This course aims at teaching program development in school counseling, covering basic concepts and models of program development. Specifically, this course covers the relations of program development and guidance and counseling programs, the history of school counseling programs, planning of school counseling programs, development of school counseling programs and activities, implementation and evaluation of school counseling programs, and development of psycho-educational programs and their utilization in school systems.
Course Content
This course contains; School Guidance and Counseling Services in 21 century. ,Two model in Guidance and Counseling: Traditional and Developmental Guidance,Understanding the purpose and principles of developmental model,There elements of inclusive developmental model (content, organizational structure, and resources).,The process of inclusive developmental model (planning, implementation, evaluation and development),Writing competence and acquisition for inclusive developmental model.,Preventive guidance programs,Five-intervention model for inclusive developmental model (psychological counseling, classroom guidance, coordination, consultation, and peer counseling). ,Program samples (classroom guidance, psychoeducation, family consultation, and peer counselling, peer assistance).,Plan samples in inclusive developmental model,MEB e-Guidance Module,Three dimension of evaluations,Developmental guidance according to school level,Developmental Guidance Personnel.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
1. Students explain the basic concepts in program development in education.
13, 5, 6
E, F
2. Students understand and interpret the fundamental approaches and models.
13, 5, 6
E, F
3. Students understand the operation of school counseling programs and models.
13, 5, 6
E, F
4. Students discuss developmental and planning process of school counseling programs.
13, 5, 6
E, F
5. Students explain goals and identify school counseling program contents.
13, 5, 6
E, F
6. Students experience the application of the school counseling program's process.
13, 5, 6
E, F
7. Students learn about the evaluation process of the school counseling programs.
13, 5, 6
D, E
8. Students understand the needs assessment and evaluation process of the school counseling programs.
13, 5, 6
E, F
Teaching Methods:
13: Case Study Method, 5: Cooperative Learning, 6: Experiential Learning
Assessment Methods:
D: Oral Exam, E: Homework, F: Project Task
Course Outline
Order
Subjects
Preliminary Work
1
School Guidance and Counseling Services in 21 century.
2
Two model in Guidance and Counseling: Traditional and Developmental Guidance
3
Understanding the purpose and principles of developmental model
4
There elements of inclusive developmental model (content, organizational structure, and resources).
5
The process of inclusive developmental model (planning, implementation, evaluation and development)
6
Writing competence and acquisition for inclusive developmental model.
7
Preventive guidance programs
8
Five-intervention model for inclusive developmental model (psychological counseling, classroom guidance, coordination, consultation, and peer counseling).
9
Program samples (classroom guidance, psychoeducation, family consultation, and peer counselling, peer assistance).
10
Plan samples in inclusive developmental model
11
MEB e-Guidance Module
12
Three dimension of evaluations
13
Developmental guidance according to school level
14
Developmental Guidance Personnel
Resources
Serap Nazlı (2019). Kapsamlı Gelişimsel Rehberlik Programları. 7. Baskı. Ankara: Anı Yayınları.
American School Counselor Association [ASCA] (2012). The ASCA National Model: A framework for school counseling programs, Third Edition.
Schmitz, J. E. J. (2017). Okullarda Psikolojik Danışma ve Rehberlik Öğrenciler İçin Kapsamlı Psikolojik Danışma ve Rehberlik Programları. Nobel Yayın Dağıtım.
Özyürek, R. (2012). Okullarda Psikolojik Danışma ve Rehberlik Uygulamaları. Pegem Akademi Yayıncılık.
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
2
28
56
Guided Problem Solving
0
0
0
Resolution of Homework Problems and Submission as a Report
0
0
0
Term Project
0
0
0
Presentation of Project / Seminar
0
0
0
Quiz
0
0
0
Midterm Exam
1
30
30
General Exam
1
30
30
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
116
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(116/30)
4
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
English
Course Level
First Cycle (Bachelor's Degree)
Course Type
Required
Course Coordinator
Assoc.Prof. Nadire Gülçin YILDIZ
Name of Lecturer(s)
Assoc.Prof. Nadire Gülçin YILDIZ
Assistant(s)
Aim
This course aims at teaching program development in school counseling, covering basic concepts and models of program development. Specifically, this course covers the relations of program development and guidance and counseling programs, the history of school counseling programs, planning of school counseling programs, development of school counseling programs and activities, implementation and evaluation of school counseling programs, and development of psycho-educational programs and their utilization in school systems.
Course Content
This course contains; School Guidance and Counseling Services in 21 century. ,Two model in Guidance and Counseling: Traditional and Developmental Guidance,Understanding the purpose and principles of developmental model,There elements of inclusive developmental model (content, organizational structure, and resources).,The process of inclusive developmental model (planning, implementation, evaluation and development),Writing competence and acquisition for inclusive developmental model.,Preventive guidance programs,Five-intervention model for inclusive developmental model (psychological counseling, classroom guidance, coordination, consultation, and peer counseling). ,Program samples (classroom guidance, psychoeducation, family consultation, and peer counselling, peer assistance).,Plan samples in inclusive developmental model,MEB e-Guidance Module,Three dimension of evaluations,Developmental guidance according to school level,Developmental Guidance Personnel.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
1. Students explain the basic concepts in program development in education.
13, 5, 6
E, F
2. Students understand and interpret the fundamental approaches and models.
13, 5, 6
E, F
3. Students understand the operation of school counseling programs and models.
13, 5, 6
E, F
4. Students discuss developmental and planning process of school counseling programs.
13, 5, 6
E, F
5. Students explain goals and identify school counseling program contents.
13, 5, 6
E, F
6. Students experience the application of the school counseling program's process.
13, 5, 6
E, F
7. Students learn about the evaluation process of the school counseling programs.
13, 5, 6
D, E
8. Students understand the needs assessment and evaluation process of the school counseling programs.
13, 5, 6
E, F
Teaching Methods:
13: Case Study Method, 5: Cooperative Learning, 6: Experiential Learning
Assessment Methods:
D: Oral Exam, E: Homework, F: Project Task
Course Outline
Order
Subjects
Preliminary Work
1
School Guidance and Counseling Services in 21 century.
2
Two model in Guidance and Counseling: Traditional and Developmental Guidance
3
Understanding the purpose and principles of developmental model
4
There elements of inclusive developmental model (content, organizational structure, and resources).
5
The process of inclusive developmental model (planning, implementation, evaluation and development)
6
Writing competence and acquisition for inclusive developmental model.
7
Preventive guidance programs
8
Five-intervention model for inclusive developmental model (psychological counseling, classroom guidance, coordination, consultation, and peer counseling).
9
Program samples (classroom guidance, psychoeducation, family consultation, and peer counselling, peer assistance).
10
Plan samples in inclusive developmental model
11
MEB e-Guidance Module
12
Three dimension of evaluations
13
Developmental guidance according to school level
14
Developmental Guidance Personnel
Resources
Serap Nazlı (2019). Kapsamlı Gelişimsel Rehberlik Programları. 7. Baskı. Ankara: Anı Yayınları.
American School Counselor Association [ASCA] (2012). The ASCA National Model: A framework for school counseling programs, Third Edition.
Schmitz, J. E. J. (2017). Okullarda Psikolojik Danışma ve Rehberlik Öğrenciler İçin Kapsamlı Psikolojik Danışma ve Rehberlik Programları. Nobel Yayın Dağıtım.
Özyürek, R. (2012). Okullarda Psikolojik Danışma ve Rehberlik Uygulamaları. Pegem Akademi Yayıncılık.
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.
