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 106 | ||||
| Course Title in English | Guidance and Psychological Counseling | ||||
| Course Title in Turkish | Rehberlik ve Psikolojik Danışmanlık | ||||
| Language of Instruction | EN | ||||
| Type of Course | Select,Flipped Classroom,Lecture | ||||
| Level of Course | Introductory | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 130 hours per semester | ||||
| Number of Credits | 6 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | PSYC101 | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | For the students; To understand and aware of the importance of psychological services in schools To understand the philosophy, the roles and functions of guidance and psychological counseling services To gain basic knowledge about the issues, models and methods in guidance and psychological counseling To be able to recognize the educational significance of guidance and psychological counseling services | ||||
| Course Description | Introduction into the field of guidance and counseling with a special emphasis on school settings and educational implications. Overview of foundations of counseling, counselor roles, and functions. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) learn the history/development of guidance and psychological counseling services in the world as well as in Turkey 2) know the guidance and psychological counseling services, its functions and the roles 3) know and to identify the different branches of guidance and psychological counseling services (individual counseling, group counseling, career counseling etc.) 4) know the roles of guidance and counselors in school system (coordinator, facilitator, consultant etc.) |
| 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. | S | Presentation |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | S | HW |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | N | |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | S | Exam |
| 5) | Competence in vocational guidance and counseling practices. | S | HW |
| 6) | Understanding of human relations and interaction. | S | HW |
| 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. | S | Presentation |
| 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 | Presentation |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | H | Participation |
| 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 | Presentation |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | S | Exam |
| Prepared by and Date | ZÜMRA ATALAY , |
| Course Coordinator | EZGİ TOPLU DEMİRTAŞ |
| Semester | Fall |
| Name of Instructor | Assoc. Prof. Dr. EZGİ TOPLU DEMİRTAŞ |
Course Contents
| Week | Subject |
| 1) | Course description and introduction |
| 2) | Conceptualization and historical background |
| 3) | The nature of guidance-counseling |
| 4) | Professional roles and relations |
| 5) | Roles of guidance-counselors: Developmental specialist and facilitator |
| 6) | Roles of guidance-counselors: Consultant, coordinator and peer facilitator |
| 7) | Types of guidance-counseling: Individual and crisis counseling |
| 8) | Types of guidance-counseling: Types of guidance-counseling: Small and large group counseling |
| 9) | Types of guidance-counseling: Career development |
| 10) | Assessment in guidance-counseling: Test-nontest techniques |
| 11) | Values and effects of culture in counseling |
| 12) | Guidance and counseling in Turkey |
| 13) | Prevention and Wellness |
| 14) | Prevention and Wellness |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Gibson, R.L. & Mitchell, M. H. (2008). Introduction to Counseling and Guidance (7th edition). New Jersey: Pearson Prentice Hall. | |||||||||||||||||||||
| Teaching Methods | Instructional strategy and expectations for both students and instructional staff that follow from this. Student work modes (independently and/or in teams). Any work with the outside community – geographic or industry sector. | |||||||||||||||||||||
| Homework and Projects | Presentation, critical reflection paper | |||||||||||||||||||||
| Laboratory Work | . | |||||||||||||||||||||
| Computer Use | . | |||||||||||||||||||||
| Other Activities | . | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
1. Attendance – Attendance is very important and will affect participation points earned. 2. Late Assignments – All late assignments will result in a loss of 10% for being handed in one 3. Class session late, and a 10% loss for being handed in one week late. Except for extreme circumstances, papers will not be accepted after one week beyond the due date. A student MUST contact the professor BEFORE class to arrange turning in a late assignment. 4. If a student does not complete an assignment on-time without first contacting the professor, then the student will likely receive zero points for that assignment. 5. All papers must be typed. 6. If an assignment is being submitted through email, it is the student’s responsibility to ensure that the email was received. If the student does not receive a reply from the instructor indicating that the assignment was received, it is to be assumed that it was not received, and student must follow-up on turning in the work. 7. Work must be ORIGINAL; plagiarism is a very serious offense, will likely lead to failure of assignment, and may even lead to failure of course. If students have any questions about what is or is not plagiarism, they should be sure to consult instructor BEFORE submitting assignment |
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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 | 2 | 2 | 84 | ||
| Homework Assignments | 1 | 8 | 8 | ||||
| Midterm(s) | 2 | 8 | 2 | 20 | |||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 130 | ||||||
| Total Workload/25 | 5.2 | ||||||
| ECTS | 6 | ||||||