Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROGRAM DEVELOPMENT in PCG | PCG4113234 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Name of Lecturer(s) | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Assistant(s) | |
| Aim | This course aims at teaching program development in school counseling, covering basic concepts and models of program development. Specifically, this course covers the relations of program development and guidance and counseling programs, the history of school counseling programs, planning of school counseling programs, development of school counseling programs and activities, implementation and evaluation of school counseling programs, and development of psycho-educational programs and their utilization in school systems. |
| Course Content | This course contains; School Guidance and Counseling Services in 21 century. ,Two model in Guidance and Counseling: Traditional and Developmental Guidance,Understanding the purpose and principles of developmental model,There elements of inclusive developmental model (content, organizational structure, and resources).,The process of inclusive developmental model (planning, implementation, evaluation and development),Writing competence and acquisition for inclusive developmental model.,Preventive guidance programs,Five-intervention model for inclusive developmental model (psychological counseling, classroom guidance, coordination, consultation, and peer counseling). ,Program samples (classroom guidance, psychoeducation, family consultation, and peer counselling, peer assistance).,Plan samples in inclusive developmental model,MEB e-Guidance Module,Three dimension of evaluations,Developmental guidance according to school level,Developmental Guidance Personnel. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Students explain the basic concepts in program development in education. | 13, 5, 6 | E, F |
| 2. Students understand and interpret the fundamental approaches and models. | 13, 5, 6 | E, F |
| 3. Students understand the operation of school counseling programs and models. | 13, 5, 6 | E, F |
| 4. Students discuss developmental and planning process of school counseling programs. | 13, 5, 6 | E, F |
| 5. Students explain goals and identify school counseling program contents. | 13, 5, 6 | E, F |
| 6. Students experience the application of the school counseling program's process. | 13, 5, 6 | E, F |
| 7. Students learn about the evaluation process of the school counseling programs. | 13, 5, 6 | D, E |
| 8. Students understand the needs assessment and evaluation process of the school counseling programs. | 13, 5, 6 | E, F |
| Teaching Methods: | 13: Case Study Method, 5: Cooperative Learning, 6: Experiential Learning |
| Assessment Methods: | D: Oral Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | School Guidance and Counseling Services in 21 century. | |
| 2 | Two model in Guidance and Counseling: Traditional and Developmental Guidance | |
| 3 | Understanding the purpose and principles of developmental model | |
| 4 | There elements of inclusive developmental model (content, organizational structure, and resources). | |
| 5 | The process of inclusive developmental model (planning, implementation, evaluation and development) | |
| 6 | Writing competence and acquisition for inclusive developmental model. | |
| 7 | Preventive guidance programs | |
| 8 | Five-intervention model for inclusive developmental model (psychological counseling, classroom guidance, coordination, consultation, and peer counseling). | |
| 9 | Program samples (classroom guidance, psychoeducation, family consultation, and peer counselling, peer assistance). | |
| 10 | Plan samples in inclusive developmental model | |
| 11 | MEB e-Guidance Module | |
| 12 | Three dimension of evaluations | |
| 13 | Developmental guidance according to school level | |
| 14 | Developmental Guidance Personnel |
| Resources |
| Serap Nazlı (2019). Kapsamlı Gelişimsel Rehberlik Programları. 7. Baskı. Ankara: Anı Yayınları. American School Counselor Association [ASCA] (2012). The ASCA National Model: A framework for school counseling programs, Third Edition. |
| Schmitz, J. E. J. (2017). Okullarda Psikolojik Danışma ve Rehberlik Öğrenciler İçin Kapsamlı Psikolojik Danışma ve Rehberlik Programları. Nobel Yayın Dağıtım. Özyürek, R. (2012). Okullarda Psikolojik Danışma ve Rehberlik Uygulamaları. Pegem Akademi Yayıncılık. |
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. | ||||||
| 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 | 2 | 28 | 56 | |||
| 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 | 1 | 30 | 30 | |||
