Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROGRAM DEVELOPMENT in PCG | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Res.Assist. Elif SARICAN |
| Assistant(s) | |
| Aim | To learn the basic concepts, principles, curriculum development and models of curriculum development in education, to establish the relationship between curriculum and school counseling services and school counseling programs and to develop school counseling programs |
| Course Content | This course contains; Basic concepts and definition of curriculum, content,The types of training programs and their elements ,Program development approaches and models,The relationship between curriculum development and PCG areas in education,School PCR programs 1: Models,School PCR programs 2: Models,Preparation and planning of school PCR programs,Design of school PCR programs,Developmental and preventive services program,Referral services program,Remedial services program,Indirect services program,Implementation of school PCR programs,Evaluation of school PCR programs. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain basic concepts in curriculum development in education | 10, 13, 16, 2, 9 | C, E |
| Understand program development approaches and models | 10, 16, 9 | C, E, H, I, L |
| Understands school counseling programs and models | 10, 13, 9 | E |
| Explain the school counseling program preparation and planning process | 16, 5, 9 | E, L |
| Explain the purpose and content determination process of school counseling services program | 10, 9 | C, E, I |
| Comprehends the evaluation process of school counseling programs | 13, 5, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, H: Performance Task, I: Portfolio Task, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts and definition of curriculum, content | Erkan (2018), Demirel (2009) |
| 2 | The types of training programs and their elements | Erkan (2018), Demirel (2009) |
| 3 | Program development approaches and models | Erkan (2018), Demirel (2009) |
| 4 | The relationship between curriculum development and PCG areas in education | Erkan (2018), Demirel (2009) |
| 5 | School PCR programs 1: Models | Erkan (2018), Demirel (2009) |
| 6 | School PCR programs 2: Models | Erkan (2018), Demirel (2009) |
| 7 | Preparation and planning of school PCR programs | Erkan (2018), Demirel (2009) |
| 8 | Design of school PCR programs | Erkan (2018), Demirel (2009) |
| 9 | Developmental and preventive services program | Erkan (2018), Demirel (2009) |
| 10 | Referral services program | Erkan (2018), Demirel (2009) |
| 11 | Remedial services program | Erkan (2018), Demirel (2009) |
| 12 | Indirect services program | Erkan (2018), Demirel (2009) |
| 13 | Implementation of school PCR programs | Erkan (2018), Demirel (2009) |
| 14 | Evaluation of school PCR programs | Erkan (2018), Demirel (2009) |
| Resources |
| Erkan , Serdar (2018). Psikolojik danışma ve rehberlikte program geliştirme. 2. Baskı, Ankara: Pegem Akademi Demirel, Özcan. (2009). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: Pegem Akademi Ertürk, S.(1982). Program geliştirme. Ankara: Yelkentepe Yayınları. - Varış, Fatma (1988). Program Geliştirme, Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları. |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
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 | 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 | 10 | 2 | 20 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 10 | 2 | 20 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 68 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(68/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| PROGRAM DEVELOPMENT in PCG | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Res.Assist. Elif SARICAN |
| Assistant(s) | |
| Aim | To learn the basic concepts, principles, curriculum development and models of curriculum development in education, to establish the relationship between curriculum and school counseling services and school counseling programs and to develop school counseling programs |
| Course Content | This course contains; Basic concepts and definition of curriculum, content,The types of training programs and their elements ,Program development approaches and models,The relationship between curriculum development and PCG areas in education,School PCR programs 1: Models,School PCR programs 2: Models,Preparation and planning of school PCR programs,Design of school PCR programs,Developmental and preventive services program,Referral services program,Remedial services program,Indirect services program,Implementation of school PCR programs,Evaluation of school PCR programs. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain basic concepts in curriculum development in education | 10, 13, 16, 2, 9 | C, E |
| Understand program development approaches and models | 10, 16, 9 | C, E, H, I, L |
| Understands school counseling programs and models | 10, 13, 9 | E |
| Explain the school counseling program preparation and planning process | 16, 5, 9 | E, L |
| Explain the purpose and content determination process of school counseling services program | 10, 9 | C, E, I |
| Comprehends the evaluation process of school counseling programs | 13, 5, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, H: Performance Task, I: Portfolio Task, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts and definition of curriculum, content | Erkan (2018), Demirel (2009) |
| 2 | The types of training programs and their elements | Erkan (2018), Demirel (2009) |
| 3 | Program development approaches and models | Erkan (2018), Demirel (2009) |
| 4 | The relationship between curriculum development and PCG areas in education | Erkan (2018), Demirel (2009) |
| 5 | School PCR programs 1: Models | Erkan (2018), Demirel (2009) |
| 6 | School PCR programs 2: Models | Erkan (2018), Demirel (2009) |
| 7 | Preparation and planning of school PCR programs | Erkan (2018), Demirel (2009) |
| 8 | Design of school PCR programs | Erkan (2018), Demirel (2009) |
| 9 | Developmental and preventive services program | Erkan (2018), Demirel (2009) |
| 10 | Referral services program | Erkan (2018), Demirel (2009) |
| 11 | Remedial services program | Erkan (2018), Demirel (2009) |
| 12 | Indirect services program | Erkan (2018), Demirel (2009) |
| 13 | Implementation of school PCR programs | Erkan (2018), Demirel (2009) |
| 14 | Evaluation of school PCR programs | Erkan (2018), Demirel (2009) |
| Resources |
| Erkan , Serdar (2018). Psikolojik danışma ve rehberlikte program geliştirme. 2. Baskı, Ankara: Pegem Akademi Demirel, Özcan. (2009). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: Pegem Akademi Ertürk, S.(1982). Program geliştirme. Ankara: Yelkentepe Yayınları. - Varış, Fatma (1988). Program Geliştirme, Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları. |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |