Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to GUIDANCE and pSYCGOLOGICAL COUSELING | PCG1114966 | Fall Semester | 3+0 | 3 | 7 |
| Course Program | Pazartesi 15:30-16:15 Pazartesi 16:30-17:15 Pazartesi 17:30-18:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Prof.Dr. Servet BAYRAM |
| Assistant(s) | |
| Aim | This course aims that students will be able to explain the field of counseling and its application to the school setting; explain school counseling programs, organization and their evaluation; list the roles and functions of the school counselor; explain ways to improve the growth, development and psychological health of individuals; analyze the principles and practices of guidance and counseling, including crisis intervention and ethics in the school setting. |
| Course Content | This course contains; The Field of Guidance & Counseling in Schools and Basic Concepts of Guidance,History of Guidance and Counseling ,Four General Approaches to Guidance and Counseling and Systematic Approach to Counselling,Core Theoretical Concepts for Counsellors Working in School Settings and Counselling Theories,Personal-Social Guidance,Educational Guidance,Structuring the Counselling Session, Stages of Counselling, Overview of Essential Counelling Skill, The Skills and Qualities of Effective Counsellor,Vocational Guidance,Ethics and Confidentiality in the School Setting and Morals, Values and Ethics in Counselling,School Counselling Programs ,Special Education,Individualized Recognition,A Structured School Counselling Program,Schools and Trauma and Disaster Recovery Plan . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students explain the basic terminology and concepts used in the field of guidance and psychological counseling. | 16, 9 | A |
| Students summarizes the fundamental fields of study, theories, perspectives and concepts in the field of guidance and psychological counseling. | 16, 9 | A |
| Students analyzes the relevance of the field of Psychological Counseling with other fields of study, opportunities for common work, integration into other fields. | 16, 9 | A |
| Students explain how to apply counseling theories and principles to everyday social, personal and behavioral problems. | 13, 16, 9 | A |
| Students list issues related to social and cultural diversity in counseling. | 13, 16, 9 | A |
| Students compare the similarities and differences of the fundamental fields and perspectives in the field of guidance and psychological counseling. | 16, 19, 9 | A |
| Teaching Methods: | 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The Field of Guidance & Counseling in Schools and Basic Concepts of Guidance | Related readings from fundamental sources from uploaded document |
| 2 | History of Guidance and Counseling | Related readings from fundamental sources from uploaded document |
| 3 | Four General Approaches to Guidance and Counseling and Systematic Approach to Counselling | Related readings from fundamental sources from uploaded document |
| 4 | Core Theoretical Concepts for Counsellors Working in School Settings and Counselling Theories | Related readings from fundamental sources from uploaded document |
| 5 | Personal-Social Guidance | Related readings from fundamental sources from uploaded document |
| 6 | Educational Guidance | Related readings from fundamental sources from uploaded document |
| 7 | Structuring the Counselling Session, Stages of Counselling, Overview of Essential Counelling Skill, The Skills and Qualities of Effective Counsellor | Related readings from fundamental sources from uploaded document |
| 8 | Vocational Guidance | Related readings from fundamental sources from uploaded document |
| 9 | Ethics and Confidentiality in the School Setting and Morals, Values and Ethics in Counselling | Related readings from fundamental sources from uploaded document |
| 10 | School Counselling Programs | Related readings from fundamental sources from uploaded document |
| 11 | Special Education | Related readings from fundamental sources from uploaded document |
| 12 | Individualized Recognition | Related readings from fundamental sources from uploaded document |
| 13 | A Structured School Counselling Program | Related readings from fundamental sources from uploaded document |
| 14 | Schools and Trauma and Disaster Recovery Plan | Related readings from fundamental sources from uploaded document |
| Resources |
| Bor, R., Ebner-Landy, J., Gill, S. & Brace, C. (2002). Counselling in Schools. SAGE Publications Ltd Nystul, M. S. (2016). Introduction to Counselling: an Art and Science Perspective, 5th Ed., Sage Publication. McLeod, J. (2004). An Introduction to Counselling, Open University Press Dahir, C. A., & Stone, C. B. (2023). The Transformed School Counselor. Cengage Learning. |
| Lambie, G. W., Stickl Haugen, J., Borland, J. R., & Campbell, L. O. (2019). Who Took" Counseling" out of the Role of Professional School Counselors in the United States?. Journal of School-Based Counseling Policy and Evaluation, 1(3), 51-61. Fallon, L. M., Everett, S., La Salle, T. P., Luh, H. J., Feinberg, A., & Sugai, G. (2023). The What, Why, and How for School Counselors. The School Counselor’s Guide to Multi-Tiered Systems of Support. Hilts, D., Peters, H. C., Liu, Y., & Luke, M. (2022). The model for supervision of school counseling leadership. Journal of Counselor Leadership and Advocacy, 9(2), 99-114. Steen, S., Melchior, S., Stone, T., & Melfie, J. (2023). Access to Schools. School Counseling Research: Advancing the Professional Evidence Base, 27. |
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 | 3 | 42 | |||
| 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 | 7 | 7 | 49 | |||
