Examination of educational, vocational and personal/social counseling activities in preschool, primary, secondary and high school levels, implementation and interpretation of test and other observational techniques; group guidance on various issues, developing and implementing life-skill related programs.
Course Content
This course contains; Orientation to the profession as a school counselor,Taking student history during guidance interview (student information sheet, risk map); Introducing the Guidance Plan,Conducting classroom observation (student observation); Introducing the IEP, filing and consulting the classroom guidance teachers; Supervisees’ observing the student interview,Conducting classroom guidance; Introduction of BİLSEM (e.g., orientation processes, seminar observation); What is taken into consideration in student selection for BİLSEM (e.g., what are the criteria, what are the related documents),Topics and issues to consider during communication with parents. Use of observation forms during parent interview,Holland Vocational Preference Inventory - application and reporting,Group guidance: Professional goal setting,Group guidance: Anger management,Seminar for Parents: Family communication,Reasons for Absenteeism Questionnaire -application and reporting,Reasons for Absenteeism Questionnaire -conducting individual interview,Individual interview for reasons for failure; reasons for failure questionnaire application and reporting,Seminar: Substance abuse and addiction,Seminar: Technology addiction.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
1. Introduction, Meeting, Explanation of the Application Process
13, 2, 3, 5
E, F
2. Meeting with School Psychological Counselors and School Staff-Practicum Planning the Process
13, 2, 3, 5
E, F
3. Observing and Examining School Counseling Services-Provide Support for School Counseling Service
13, 2, 3, 5
E, F
4. Observing and Examining School Counseling Services-Support for School Counseling Service
13, 2, 3, 5
E, F
6. Observing and Inspecting School Counseling Services-Preparing a PDR Board and Brochure-Support for School Counseling Service
13, 2, 3, 5
E, F
6. Observing and Inspecting School Counseling Services-Preparing a PDR Board and Brochure-Support for School Counseling Service
13, 2, 3, 5
E, F
7. Individual Recognition Technique Application, Evaluation, Reporting-Preparing PDR Board and Brochure-Support for School PDR Service
13, 2, 3, 5
E, F
8. Individual Recognition Technique Application, Evaluation, Reporting-Support to School Counseling Service
13, 2, 3, 5
E, F
9. Class Guidance Application and Evaluation-Support to School Counseling Service
13, 2, 3, 5
E, F
10. Classroom Guidance Application and Evaluation-Relations with RAM and Studies- Support for School Counseling Service
13, 2, 3, 5
E, F
11. Classroom Guidance Application and Evaluation-Support for School Counseling Service
13, 2, 3, 5
E, F
12. Elective Alternative Pilot Study Application and Evaluation-Support for School Counseling Service
13, 2, 3, 5
E, F
13. Elective Alternative Pilot Study Application and Evaluation-Support for School Counseling Service
13, 2, 3, 5
E, F
14. Evaluation with School Psychological Counselor-Evaluation with School Management-General Evaluation with Instructor
13, 2, 3, 5
E, F
Teaching Methods:
13: Case Study Method, 2: Project Based Learning Model, 3: Problem Baded Learning Model, 5: Cooperative Learning
Assessment Methods:
E: Homework, F: Project Task
Course Outline
Order
Subjects
Preliminary Work
1
Orientation to the profession as a school counselor
Reading
2
Taking student history during guidance interview (student information sheet, risk map); Introducing the Guidance Plan
Activity Prep
3
Conducting classroom observation (student observation); Introducing the IEP, filing and consulting the classroom guidance teachers; Supervisees’ observing the student interview
Activity Prep
4
Conducting classroom guidance; Introduction of BİLSEM (e.g., orientation processes, seminar observation); What is taken into consideration in student selection for BİLSEM (e.g., what are the criteria, what are the related documents)
Research
5
Topics and issues to consider during communication with parents. Use of observation forms during parent interview
Paperwork
6
Holland Vocational Preference Inventory - application and reporting
Paperwork
7
Group guidance: Professional goal setting
Activity Prep
8
Group guidance: Anger management
Activity Prep
9
Seminar for Parents: Family communication
Research and Presentation Prep
10
Reasons for Absenteeism Questionnaire -application and reporting
Paperwork
11
Reasons for Absenteeism Questionnaire -conducting individual interview
Paperwork
12
Individual interview for reasons for failure; reasons for failure questionnaire application and reporting
Planning
13
Seminar: Substance abuse and addiction
Research and Presentation Prep
14
Seminar: Technology addiction
Research and Presentation Prep
Resources
Özyürek, R. (2012). Okullarda Psikolojik Danışma ve Rehberlik Uygulamaları. Pegem Akademi Yayıncılık.
Schmitz, J. E. J. (2017). Okullarda Psikolojik Danışma ve Rehberlik
Öğrenciler İçin Kapsamlı Psikolojik Danışma ve Rehberlik Programları. Nobel Yayın Dağıtım.
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
Guided Problem Solving
0
0
0
Resolution of Homework Problems and Submission as a Report
0
0
0
Term Project
12
6
72
Presentation of Project / Seminar
12
6
72
Quiz
0
0
0
Midterm Exam
7
6
42
General Exam
12
6
72
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
286
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(286/30)
10
ECTS of the course: 30 hours of work is counted as 1 ECTS credit.