| General Exam | 1 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 116 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(116/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| PROGRAM DEVELOPMENT in PCG | PCG4113234 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Name of Lecturer(s) | Assist.Prof. Gökçe GÜVERCİN SEÇKİN |
| Assistant(s) | |
| Aim | This course aims at teaching program development in school counseling, covering basic concepts and models of program development. Specifically, this course covers the relations of program development and guidance and counseling programs, the history of school counseling programs, planning of school counseling programs, development of school counseling programs and activities, implementation and evaluation of school counseling programs, and development of psycho-educational programs and their utilization in school systems. |
| Course Content | This course contains; School Guidance and Counseling Services in 21 century. ,Two model in Guidance and Counseling: Traditional and Developmental Guidance,Understanding the purpose and principles of developmental model,There elements of inclusive developmental model (content, organizational structure, and resources).,The process of inclusive developmental model (planning, implementation, evaluation and development),Writing competence and acquisition for inclusive developmental model.,Preventive guidance programs,Five-intervention model for inclusive developmental model (psychological counseling, classroom guidance, coordination, consultation, and peer counseling). ,Program samples (classroom guidance, psychoeducation, family consultation, and peer counselling, peer assistance).,Plan samples in inclusive developmental model,MEB e-Guidance Module,Three dimension of evaluations,Developmental guidance according to school level,Developmental Guidance Personnel. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Students explain the basic concepts in program development in education. | 13, 5, 6 | E, F |
| 2. Students understand and interpret the fundamental approaches and models. | 13, 5, 6 | E, F |
| 3. Students understand the operation of school counseling programs and models. | 13, 5, 6 | E, F |
| 4. Students discuss developmental and planning process of school counseling programs. | 13, 5, 6 | E, F |
| 5. Students explain goals and identify school counseling program contents. | 13, 5, 6 | E, F |
| 6. Students experience the application of the school counseling program's process. | 13, 5, 6 | E, F |
| 7. Students learn about the evaluation process of the school counseling programs. | 13, 5, 6 | D, E |
| 8. Students understand the needs assessment and evaluation process of the school counseling programs. | 13, 5, 6 | E, F |
| Teaching Methods: | 13: Case Study Method, 5: Cooperative Learning, 6: Experiential Learning |
| Assessment Methods: | D: Oral Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | School Guidance and Counseling Services in 21 century. | |
| 2 | Two model in Guidance and Counseling: Traditional and Developmental Guidance | |
| 3 | Understanding the purpose and principles of developmental model | |
| 4 | There elements of inclusive developmental model (content, organizational structure, and resources). | |
| 5 | The process of inclusive developmental model (planning, implementation, evaluation and development) | |
| 6 | Writing competence and acquisition for inclusive developmental model. | |
| 7 | Preventive guidance programs | |
| 8 | Five-intervention model for inclusive developmental model (psychological counseling, classroom guidance, coordination, consultation, and peer counseling). | |
| 9 | Program samples (classroom guidance, psychoeducation, family consultation, and peer counselling, peer assistance). | |
| 10 | Plan samples in inclusive developmental model | |
| 11 | MEB e-Guidance Module | |
| 12 | Three dimension of evaluations | |
| 13 | Developmental guidance according to school level | |
| 14 | Developmental Guidance Personnel |
| Resources |
| Serap Nazlı (2019). Kapsamlı Gelişimsel Rehberlik Programları. 7. Baskı. Ankara: Anı Yayınları. American School Counselor Association [ASCA] (2012). The ASCA National Model: A framework for school counseling programs, Third Edition. |
| Schmitz, J. E. J. (2017). Okullarda Psikolojik Danışma ve Rehberlik Öğrenciler İçin Kapsamlı Psikolojik Danışma ve Rehberlik Programları. Nobel Yayın Dağıtım. Özyürek, R. (2012). Okullarda Psikolojik Danışma ve Rehberlik Uygulamaları. Pegem Akademi Yayıncılık. |
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. | ||||||
| 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 | |