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 208 | ||||
| Course Title in English | Theories of Psychological Counseling | ||||
| Course Title in Turkish | Psikolojik Danışmanlık Kuramları | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 135 hours per semester | ||||
| Number of Credits | 6 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
PCG 106 - Guidance and Psychological Counseling PCG 102 - Guidance and Psychological Counseling |
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| Expected Prior Knowledge | Basic knowledge in guidance and psychological counseling field. | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To learn the main theories in guidance and psychological counseling field. | ||||
| Course Description | When providing therapy, the theoretical orientation that a therapist uses serves as the foundation for how they view and address the client’s problems. In this course, we will learn about the importance of psychological theory and how we as therapist utilize theory(ies) to inform and direct our work with clients. We will do a survey of the major theoretical orientations that are currently used and learn how each conceptualizes the process of therapy as well as the client. We will also practice how to conceptualize client’s using various theories. Lastly, we will learn about the integrative/eclectic approach to psychotherapy. | ||||
| Course Description in Turkish | Terapi sağlarken, bir terapistin kullandığı teorik yönelim, danışanın sorunlarını nasıl gördükleri ve ele aldıklarının temeli olarak hizmet eder. Bu ders, psikolojik kuramın önemini ve terapist olarak danışanlarla çalışmalarımızı bilgilendirmek ve yönlendirmek için kuram(lar)ı nasıl kullandığımızı öğreneceğiz. Halihazırda kullanılan başlıca teorik yönelimler hakkında bir araştırma yapacağız ve her birinin hem terapi sürecini hem de müşteriyi nasıl kavramsallaştırdığını öğreneceğiz. Ayrıca, danışanların çeşitli teorileri kullanarak nasıl kavramsallaştırılacağını da uygulayacağız. Son olarak, psikoterapiye bütünleştirici/eklektik yaklaşımı öğreneceğiz. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) develop basic knowledge of major psychological theories; 2) learn what role a therapist’s theoretical orientation plays in their work with clients; 3) learn the process of conceptualizing a client using a particular psychological theory; 4) learn to integrate different theoretical perspectives when working with clients. |
| 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 | Exam |
| 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. | S | Exam |
| 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. | H | Exam |
| 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 | HW |
| 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 | , |
| Course Coordinator | MUSTAFA ÖZCAN |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. VINCENT HENRY SIENKIEWICZ |
Course Contents
| Week | Subject |
| 1) | Introduction to course and syllabus review |
| 2) | Theoretical orientations? What are they and why do we use them? |
| 3) | Humanistic psychotherapy |
| 4) | Brief Therapy Models: SFT |
| 5) | Psychodynamic Theory |
| 6) | Jungian Analytical Theory |
| 7) | Adlerian Counseling and Psychotherapy |
| 8) | Gestalt Theory |
| 9) | Existential Psychotherapy |
| 10) | Cognitive Behavioral Therapies |
| 11) | Exam |
| 12) | Group Presentations |
| 13) | Group Presentations |
| 14) | Course Wrap Up |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Archer J. & McCarthy C. J. (2007) Theories of Counselling and Psychotherapy Contemporary Applications (5th Edition). N.J.: Pearson Education. | ||||||||||||||||||
| Teaching Methods | Flipped learning, face-to-face meetings | ||||||||||||||||||
| Homework and Projects | Group Assignment: Theoretical Model Presentation: As a group, students will be asked to research and write about a theoretical model not discussed in class. As a group you will be required to write a report detailing the important information about the theory, and create a presentation that will be given at the end of the semester. You will be required to find and cite academic sources to support your work in both the group paper and the presentation. Conceptualization Paper: For this paper, students are asked to choose a fictional or historic character/person. Imagine that this person is coming to you for therapy. This paper has 2 parts: Write a short biography for you client including the reasons why they are choosing to attend therapy. (1-2pgs) Pick a theoretical model discussed in class, and conceptualize your chosen client using this theory. Summarize the theory you are using and explore your client’s behavior through the lens of this theory. This paper should include academic sources and in-text citations.(2-3 pages) | ||||||||||||||||||
| Laboratory Work | |||||||||||||||||||
| Computer Use | |||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
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| Course Administration |
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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 | 10 | 20 | ||||
| Midterm(s) | 1 | 15 | 2 | 17 | |||
| Total Workload | 135 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 6 | ||||||