Course Detail
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 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aslı Burçak TAŞÖREN |
| Name of Lecturer(s) | Assoc.Prof. İbrahim TANRIKULU |
| Assistant(s) | |
| Aim | The purpose of this course is to provide students with an introduction to the field of guidance and counseling and to be gained a picture of how counselors and others can work together to help (elementary & high sch |
| Course Content | This course contains; The field of G & C and Basic Concepts,History of G & C & Four General Approaches to G & C,G & C in a Changing World and Where Counselors Work,Developmental Stages,Developmental Guidance Goals,Developmental and Educational Consultation & Supervision,Managing Interventions, Prevention and Wellness,Roles of School Personnel in Guidance,Educational Guidance: The Teacher as Student Advisor,Ethical and Legal Guidelines,Counseling with Diverse Population in a Multicultural Society,Career & Marriage,Feedback - Individual Counseling,Group Counseling - Peer Counseling . |
| Course Learning Outcomes | 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 G & C and Basic Concepts | Related readings from fundamental sources from uploaded document |
| 2 | History of G & C & Four General Approaches to G & C | Related readings from fundamental sources from uploaded document |
| 3 | G & C in a Changing World and Where Counselors Work | Related readings from fundamental sources from uploaded document |
| 4 | Developmental Stages | Related readings from fundamental sources from uploaded document |
| 5 | Developmental Guidance Goals | Related readings from fundamental sources from uploaded document |
| 6 | Developmental and Educational Consultation & Supervision | Related readings from fundamental sources from uploaded document |
| 7 | Managing Interventions, Prevention and Wellness | Related readings from fundamental sources from uploaded document |
| 8 | Roles of School Personnel in Guidance | Related readings from fundamental sources from uploaded document |
| 9 | Educational Guidance: The Teacher as Student Advisor | Related readings from fundamental sources from uploaded document |
| 10 | Ethical and Legal Guidelines | Related readings from fundamental sources from uploaded document |
| 11 | Counseling with Diverse Population in a Multicultural Society | Related readings from fundamental sources from uploaded document |
| 12 | Career & Marriage | Related readings from fundamental sources from uploaded document |
| 13 | Feedback - Individual Counseling | Related readings from fundamental sources from uploaded document |
| 14 | Group Counseling - Peer Counseling | Related readings from fundamental sources from uploaded document |
| Resources |
| Gladding, Samuel T. (2014). Counseling: A Comprehensive Profession. Edinburg: Pearson New International Edition. Myrick, R. D. (2003). Developmental Guidance & Counseling, Educational Media Corporation. Gibson, L. R. & Mitchell, M. H. (2003). Introduction to Counseling and Guidance, Merrill Prentice Hall. Korkut, Fidan (2007). Okul Temelli Önleyici Rehberlik, Anı Yayıncılık. Yeşilyaprak, Binnur (2007). Gelişimsel Rehberlik, Morpa Yayınları. Abboy, R. & İkiz, E. B. (2007). PDR’de Çağdaş Bir Anlayış, Nobel Yayınları. |
| 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 | Explains the fundamental concepts and principles of 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | 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 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aslı Burçak TAŞÖREN |
| Name of Lecturer(s) | Assoc.Prof. İbrahim TANRIKULU |
| Assistant(s) | |
| Aim | The purpose of this course is to provide students with an introduction to the field of guidance and counseling and to be gained a picture of how counselors and others can work together to help (elementary & high sch |
| Course Content | This course contains; The field of G & C and Basic Concepts,History of G & C & Four General Approaches to G & C,G & C in a Changing World and Where Counselors Work,Developmental Stages,Developmental Guidance Goals,Developmental and Educational Consultation & Supervision,Managing Interventions, Prevention and Wellness,Roles of School Personnel in Guidance,Educational Guidance: The Teacher as Student Advisor,Ethical and Legal Guidelines,Counseling with Diverse Population in a Multicultural Society,Career & Marriage,Feedback - Individual Counseling,Group Counseling - Peer Counseling . |
| Course Learning Outcomes | 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 G & C and Basic Concepts | Related readings from fundamental sources from uploaded document |
| 2 | History of G & C & Four General Approaches to G & C | Related readings from fundamental sources from uploaded document |
| 3 | G & C in a Changing World and Where Counselors Work | Related readings from fundamental sources from uploaded document |
| 4 | Developmental Stages | Related readings from fundamental sources from uploaded document |
| 5 | Developmental Guidance Goals | Related readings from fundamental sources from uploaded document |
| 6 | Developmental and Educational Consultation & Supervision | Related readings from fundamental sources from uploaded document |
| 7 | Managing Interventions, Prevention and Wellness | Related readings from fundamental sources from uploaded document |
| 8 | Roles of School Personnel in Guidance | Related readings from fundamental sources from uploaded document |
| 9 | Educational Guidance: The Teacher as Student Advisor | Related readings from fundamental sources from uploaded document |
| 10 | Ethical and Legal Guidelines | Related readings from fundamental sources from uploaded document |
| 11 | Counseling with Diverse Population in a Multicultural Society | Related readings from fundamental sources from uploaded document |
| 12 | Career & Marriage | Related readings from fundamental sources from uploaded document |
| 13 | Feedback - Individual Counseling | Related readings from fundamental sources from uploaded document |
| 14 | Group Counseling - Peer Counseling | Related readings from fundamental sources from uploaded document |
| Resources |
| Gladding, Samuel T. (2014). Counseling: A Comprehensive Profession. Edinburg: Pearson New International Edition. Myrick, R. D. (2003). Developmental Guidance & Counseling, Educational Media Corporation. Gibson, L. R. & Mitchell, M. H. (2003). Introduction to Counseling and Guidance, Merrill Prentice Hall. Korkut, Fidan (2007). Okul Temelli Önleyici Rehberlik, Anı Yayıncılık. Yeşilyaprak, Binnur (2007). Gelişimsel Rehberlik, Morpa Yayınları. Abboy, R. & İkiz, E. B. (2007). PDR’de Çağdaş Bir Anlayış, Nobel Yayınları. |
| 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 | Explains the fundamental concepts and principles of 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |