Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MENTAL HEALTH in SCHOOLS | PCG3213236 | Spring Semester | 2+0 | 2 | 4 |
| 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. Asude ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Asude ÖZDEMİR |
| Assistant(s) | |
| Aim | The goal of this course is to teach students about school counselors’ role in recognizing and responding to the need for mental health services that foster social and emotional health and development for their students. School counselors advocate for the mental health needs of their students by offering guidance that enhances awareness of mental health, appraisal and advisement addressing academic, career and social/emotional development; short-term counseling interventions; and referrals to community resources for long-term support. School counselors are responsible to watch for the warning sign in students such as changes in school performance and attendance, mood swings, complaints of physical symptoms before or during school, increased disciplinary issues at school, problems at home related to family matters or with parents (divorce), witnessing or experiencing stress, trauma, substance abuse, exposure to poverty, domestic violence and dealing with mental health issues. |
| Course Content | This course contains; Orientation to the course,Students with ADHD and mental health in school,Gender issues and mental health in school,Foster care and student mental health,School climate and mental health in school,Poverty and mental health in school,Family issues and student mental health,Depression and mental health in school ,Stress management and mental health in school,Refugees and mental health in school,Discrimination and students’ mental health in school,Nutrition, behavioral health and mental health in school,Violence and exposure to violence and mental health in school,Addiction and student mental health in school,Students' disabilities and mental health in school . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| The goal of this course is to teach students about school counselors’ role in recognizing and responding to the need for mental health services that foster social and emotional health and development for their students. | 10, 11, 12, 2, 5, 9 | F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 2: Project Based Learning Model, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Orientation to the course | |
| 1 | Students with ADHD and mental health in school | |
| 3 | Gender issues and mental health in school | |
| 4 | Foster care and student mental health | |
| 5 | School climate and mental health in school | |
| 6 | Poverty and mental health in school | |
| 7 | Family issues and student mental health | |
| 8 | Depression and mental health in school | |
| 9 | Stress management and mental health in school | |
| 10 | Refugees and mental health in school | |
| 11 | Discrimination and students’ mental health in school | |
| 12 | Nutrition, behavioral health and mental health in school | |
| 13 | Violence and exposure to violence and mental health in school | |
| 14 | Addiction and student mental health in school | |
| 15 | Students' disabilities and mental health in school |
| Resources |
| Merrell, K. W. & Barbara A. Gueldner, B. A. (2010). Social and emotional learning in the classroom promoting mental health and academic success. The Guilford Press. |
| Raines, J. C. (Editor)(2019). Evidence-based practice in school mental health: Addressing DSM-5 disorders in schools (Second Edition). Oxford University Press. |
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 | 0 | 0 | 0 | |||
| 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 | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| MENTAL HEALTH in SCHOOLS | PCG3213236 | Spring Semester | 2+0 | 2 | 4 |
| 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. Asude ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Asude ÖZDEMİR |
| Assistant(s) | |
| Aim | The goal of this course is to teach students about school counselors’ role in recognizing and responding to the need for mental health services that foster social and emotional health and development for their students. School counselors advocate for the mental health needs of their students by offering guidance that enhances awareness of mental health, appraisal and advisement addressing academic, career and social/emotional development; short-term counseling interventions; and referrals to community resources for long-term support. School counselors are responsible to watch for the warning sign in students such as changes in school performance and attendance, mood swings, complaints of physical symptoms before or during school, increased disciplinary issues at school, problems at home related to family matters or with parents (divorce), witnessing or experiencing stress, trauma, substance abuse, exposure to poverty, domestic violence and dealing with mental health issues. |
| Course Content | This course contains; Orientation to the course,Students with ADHD and mental health in school,Gender issues and mental health in school,Foster care and student mental health,School climate and mental health in school,Poverty and mental health in school,Family issues and student mental health,Depression and mental health in school ,Stress management and mental health in school,Refugees and mental health in school,Discrimination and students’ mental health in school,Nutrition, behavioral health and mental health in school,Violence and exposure to violence and mental health in school,Addiction and student mental health in school,Students' disabilities and mental health in school . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| The goal of this course is to teach students about school counselors’ role in recognizing and responding to the need for mental health services that foster social and emotional health and development for their students. | 10, 11, 12, 2, 5, 9 | F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 2: Project Based Learning Model, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Orientation to the course | |
| 1 | Students with ADHD and mental health in school | |
| 3 | Gender issues and mental health in school | |
| 4 | Foster care and student mental health | |
| 5 | School climate and mental health in school | |
| 6 | Poverty and mental health in school | |
| 7 | Family issues and student mental health | |
| 8 | Depression and mental health in school | |
| 9 | Stress management and mental health in school | |
| 10 | Refugees and mental health in school | |
| 11 | Discrimination and students’ mental health in school | |
| 12 | Nutrition, behavioral health and mental health in school | |
| 13 | Violence and exposure to violence and mental health in school | |
| 14 | Addiction and student mental health in school | |
| 15 | Students' disabilities and mental health in school |
| Resources |
| Merrell, K. W. & Barbara A. Gueldner, B. A. (2010). Social and emotional learning in the classroom promoting mental health and academic success. The Guilford Press. |
| Raines, J. C. (Editor)(2019). Evidence-based practice in school mental health: Addressing DSM-5 disorders in schools (Second Edition). Oxford University Press. |
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 | |