Information Package / Course Catalogue
| Guidance and Psychological Counseling | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
ECTS Course Information Package
| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | PCG 334 | ||||
| Course Title in English | Psychological Counseling with Children and Adolescents | ||||
| Course Title in Turkish | Çocuklar ve Ergenlerle Psikolojik Danışmanlık | ||||
| Language of Instruction | EN | ||||
| Type of Course | Ters-yüz öğrenme | ||||
| Level of Course | Orta | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 132 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
PCG 214 - Developmental Psychology II |
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| Co-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Registration Restrictions | Only undergraduate students | ||||
| Overall Educational Objective | To learn principles and practices of the psychological counseling process, methods for preparing therapeutic interventions, apply empirical counseling methods for common emotional problems among children and adolescents and their families. | ||||
| Course Description | This course focuses on the psychological counseling process with emphasis on developmental needs of children and adolescents and prepares counselors to apply specific therapeutic interventions for common emotional and behavioral issues that designed for both school and non-school settings. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand and explain theoretical approaches and counseling techniques for children and adolescents and their parents or caregivers 2) understand the prominent problem of children and adolescents and plan counseling interventions for them and their families in school and non-school settings 3) analyze the developmental stages of children and adolescents how these stages impact the counseling process while working with them and with their parents 4) understand the importance of school counsellors to assess, plan counseling interventions, support and prevent mental health problems. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | ||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | ||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | ||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | ||||
| 5) Competence in vocational guidance and counseling practices. | ||||
| 6) Understanding of human relations and interaction. | ||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | ||||
| 8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | ||||
| 9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | ||||
| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | ||||
| 11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | ||||
| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | H | Homework |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | H | Exam |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | H | Homework |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | H | Exam |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | H | Homework |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | S | Homework |
| 8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | S | Exam |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | S | Homework |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | N | |
| 11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | N | |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | S | Homework |
| Prepared by and Date | DENİZ HAZAL KARABULUT ÖZAY , August 2023 |
| Course Coordinator | MUSTAFA ÖZCAN |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. DENİZ HAZAL KARABULUT ÖZAY |
Course Contents
| Week | Subject |
| 1) | Course Overview and Syllabus |
| 2) | Introduction to Counseling Process with Children and Adolescents |
| 3) | Counseling Theories I – Child Centered Play Therapy |
| 4) | Counseling Theories II – Filial Therapy and Parent Training |
| 5) | Counseling Theories III – Cognitive Behavioral Therapy |
| 6) | Counseling Theories IV – Psychodynamic Therapy |
| 7) | Counseling Theories V – Solution Focused Therapy |
| 8) | Counseling in Group Settings |
| 9) | Special Topic I – Emotions, Emotion Regulation: Fear, Anxiety & Anger |
| 10) | Special Topic II – Grief |
| 11) | Special Topic III – Divorce |
| 12) | Special Topic IV – New Sibling, Sibling Rivalry |
| 13) | General Review |
| 14) | General Review |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Required Texts: Prout, H. T., & Fedewa, A. L. (2015). Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings., 5th ed. John Wiley & Sons Inc. Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional psychology: research and practice, 36(4), 376. Recommended Texts: Henderson, D. A., & Thompson, C. L. (2015). Counseling Children (9thed.). Belmont, CA: Brooks/Cole, Cengage Learning. Axline, V. M. (1969). Dibs: In search of self (Vol.6109). Mansion | |||||||||||||||
| Teaching Methods | Flipped learning, face-to-face meetings | |||||||||||||||
| Homework and Projects | Application with a child as homework (25%) Movie film reflection as homework (25%) Final Exam (50%) | |||||||||||||||
| Laboratory Work | - | |||||||||||||||
| Computer Use | - | |||||||||||||||
| Other Activities | - | |||||||||||||||
| Assessment Methods |
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| Course Administration |
karabulutd@mef.edu.tr - |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 2 | 98 | ||
| Homework Assignments | 2 | 15 | 2 | 34 | |||
| Final Examination | 1 | 0 | 0 | ||||
| Total Workload | 132 | ||||||
| Total Workload/25 | 5.3 | ||||||
| ECTS | 5 | ||||||