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 | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Assoc.Prof. Ülkü TOSUN |
| Assistant(s) | |
| Aim | The aim of this course is to introduce students to the field of psychological counseling and its application to the school setting. Principles and practices of counseling in school settings, including planning, organization, management, and evaluation of school counseling programs; the role and function of the school counselor; enhancing and facilitating student growth, development, and psychological health; dealing with crisis in the school setting; ethics. |
| Course Content | This course contains; The field of Counseling in schools (1-2). Conceptual issues ,Working as a counselor (9-13). The objectives of counseling. Beliefs about psychological care. Definition of counseling. How can counselors help children in a school setting ,What happens in counselling (16-17). Chapter 3. Solution focused counselling in the school setting (19-20). Core theoretical concepts for counsellors working in school settings,Systematic approach to counselling (23-25). Family. Problems. Interventions for change (25-28). Chapter 4. Aims and structure of the counselling session. theoretical concepts, questions, aims ,Structuring the counselling session (33-37)Working with the family (37-40). ,Chapter 5. Overview of essential counelling skills ,Strategies for facilitating change. Maintaining change ,,Ethics and confidentiality in the school setting,Counseling with diverse groups in a multicultural society / school,A structured school counselling programs,A structured school counselling programs ,Schools and trauma ,Therapeutic interventions. Disaster recovery plan . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students meet and start to use the concepts in the field of guidance and counseling | 16, 9 | A, E |
| Students gain the information about where and how the counselors work in the field | 16, 9 | A, E |
| Students identify how to help (elementary & high school ) students that they should be aware of themselves | 16, 9 | A, E |
| Students distinguish the helping ways of creating a better learning environment in the schools | 16, 9 | A, E |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The field of Counseling in schools (1-2). Conceptual issues | Bor,Ebner,Landy,Gill,Brace, 2002, Related Chapter |
| 2 | Working as a counselor (9-13). The objectives of counseling. Beliefs about psychological care. Definition of counseling. How can counselors help children in a school setting | Bor,Ebner,Landy,Gill,Brace, 2002, Related Chapter |
| 3 | What happens in counselling (16-17). Chapter 3. Solution focused counselling in the school setting (19-20). Core theoretical concepts for counsellors working in school settings | Bor,Ebner,Landy,Gill,Brace, 2002, Related Chapter |
| 4 | Systematic approach to counselling (23-25). Family. Problems. Interventions for change (25-28). Chapter 4. Aims and structure of the counselling session. theoretical concepts, questions, aims | Bor,Ebner,Landy,Gill,Brace, 2002, Related Chapter |
| 5 | Structuring the counselling session (33-37)Working with the family (37-40). | Bor,Ebner,Landy,Gill & Brace, 2002, Related Chapter |
| 6 | Chapter 5. Overview of essential counelling skills | Bor,Ebner,Landy,Gill & Brace, 2002, Related Chapter |
| 7 | Strategies for facilitating change. Maintaining change | Bor,Ebner,Landy,Gill & Brace, 2002, Related Chapter |
| 8 | ||
| 9 | Ethics and confidentiality in the school setting | Bor,Ebner,Landy,Gill & Brace, 2002, Related Chapter |
| 10 | Counseling with diverse groups in a multicultural society / school | Samuel Gladding (2014) : Counseling : A comprehensive profession |
| 11 | A structured school counselling programs | Programs published by National Education Ministry |
| 12 | A structured school counselling programs | Programs published by National Education Ministry |
| 13 | Schools and trauma | Documents published by National Education Ministry |
| 14 | Therapeutic interventions. Disaster recovery plan | Documents published by National Education Ministry |
| Resources |
| Bor, R., Ebner-Landy, J., Gill, S. & Brace, C. (2002). Counselling in Schools. London: SAGE Publications Ltd |
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 | 14 | 2 | 28 | |||
| Guided Problem Solving | 2 | 6 | 12 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 6 | 12 | |||
| Term Project | 2 | 6 | 12 | |||
| Presentation of Project / Seminar | 2 | 6 | 12 | |||
