Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| FIELD PRACTICE in SCHOOL COUNSELING SERVICES II | PCG4213783 | Spring Semester | 2+6 | 5 | 10 |
| 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. Asude ÖZDEMİR, Assoc.Prof. Aslı Burçak TAŞÖREN, Prof.Dr. Servet BAYRAM, Prof.Dr. Ahmet ŞİRİN |
| Assistant(s) | |
| Aim | 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. |
| Course Learning Outcomes | 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 |
| Schmitz, J. E. J. (2017). Okullarda Psikolojik Danışma ve Rehberlik Öğrenciler İçin Kapsamlı Psikolojik Danışma ve Rehberlik Programları. Nobel Yayın Dağıtım. |
| Serap Nazlı (2019). Kapsamlı Gelişimsel Rehberlik Programları. 7. Baskı. Ankara: Anı Yayınları. |
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 | 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. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| FIELD PRACTICE in SCHOOL COUNSELING SERVICES II | PCG4213783 | Spring Semester | 2+6 | 5 | 10 |
| 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. Asude ÖZDEMİR, Assoc.Prof. Aslı Burçak TAŞÖREN, Prof.Dr. Servet BAYRAM, Prof.Dr. Ahmet ŞİRİN |
| Assistant(s) | |
| Aim | 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. |
| Course Learning Outcomes | 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 |
| Schmitz, J. E. J. (2017). Okullarda Psikolojik Danışma ve Rehberlik Öğrenciler İçin Kapsamlı Psikolojik Danışma ve Rehberlik Programları. Nobel Yayın Dağıtım. |
| Serap Nazlı (2019). Kapsamlı Gelişimsel Rehberlik Programları. 7. Baskı. Ankara: Anı Yayınları. |
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 | |