EDS 408 Internship IV: Group CounselingMEF UniversityDegree Programs Guidance and Psychological CounselingGeneral Information For StudentsDiploma SupplementErasmus Policy Statement
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 EDS 408
Course Title in English Internship IV: Group Counseling
Course Title in Turkish Staj 4: Grup Danışmanlığı
Language of Instruction EN
Type of Course Fieldwork,Ters-yüz öğrenme,Lecture
Level of Course Orta
Semester Spring
Contact Hours per Week
Lecture: 3 Recitation: 0 Lab: 0 Other: 0
Estimated Student Workload 372 hours per semester
Number of Credits 15 ECTS
Grading Mode Standard Letter Grade
Pre-requisites None
Co-requisites None
Expected Prior Knowledge Knowledge in developmental psychology and counseling theories.
Registration Restrictions Only Undergraduate Students
Overall Educational Objective To learn the group counseling and guidance with an emphasis on school settings and educational implications.
Course Description An introduction to types of groups, group dynamics, group leadership, developmental stages of group, and general view of theoretical approaches to group counseling. The major emphasis is on teaching basic knowledge and skills of group work.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) understand types of group work.
2) understand and recognize group dynamics.
3) demonstrate effective group leadership.
4) differentiate the stages of group work
5) learn and demonstrate ethical and legal aspects of working with groups.
Program Learning Outcomes/Course Learning Outcomes 1 2 3 4 5
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. S Homework
2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. H Derse Katılım
3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. H Proje
4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. S Homework
5) Competence in vocational guidance and counseling practices. N
6) Understanding of human relations and interaction. S Derse Katılım
7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. N
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. N
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. N
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. S Homework
12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. N
Prepared by and Date ZÜMRA ATALAY , March 2024
Course Coordinator ZÜMRA ATALAY
Semester Spring
Name of Instructor Prof. Dr. MUSTAFA ÖZCAN

Course Contents

Week Subject
1) Review of the Syllabus & Planning activity design list
2) Types of Groups and Group Work
3) Group Dynamics
4) Effective Group Leadership
5) Forming a Group
6) The Transition Period in a Group: Storming and Norming
7) The Working Stage in a Group: Performing
8) Closing a Group
9) Specialty Groups and Creativity in Groups
10) Groups for children
11) Groups for adolescents
12) Groups for Adults
13) Groups for Older Adults
14) Review - Discuss about whole course.
15) Final Examination Period
16) Final Examination Period
Required/Recommended ReadingsMain Textbook: Gladding, S. T. (2012). Groups: a counseling specialty. Upper Saddle River, NJ: Pearson. Suggested Websites and Readings http://www.iagp.com/ https://positivepsychologyprogram.com/group-therapy/ https://iagp.com/about-us/ethical-guidelines-and-professional-standards-for-organization-development-and-group-process-consultants/ Battegay, R., & Yilmaz, A. T. (1997). Group psychotherapy with immigrants from turkey. Group Analysis, 30(2), 217-228. 10.1177/0533316497302006 Bemak, F., & Chung, R. C. (2015). Critical issues in international group counseling. The Journal for Specialists in Group Work, 40(1), 6-21. 10.1080/01933922.2014.992507 Burlingame, G. M., Fuhriman, A., & Mosier, J. (2003). The differential effectiveness of group psychotherapy: A meta-analytic perspective. Group Dynamics: Theory, Research, and Practice, 7(1), 3-12. 10.1037/1089-2699.7.1.3 Burlingame, G. M., McClendon, D. T., & Alonso, J. (2011). Cohesion in group therapy. Psychotherapy, 48(1), 34-42. 10.1037/a0022063 Corey, M.S., Corey, G., & Corey, C. (2009). Groups: Process and practice (8th ed.). Pacific Grove, CA: Brooks/Cole. Kline, W. (2003). Interactive Group Counseling & Therapy. Upper Saddle River, NJ. Prentice-Hall. Rybak, C., Sathaye, D., & Deuskar, M. (2015). Group counseling and satsang: Learning from indian group practices. The Journal for Specialists in Group Work, 40(2), 147-162.10.1080/01933922.2015.1017064 Topuz, C., & Arasan, Z. (2014). Self-awareness group counseling model for prospective counselors. Procedia - Social and Behavioral Sciences, 143, 638-642. 10.1016/j.sbspro.2014.07.452 Yalom, I. & Leszcz, M. (2006). The theory and practice of group psychotherapy (5th ed.). NewYork, NY: Basic Books
Teaching MethodsFlipped learning; lecture; cooperative groups; reflection and discussion; application
Homework and Projects1.Group Activity Design: Each week dyads of students will present an activity that can be useful in group counseling process. Students will write within the template these activities and upload to Blackboard. 2. Group Counseling Session Reflections: Students are expected to lead a group of students at least 4 students and at least 2 sessions (if your schools do not allow you to lead a group by yourself, you should co-lead a group). You also share a group if you have a colleague from your classroom at the school. And responsible to write 3 reflection papers about your group counseling experience. 3. Biweekly Practicum Reflections: Students are expected to write biweekly reports on your experience as a counselor intern. In these papers, please share your observations at your schools, connect your observations to the theoretical concepts you have learned throughout your classes, reflect on your thoughts, feelings, and reactions, and share examples indicating your development of self-awareness. You will be receiving feedback on your papers with the expectation that you will develop yourself and your papers throughout the semester. 4. Overall Practicum Reflection Paper and Presentation
Laboratory Work-
Computer Use-
Other Activities.
Assessment Methods
Assessment Tools Count Weight
Attendance 1 % 5
Application 1 % 30
Special Course Internship (Work Placement) 1 % 50
Presentation 1 % 15
TOTAL % 100
Course Administration atalayz@mef.edu.tr
.
Prof. Dr. Zümra ATALAY

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 1 84
Application 14 0 8 112
Homework Assignments 8 20 2 176
Total Workload 372
Total Workload/25 14.9
ECTS 15