| Quiz | 2 | 2 | 4 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 1 | 8 | 8 | |||
| Total Workload(Hour) | 102 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(102/30) | 3 | |||||
| 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 | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Assoc.Prof. Ülkü TOSUN |
| Assistant(s) | |
| Aim | The aim of this course is to introduce students to the field of psychological counseling and its application to the school setting. Principles and practices of counseling in school settings, including planning, organization, management, and evaluation of school counseling programs; the role and function of the school counselor; enhancing and facilitating student growth, development, and psychological health; dealing with crisis in the school setting; ethics. |
| Course Content | This course contains; The field of Counseling in schools (1-2). Conceptual issues ,Working as a counselor (9-13). The objectives of counseling. Beliefs about psychological care. Definition of counseling. How can counselors help children in a school setting ,What happens in counselling (16-17). Chapter 3. Solution focused counselling in the school setting (19-20). Core theoretical concepts for counsellors working in school settings,Systematic approach to counselling (23-25). Family. Problems. Interventions for change (25-28). Chapter 4. Aims and structure of the counselling session. theoretical concepts, questions, aims ,Structuring the counselling session (33-37)Working with the family (37-40). ,Chapter 5. Overview of essential counelling skills ,Strategies for facilitating change. Maintaining change ,,Ethics and confidentiality in the school setting,Counseling with diverse groups in a multicultural society / school,A structured school counselling programs,A structured school counselling programs ,Schools and trauma ,Therapeutic interventions. Disaster recovery plan . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students meet and start to use the concepts in the field of guidance and counseling | 16, 9 | A, E |
| Students gain the information about where and how the counselors work in the field | 16, 9 | A, E |
| Students identify how to help (elementary & high school ) students that they should be aware of themselves | 16, 9 | A, E |
| Students distinguish the helping ways of creating a better learning environment in the schools | 16, 9 | A, E |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The field of Counseling in schools (1-2). Conceptual issues | Bor,Ebner,Landy,Gill,Brace, 2002, Related Chapter |
| 2 | Working as a counselor (9-13). The objectives of counseling. Beliefs about psychological care. Definition of counseling. How can counselors help children in a school setting | Bor,Ebner,Landy,Gill,Brace, 2002, Related Chapter |
| 3 | What happens in counselling (16-17). Chapter 3. Solution focused counselling in the school setting (19-20). Core theoretical concepts for counsellors working in school settings | Bor,Ebner,Landy,Gill,Brace, 2002, Related Chapter |
| 4 | Systematic approach to counselling (23-25). Family. Problems. Interventions for change (25-28). Chapter 4. Aims and structure of the counselling session. theoretical concepts, questions, aims | Bor,Ebner,Landy,Gill,Brace, 2002, Related Chapter |
| 5 | Structuring the counselling session (33-37)Working with the family (37-40). | Bor,Ebner,Landy,Gill & Brace, 2002, Related Chapter |
| 6 | Chapter 5. Overview of essential counelling skills | Bor,Ebner,Landy,Gill & Brace, 2002, Related Chapter |
| 7 | Strategies for facilitating change. Maintaining change | Bor,Ebner,Landy,Gill & Brace, 2002, Related Chapter |
| 8 | ||
| 9 | Ethics and confidentiality in the school setting | Bor,Ebner,Landy,Gill & Brace, 2002, Related Chapter |
| 10 | Counseling with diverse groups in a multicultural society / school | Samuel Gladding (2014) : Counseling : A comprehensive profession |
| 11 | A structured school counselling programs | Programs published by National Education Ministry |
| 12 | A structured school counselling programs | Programs published by National Education Ministry |
| 13 | Schools and trauma | Documents published by National Education Ministry |
| 14 | Therapeutic interventions. Disaster recovery plan | Documents published by National Education Ministry |
| Resources |
| Bor, R., Ebner-Landy, J., Gill, S. & Brace, C. (2002). Counselling in Schools. London: SAGE Publications Ltd |
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 | |