Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROGRAM DEVELOPMENT in PCG | PDR4111101 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Perşembe 13:30-14:15 Perşembe 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| 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. |
| Course Learning Outcomes | 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 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | ||||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | ||||||
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 | PDR4111101 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Perşembe 13:30-14:15 Perşembe 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| 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. |
| Course Learning Outcomes | 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 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | ||||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |