDIZ ÖNAL |
| Name of Lecturer(s) | Assist.Prof. Sena GÜME |
| Assistant(s) | |
| Aim | The aim of the course is to introduce the psychological counseling field and its application in the school environment. |
| Course Content | This course contains; Introducing the course, explaining the course schedule / requirements of the course. School counseling profession. Psychological counseling as a profession,Defining school counseling (54). Various roles of school counselors (57). Primary school counselor,Secondary school psychological counselor (64). High school psychological counselor (68).,Human development (77). Group processes (77). Student assessment (78). Professional development theory and knowledge (79). Ethical and legal issues,School counseling programs (84). Purpose of school counseling programs (85) School counseling programs, a comprehensive program,Comprehensive guidance program model (92) developmental guidance and counseling approach (93). The possibilities. Materials and equipment.,Comprehensive program intervention services (103). Psychological counseling. Consultation.,Consultation. Coordination,Consultation. Coordination,Program development (130). Planning (131),Organization - organizing,Program development practice,Individual counseling and group processes (157). What is psychological counseling (158). Who needs psychological counseling (160). Aims of psychological counseling (161). Counseling in schools,Short-term counseling (166). Psychological counseling in crisis situations (167). Psychological counseling approaches (168). Group processes. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Define the place of guidance and psychological counseling (RPD) services in education and make necessary plans and applications. - Defines the philosophy of the developmental counseling model - explains the purpose of the developmental counseling model - List and explain the principles of the developmental counseling model - Knows the program of the developmental counseling model and uses it appropriately - Defines the role of teachers in the developmental counseling model. - List the competencies to be gained in educational, professional, personal and social fields within the scope of RPD services and explains their reasons. - Provides cooperation between the school administrator and teachers, guidance counselor and psychological counselor. - Prepares and implements classroom RPD plans and programs | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing the course, explaining the course schedule / requirements of the course. School counseling profession. Psychological counseling as a profession | |
| 2 | Defining school counseling (54). Various roles of school counselors (57). Primary school counselor | The relevant chapter should be read from the recommended book for the course. |
| 3 | Secondary school psychological counselor (64). High school psychological counselor (68). | The relevant chapter should be read from the recommended book for the course. |
| 4 | Human development (77). Group processes (77). Student assessment (78). Professional development theory and knowledge (79). Ethical and legal issues | The relevant chapter should be read from the recommended book for the course. |
| 5 | School counseling programs (84). Purpose of school counseling programs (85) School counseling programs, a comprehensive program | The relevant chapter should be read from the recommended book for the course. |
| 6 | Comprehensive guidance program model (92) developmental guidance and counseling approach (93). The possibilities. Materials and equipment. | The relevant chapter should be read from the recommended book for the course. |
| 7 | Comprehensive program intervention services (103). Psychological counseling. Consultation. | The relevant chapter should be read from the recommended book for the course. |
| 8 | Consultation. Coordination | The relevant chapter should be read from the recommended book for the course. |
| 9 | Consultation. Coordination | The relevant chapter should be read from the recommended book for the course. |
| 10 | Program development (130). Planning (131) | The relevant chapter should be read from the recommended book for the course. |
| 11 | Organization - organizing | The relevant chapter should be read from the recommended book for the course. |
| 12 | Program development practice | The relevant chapter should be read from the recommended book for the course. |
| 13 | Individual counseling and group processes (157). What is psychological counseling (158). Who needs psychological counseling (160). Aims of psychological counseling (161). Counseling in schools | The relevant chapter should be read from the recommended book for the course. |
| 14 | Short-term counseling (166). Psychological counseling in crisis situations (167). Psychological counseling approaches (168). Group processes | The relevant chapter should be read from the recommended book for the course. |
| Resources |
| Schmidt, J. J. (2017). Psikolojik danışma ve rehberlik: Öğrenciler için kapsamlı psikolojik danışma ve rehberlik programları. Süleyman Doğan (Çev. Ed.). Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık. |
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. | ||||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 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. | ||||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | ||||||
| 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. | ||||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | ||||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 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. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |