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 301 | |||||
| Course Title in English | Internship I: Vocational Guidance and Counseling I | |||||
| Course Title in Turkish | Staj I: Mesleki Rehberlik | |||||
| Language of Instruction | EN | |||||
| Type of Course | Internship | |||||
| Level of Course | Intermediate | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 252 hours per semester | |||||
| Number of Credits | 10 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
EDS 101 - Introduction to Educational Sciences PCG 211 - Theories of Personality PCG 214 - Developmental Psychology II |
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| Expected Prior Knowledge | Students are expected to have prior knowledge about educational psychology and developmental psychology | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students Only PCG Students | |||||
| Overall Educational Objective | To gain school experience and psychological counselor assistantship with an emphasis on career counseling, and to review and critically evaluate the major issues in career development and career counseling. | |||||
| Course Description | The purpose of this course is twofold. The first one is provide students with an understanding of career counseling including its historical development, basic theories, and the role of the career counselor. For the second purpose, students will observe how to apply methods of career counseling to their work with individuals, groups in school settings. | |||||
| Course Description in Turkish | Kariyer gelişimi, kariyer kuramları ve kariyer psikolojik danışmanlığı ile ilgili temel meselelerin incelenmesi ve kritik değerlendirmesi ve deneyim kazanılması |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) facilitate client career self-understanding 2) assist clients in obtaining information about education, career, and labor markets 3) facilitate career decision making and career planning 4) utilize a full range of both formal and informal test techniques 5) select, administer, score and interpret career assessment instruments appropriate for both students and adults 6) plan, prepare and present career guidance and counseling related presentations. |
| 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 | Exam |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | H | Exam |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | N | Exam |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | S | HW |
| 5) | Competence in vocational guidance and counseling practices. | H | HW |
| 6) | Understanding of human relations and interaction. | N | Exam |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | N | Exam |
| 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 | Exam |
| 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 | 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 | Exam |
| 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. | H | Project |
| Prepared by and Date | EZGİ TOPLU DEMİRTAŞ , June 2018 |
| Course Coordinator | EZGİ TOPLU DEMİRTAŞ |
| Semester | Fall |
| Name of Instructor | Assoc. Prof. Dr. EZGİ TOPLU DEMİRTAŞ |
Course Contents
| Week | Subject |
| 1) | Orientation-introduction to class and internship |
| 2) | Introduction to career development interventions |
| 3) | Introduction to career development interventions |
| 4) | Assessment and career planning |
| 5) | Career information and resources |
| 6) | Using technology to support career counseling and planning |
| 7) | Career counseling strategies and techniques for the 21st century |
| 8) | Designing, implementing and evaluating career development programs and services |
| 9) | Designing, implementing and evaluating career development programs and services |
| 10) | Career developmental interventions in elementary schools |
| 11) | Career developmental interventions in middle and high Schools |
| 12) | Career developmental interventions in higher education |
| 13) | Career development interventions in community settings |
| 14) | Class summary, wrap up, course evaluations |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Course Book Sharf, R. S. (2014). Applying career development theory to counseling (6th ed.). Pacific Grove, CA: Cengage Supplementary Readings Amundson, N., Poehnell, G. & Pattern, M. (2008). Mesleki teleskop (Çev. F. Korkut- Owen). Ankara: Anı Yayıncılık. Niles, S.G. & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st century. (4th ed). Upper Saddle River, New Jersey: Pearson Bolles, R. N. (2005). Paraşütünüz ne renk?. İstanbul: Elma yayınevi Erkan, S. (2006). Örnek grup rehberliği etkinlikleri, Ankara: Pegem Yayınları. Korkut-Owen, F., Arıcı, F., Demirtaş, S. and Mutlu, T. (2014). Using The Career Sailboat Model to facilitate career planning and decision-making with young adults - See more at: http://www.ncda.org/aws/NCDA/pt/sd/news_article/84862/_PARENT/layout_details_cc/false#sthash.A9krienH.dpuf Korkut-Owen, F., Demirtaş-Zorbaz, S. and Mutlu-Süral, T. (2014). Career Sailboat Model as a tool for the guidance counsellor http://www.schoolguidancehandbook.ncge.ie/docs/000050/CSM%202015.pdf Korkut-Owen, F., Mutlu-Süral, T., Arıcı-Şahin F. ve Demirtaş-Zorbaz, S (2015). Kendilerine uygun limanı arayanlar için çalışma el kitabı, Ankara: Anı Yayıncılık. Important Links http://mebk12.meb.gov.tr/meb_iys_dosyalar/34/28/965180/dosyalar/2014_09/19010716_rehberl%C4%B1etk%C4%B1nl%C4%B1kler%C4%B1.pdf http://orgm.meb.gov.tr/alt_sayfalar/form_standar/sinif_rehber_prog/O_R_Y_P_E_O.pdf http://mevzuat.meb.gov.tr/html/68.html | |||||||||||||||||||||
| Teaching Methods | Required readings & assignments to be completed prior to the class Lecture on the required readings Role plays Presentations: small group and video Discussion and questions Activities to enhance learning Summary | |||||||||||||||||||||
| Homework and Projects | A weekly practicum reflection paper Each week, the students are responsible for reporting their school experiences and their reflections about it. These reports should have three dimensions: 1- They will report what kind of activities they have done in the school. a. Observation b. Participating meetings c. Assisting psychological counseling interventions d. Vocational counseling interventions 2- They will refer a theory for each activity they have participated in school. These theories should be developmental theories, social psychology theories, psychological counseling theories and personality theories that they have learned in the related courses of previous years. 3- Their own interpretation about the school experience. These interpretations should depend on the following questions: a. What have I learned? b. What are the inspirations of these experiences for my future profession? c. Where there any interventions in the school experiences opposing to your knowledge about it? Evaluate the experience in terms of teaching effectiveness, relevance, and usefulness what can be the alternatives for this? d. Have you thought that you should learn more about the intervention that you have observed in order to understand or apply it? If the answer is yes, write it in detail. A personal career development story Students are responsible for writing their own personal career development story and their reflections about it. | |||||||||||||||||||||
| Laboratory Work | . | |||||||||||||||||||||
| Computer Use | . | |||||||||||||||||||||
| Other Activities | . | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
demirtase@mef.edu.tr Office: 5th floor Office Hours: by appointment |
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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 | 12 | 3 | 36 | ||||
| Special Course Internship (Work Placement) | 16 | 0 | 12 | 192 | |||
| Homework Assignments | 14 | 0 | 1 | 14 | |||
| Midterm(s) | 1 | 8 | 2 | 10 | |||
| Total Workload | 252 | ||||||
| Total Workload/25 | 10.1 | ||||||
| ECTS | 10 | ||||||