| General Exam | 14 | 8 | 112 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 203 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(203/30) | 7 | |||||
| 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 |
|---|---|---|---|---|---|
| INTRODUCTION to GUIDANCE and pSYCGOLOGICAL COUSELING | PCG1114966 | Fall Semester | 3+0 | 3 | 7 |
| Course Program | Pazartesi 15:30-16:15 Pazartesi 16:30-17:15 Pazartesi 17:30-18:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Prof.Dr. Servet BAYRAM |
| Assistant(s) | |
| Aim | This course aims that students will be able to explain the field of counseling and its application to the school setting; explain school counseling programs, organization and their evaluation; list the roles and functions of the school counselor; explain ways to improve the growth, development and psychological health of individuals; analyze the principles and practices of guidance and counseling, including crisis intervention and ethics in the school setting. |
| Course Content | This course contains; The Field of Guidance & Counseling in Schools and Basic Concepts of Guidance,History of Guidance and Counseling ,Four General Approaches to Guidance and Counseling and Systematic Approach to Counselling,Core Theoretical Concepts for Counsellors Working in School Settings and Counselling Theories,Personal-Social Guidance,Educational Guidance,Structuring the Counselling Session, Stages of Counselling, Overview of Essential Counelling Skill, The Skills and Qualities of Effective Counsellor,Vocational Guidance,Ethics and Confidentiality in the School Setting and Morals, Values and Ethics in Counselling,School Counselling Programs ,Special Education,Individualized Recognition,A Structured School Counselling Program,Schools and Trauma and Disaster Recovery Plan . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students explain the basic terminology and concepts used in the field of guidance and psychological counseling. | 16, 9 | A |
| Students summarizes the fundamental fields of study, theories, perspectives and concepts in the field of guidance and psychological counseling. | 16, 9 | A |
| Students analyzes the relevance of the field of Psychological Counseling with other fields of study, opportunities for common work, integration into other fields. | 16, 9 | A |
| Students explain how to apply counseling theories and principles to everyday social, personal and behavioral problems. | 13, 16, 9 | A |
| Students list issues related to social and cultural diversity in counseling. | 13, 16, 9 | A |
| Students compare the similarities and differences of the fundamental fields and perspectives in the field of guidance and psychological counseling. | 16, 19, 9 | A |
| Teaching Methods: | 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The Field of Guidance & Counseling in Schools and Basic Concepts of Guidance | Related readings from fundamental sources from uploaded document |
| 2 | History of Guidance and Counseling | Related readings from fundamental sources from uploaded document |
| 3 | Four General Approaches to Guidance and Counseling and Systematic Approach to Counselling | Related readings from fundamental sources from uploaded document |
| 4 | Core Theoretical Concepts for Counsellors Working in School Settings and Counselling Theories | Related readings from fundamental sources from uploaded document |
| 5 | Personal-Social Guidance | Related readings from fundamental sources from uploaded document |
| 6 | Educational Guidance | Related readings from fundamental sources from uploaded document |
| 7 | Structuring the Counselling Session, Stages of Counselling, Overview of Essential Counelling Skill, The Skills and Qualities of Effective Counsellor | Related readings from fundamental sources from uploaded document |
| 8 | Vocational Guidance | Related readings from fundamental sources from uploaded document |
| 9 | Ethics and Confidentiality in the School Setting and Morals, Values and Ethics in Counselling | Related readings from fundamental sources from uploaded document |
| 10 | School Counselling Programs | Related readings from fundamental sources from uploaded document |
| 11 | Special Education | Related readings from fundamental sources from uploaded document |
| 12 | Individualized Recognition | Related readings from fundamental sources from uploaded document |
| 13 | A Structured School Counselling Program | Related readings from fundamental sources from uploaded document |
| 14 | Schools and Trauma and Disaster Recovery Plan | Related readings from fundamental sources from uploaded document |
| Resources |
| Bor, R., Ebner-Landy, J., Gill, S. & Brace, C. (2002). Counselling in Schools. SAGE Publications Ltd Nystul, M. S. (2016). Introduction to Counselling: an Art and Science Perspective, 5th Ed., Sage Publication. McLeod, J. (2004). An Introduction to Counselling, Open University Press Dahir, C. A., & Stone, C. B. (2023). The Transformed School Counselor. Cengage Learning. |
| Lambie, G. W., Stickl Haugen, J., Borland, J. R., & Campbell, L. O. (2019). Who Took" Counseling" out of the Role of Professional School Counselors in the United States?. Journal of School-Based Counseling Policy and Evaluation, 1(3), 51-61. Fallon, L. M., Everett, S., La Salle, T. P., Luh, H. J., Feinberg, A., & Sugai, G. (2023). The What, Why, and How for School Counselors. The School Counselor’s Guide to Multi-Tiered Systems of Support. Hilts, D., Peters, H. C., Liu, Y., & Luke, M. (2022). The model for supervision of school counseling leadership. Journal of Counselor Leadership and Advocacy, 9(2), 99-114. Steen, S., Melchior, S., Stone, T., & Melfie, J. (2023). Access to Schools. School Counseling Research: Advancing the Professional Evidence Base, 27. |
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 | |