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 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | PCG 335 | |||||
| Course Title in English | Psychoanalytic Approach and Clinical Reflections Through Children’s Books | |||||
| Course Title in Turkish | Çocuk Kitaplarıyla Psikanalitik Yaklaşım ve Klinik Yansımaları | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom | |||||
| Level of Course | Select | |||||
| Semester | Spring | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 119 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Expected Prior Knowledge | Non | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To learn psychoanalytic theories and important concepts in these theories through children's books, to understand how these concepts may be encountered while working in the clinic, and to be able to conduct creative discussions about these concepts. | |||||
| Course Description | This course aims to provide students a creative discussion environment that they can learn deeply psychoanalytic theories and their concepts, and to encourage them to discuss these concepts and their clinical implications by using a different children’s book each week. In addition, the course aims to provide students a tool that they can use when working with children and parents in their professional lives after graduation. | |||||
| Course Description in Turkish | Bu ders, öğrencilere her hafta farklı bir çocuk kitabı vasıtasıyla psikanalitik teorileri ve kavramları öğrenebilecekleri ve bu teorik kavramların klinik pratikte nasıl görünebildiğini tartışabilecekleri yaratıcı bir tartışma ortamı sağlamayı amaçlamaktadır. Yanı sıra, mezun olduktan sonra pdr ve psikoloji öğrencilerine profesyonel yaşamlarında çocuklar ve ebeveynlerle çalışırken yararlanabilecekleri kazanımlar/araçlar edindirmeyi hedeflemektedir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand and explain psychoanalytic theories and important concepts in these theories in the 2) have information about qualified examples of children's literature. 3) distinguish the features of qualified children's texts from other examples. 4) discuss how theoretical concepts learned while working with children can be reflected in the clinical environment 5) involve creative reflections / discussions on psychoanalysis through children’s books. 6) talk and discuss in detail about children's books that can be used when working with children and parents on difficult issues such as grief, loss, death, anger, and jealousy. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 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 | HW |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | H | HW |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | H | Exam |
| 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. | H | Exam |
| 6) | Understanding of human relations and interaction. | H | Exam |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | S | HW |
| 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 | HW |
| 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 | Exam |
| 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 | Exam |
| 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 | MELİKE ACAR , February 2024 |
| Course Coordinator | MELİKE ACAR |
| Semester | Spring |
| Name of Instructor | Öğr. Gör. IRMAK GÜLTEKİN UYSAL |
Course Contents
| Week | Subject |
| 1) | Meeting and Introduction; Course Overview and Syllabus |
| 2) | Introduction to Children’s Book: A General Overview and Important Issues |
| 3) | General Overview of Psychoanalytic Theories I |
| 4) | General Overview of Psychoanalytic Theories I I |
| 5) | Psychoanalytic Therapies and Crucial Concepts in Clinic |
| 6) | Anger and Aggression (İçimdeki Ejderha; Öfkeli Örümcek Rıza) |
| 7) | Envy, Jealousy and Gratitude (Yıldız Tozu, Başka Bir Anne) |
| 8) | Separation- Individualization (Uslu Çocuk, Hep Hayır Diyen Çocuk, Pezzettino, Bay Tam Tersi) |
| 9) | Winnicott Memorial Weeks 1: “Good Enough” Parenting (Babam Yanımdayken) |
| 10) | Winnicott Memorial Weeks 2: Hide and Seek, Fear of Breakdown (Beni Bul, Tütü Düştü) |
| 11) | The Father and The Paternal Function in Psychoanalysis (Babam Bana Ne Söyledi, Babamın Uzun Bacakları, Babam Yanımdayken) |
| 12) | Immigration, “Strange”r and “Foreign”er: Discussion with Sullivan’s Theory of Self (Kumru ve Kikiça, Eloise ve Diğer Yaratıklar, Sâfi) |
| 13) | Loss, Separation and Death (Ördek, Ölüm ve Lale; Ben’in Gemisi, Ağlamak Güzeldir) |
| 14) | Special Genre: Silent Books and Projection (Ayna, Annemin İçindeki Ses) and General Overview |
| 15) | Final-project week |
| 16) | Final-project week |
| Required/Recommended Readings | Gültekin Uysal, I. (2023). İçimdeki Ejderha. İstanbul: Doğan Çocuk Yayınları. Kozikoğlu, T. (2022). Öfkeli Örümcek Rıza. (On beşinci basım). İstanbul: RedHouse Kidz. Willis, J. (2023). Yıldız Tozu. (Çev. Arzu Sarı). İstanbul: Puis Yayınları. Albukrek-Sebban, S., ve Navaro, L. (2018). Başka Bir Anne. (Üçüncü basım). İstanbul: Can Çocuk. Pintadera, F. (2020). Uslu Çocuk. (Çev. Ayşegül Utku Günaydın). Ankara: Uçanbalık Yayınları. Brun Cosme, N. (2022). Babamın Uzun Bacakları. (Der. Begüm Kaya). İstanbul: İlksatır Yayınları. Desborde, A. (2021). Babam Bana Ne Söyledi? (Çev. Rüzgar Rumi). Aylak Kitap. Koolwijk, P. (2021). Ben’in Gemisi. (Çev. Erhan Gürer). İstanbul: Can Çocuk. Erlbruch, W. (2022). Ördek, Ölüm ve Lale (Çev. Bahar Siber). (Beşinci basım). İstanbul: Hep Kitap. Mitchell, S. A., & Black, M. J. (2016). Freud and beyond: A history of modern psychoanalytic thought. Hachette UK. Article: Winnicott, D. (1980). Fear of breakdown. Int. J. Psycho-Analysis, 61, 351. | ||||||||||||||||||
| Teaching Methods | . Active Participation: Student participation in every aspect of the course is essential. Active participation requires attendance, research, reading, reflection, participation in class discussions, sharing observations made in K-12 schools and classrooms, asking questions and giving feedback to students who are making presentations. 2. Attendance: Attendance in class activities is very important. Working collaboratively on projects/research/reports/presentations is an important part of a teacher/counselor's role. Class participation/collaborative produce grades will only be given to students who attend the class and work with their classmates on the projects. 3. Accommodations: Any student needing special accommodations (testing, seating, etc.) must notify the instructor within the first two weeks of class. 4. Academic Integrity: In meeting course requirements, honesty is essential and students are expected to abide by MEF policy of academic integrity, prohibiting cheating, plagiarizing, or otherwise falsifying results of any work. This applies to exams, papers, reports, and all other assignments. 5. Email Addresses: Emails assigned by the university must be used to communicate by the instructor and classmates. 6. If you miss more than 30% of the course (that is more than 12 hours), you forfeit your right to do the final project and will receive a grade of FZ. | ||||||||||||||||||
| Homework and Projects | |||||||||||||||||||
| Laboratory Work | Non | ||||||||||||||||||
| Computer Use | Non | ||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acarmel@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 | 1 | 15 | 2 | 17 | |||
| Final Examination | 1 | 3 | 1 | 4 | |||
| Total Workload | 119 | ||||||
| Total Workload/25 | 4.8 | ||||||
| ECTS | 5 | ||||||