Examination of educational, vocational and personal/social counseling activities in preschool, primary, secondary and high school levels, implementation and interpretation of test and other observational techniques; group guidance on various issues, developing and implementing life-skill related programs.
Course Content
This course contains; Orientation to the profession as a school counselor,Taking student history during guidance interview (student information sheet, risk map); Introducing the Guidance Plan,Conducting classroom observation (student observation); Introducing the IEP, filing and consulting the classroom guidance teachers; Supervisees’ observing the student interview,Conducting classroom guidance; Introduction of BİLSEM (e.g., orientation processes, seminar observation); What is taken into consideration in student selection for BİLSEM (e.g., what are the criteria, what are the related documents),Topics and issues to consider during communication with parents. Use of observation forms during parent interview,Holland Vocational Preference Inventory - application and reporting,Group guidance: Professional goal setting,Group guidance: Anger management,Seminar for Parents: Family communication,Reasons for Absenteeism Questionnaire -application and reporting,Reasons for Absenteeism Questionnaire -conducting individual interview,Individual interview for reasons for failure; reasons for failure questionnaire application and reporting,Seminar: Substance abuse and addiction,Seminar: Technology addiction.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
1. Introduction, Meeting, Explanation of the Application Process
13, 2, 3, 5
E, F
2. Meeting with School Psychological Counselors and School Staff-Practicum Planning the Process
13, 2, 3, 5
E, F
3. Observing and Examining School Counseling Services-Provide Support for School Counseling Service
13, 2, 3, 5
E, F
4. Observing and Examining School Counseling Services-Support for School Counseling Service
13, 2, 3, 5
E, F
6. Observing and Inspecting School Counseling Services-Preparing a PDR Board and Brochure-Support for School Counseling Service
13, 2, 3, 5
E, F
6. Observing and Inspecting School Counseling Services-Preparing a PDR Board and Brochure-Support for School Counseling Service
13, 2, 3, 5
E, F
7. Individual Recognition Technique Application, Evaluation, Reporting-Preparing PDR Board and Brochure-Support for School PDR Service
13, 2, 3, 5
E, F
8. Individual Recognition Technique Application, Evaluation, Reporting-Support to School Counseling Service
13, 2, 3, 5
E, F
9. Class Guidance Application and Evaluation-Support to School Counseling Service
13, 2, 3, 5
E, F
10. Classroom Guidance Application and Evaluation-Relations with RAM and Studies- Support for School Counseling Service
13, 2, 3, 5
E, F
11. Classroom Guidance Application and Evaluation-Support for School Counseling Service
13, 2, 3, 5
E, F
12. Elective Alternative Pilot Study Application and Evaluation-Support for School Counseling Service
13, 2, 3, 5
E, F
13. Elective Alternative Pilot Study Application and Evaluation-Support for School Counseling Service
13, 2, 3, 5
E, F
14. Evaluation with School Psychological Counselor-Evaluation with School Management-General Evaluation with Instructor
13, 2, 3, 5
E, F
Teaching Methods:
13: Case Study Method, 2: Project Based Learning Model, 3: Problem Baded Learning Model, 5: Cooperative Learning
Assessment Methods:
E: Homework, F: Project Task
Course Outline
Order
Subjects
Preliminary Work
1
Orientation to the profession as a school counselor
Reading
2
Taking student history during guidance interview (student information sheet, risk map); Introducing the Guidance Plan
Activity Prep
3
Conducting classroom observation (student observation); Introducing the IEP, filing and consulting the classroom guidance teachers; Supervisees’ observing the student interview
Activity Prep
4
Conducting classroom guidance; Introduction of BİLSEM (e.g., orientation processes, seminar observation); What is taken into consideration in student selection for BİLSEM (e.g., what are the criteria, what are the related documents)
Research
5
Topics and issues to consider during communication with parents. Use of observation forms during parent interview
Paperwork
6
Holland Vocational Preference Inventory - application and reporting
Paperwork
7
Group guidance: Professional goal setting
Activity Prep
8
Group guidance: Anger management
Activity Prep
9
Seminar for Parents: Family communication
Research and Presentation Prep
10
Reasons for Absenteeism Questionnaire -application and reporting
Paperwork
11
Reasons for Absenteeism Questionnaire -conducting individual interview
Paperwork
12
Individual interview for reasons for failure; reasons for failure questionnaire application and reporting
Planning
13
Seminar: Substance abuse and addiction
Research and Presentation Prep
14
Seminar: Technology addiction
Research and Presentation Prep
Resources
Özyürek, R. (2012). Okullarda Psikolojik Danışma ve Rehberlik Uygulamaları. Pegem Akademi Yayıncılık.
Schmitz, J. E. J. (2017). Okullarda Psikolojik Danışma ve Rehberlik
Öğrenciler İçin Kapsamlı Psikolojik Danışma ve Rehberlik Programları. Nobel Yayın Dağıtım.
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.
