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 331

Course Title in English

Selected Topics in Counseling: Grief, Loss and Bereavement

Course Title in Turkish

Danışmanlıkta Seçme Konular: Yas, Kayıp ve Matem

Language of Instruction

Type of Course

Flipped Classroom

Level of Course

Select

Semester

Spring

Contact Hours per Week

Lecture: 3

Recitation:

Lab:

Other:

Estimated Student Workload

128 hours per semester

Number of Credits

5 ECTS

Grading Mode

Standard Letter Grade

Pre-requisites

None

Co-requisites

None

Expected Prior Knowledge

None

Registration Restrictions

Only Undergraduate Students

Overall Educational Objective

To learn the “knowledge”, “language”, the basic “skills” and the “courage” to be able to “sit with” grief; to learn about the theories of grief, their evolution over time and how this influences our work as counselors

Course Description

As counselors we address issues that occur in everyday life. Loss and grief are both universal and common, yet when faced with them in daily life and professional settings most of us feel uncomfortable and do not know how to respond. While this introductory course will not make you grief counselors it will help you become sensitive and better-informed professionals. The goal is to give you the “knowledge”, “language”, the basic “skills” and the “courage” to be able to be able to “sit with” grief. In this course, you will learn about the theories of grief, their evolution over time and how this influences our work as counselors. We will discover that, under normal circumstances, grief is an adaptive response to loss and can actually lead to growth. At the same time, we will notice and discuss factors that might complicate this process. We will look at how we mourn in our society. We will also explore other types of losses across the lifespan and notice how different age groups have different grief experiences. Most importantly, throughout the class, we will develop self-awareness as we tune into our own experiences and our reactions relating to class material.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) explain the key concepts in grief literature
2) carry on in-depth discussions in the subject matter
3) understand what to expect as the grief process unfolds; to support clients but also to identify when it goes wrong so as to refer to appropriate treatment;
4) ask appropriate questions and provide age appropriate explanations to your clients regarding the subject matter.

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.	N
2)	Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment.	N
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.	N
5)	Competence in vocational guidance and counseling practices.	N
6)	Understanding of human relations and interaction.	N
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.	N
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	, December 2019
Course Coordinator	MUSTAFA ÖZCAN
Semester	Spring
Name of Instructor	AŞKIN ÖYKÜ USTA

Course Contents

Week	Subject
1)	Overview of course and definition of key terms
2)	Models of Grief 1: Classical Grief Theory Working through Grief & Tasks of Mourning
3)	Models of Grief 2: Transition to Postmodern Grief Theories Continuing Bonds with the Deceased & Meaning Making
4)	The Grief Process and Variables Influencing Grief What does Grief look like? What is “complicated grief”?
5)	Social Context of Grief and the role of rituals
6)	Counseling Case Studies: Loss and Grief Experiences in Children and Adolescents through a developmental lens.
7)	Guest Speaker
8)	Counseling Case Studies: Losses and Grief Experiences in Adults
8)	Counseling Case Studies: Losses and Grief Experiences in Adults
9)	Understanding the Aging Process: Loss and Grief Experiences in older adults
10)	Accompanying the Bereaved in the Journey of Mourning: Goals of a Counselor, bereavement assessment, basic do’s and don’ts, sample counseling session
11)	Current issues and Trends for Counselors: Grief as an opportunity for growth, technology and mourning, self-care and professionalism. Final remarks and reflections
12)	Course wrap-up
13)	Course wrap-up
14)	Course wrap-up
15)	Final Examination Period
16)	Final Examination Period

Required/Recommended Readings

Winokuer, H. R., & Harris, D. (2016). Principles and Practice of Grief Counseling, Second Edition (Vol. Second edition). New York: Springer Publishing Company. Walter, C. A., & McCoyd, J. L. M. (2016). Grief and Loss Across the Lifespan, Second Edition : A Biopsychosocial Perspective (Vol. Second edition). New York, NY: Springer Publishing Company. Lynne Anne Spelder & Albert Lee Strickland (2005). The Last Dance: Encountering Death and Dying (Seventh edition). New York, NY: McGraw-Hill Publishing. Sigmund Freud, “Mourning and Melancholia,” Collected Papers, vol. 4 (New York: Basic Books, 1959), pp. 152-170. Originally published in 1917.

Teaching Methods

Face-to-face meetings, case studies, movie clips, journal articles, guest speaker

Homework and Projects

1) Three logs intended to process reactions to class material and/or a written account of a personal experience with loss. 2) A term paper. Perhaps a comparison of movies integrating learned theoretical concepts or an assessment of a case study. 3) Preparation of a “grief pamphlet” appropriate to age group and setting at internship site.

Laboratory Work

Computer Use

Other Activities

Assessment Methods

Assessment Tools	Count	Weight
Attendance	1	% 10
Homework Assignments	3	% 30
Presentation	1	% 20
Paper Submission	1	% 40
TOTAL		% 100

Course Administration

eda.karamanci@gmail.com

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
Presentations / Seminar	3	10			30
Midterm(s)	0	8	2		0
Final Examination	0	16	2		0
Total Workload					128
Total Workload/25					5.1
ECTS					5