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 | EDS 407 | ||||
| Course Title in English | Internship III: Individual Counseling | ||||
| Course Title in Turkish | Staj 3: Bireyle Danışma | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Advanced | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 387 hours per semester | ||||
| Number of Credits | 15 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Registration Restrictions Only Undergraduate Students | ||||
| Overall Educational Objective | To apply the knowledge learned throughout the undergraduate counseling program to institutional settings such as schools, counseling centers, guidance and research centers or human resources departments of firms. | ||||
| Course Description | This course is designed to give students the opportunity to apply the knowledge they have learned throughout their undergraduate counseling program to institutional settings in order to further develop their skills, knowledge and self-awareness. After successfully completing the first three years of university courses, prospective counselors will be placed as counselor interns in the counseling and guidance departments of partner schools, counseling centers, guidance and research centers, or human resources departments of firms. Prospective counselors will observe the practices of their mentor counselors, assist their mentors in guidance and counseling-related responsibilities, complete practice-based assignments of their college courses, and do other similar duties assigned by the mentor counselor and college instructors. | ||||
| Course Description in Turkish | Bu ders öğrencilere psikolojik danışmanlık lisans programı süresince öğrendikleri bilgileri kurum ortamında uygulayarak bilgi, beceri ve kişisel farkındalıklarını artırma imkanı sunmak için tasarlanmıştır. Lisans programının ilk üç seneki derslerini başarıyla tamamlayan psikolojik danışman adayları stajyer psikolojik danışman olarak ortaklık yapılan okulların rehberlik ve psikolojik danışmanlık birimlerine, psikolojik danışmanlık merkezlerine, rehberlik ve araştırma merkezlerine veya kurumların insan kaynakları birimlerine yerleştirileceklerdir. Psikolojik danışman adayları mentör psikolojik danışmanların uygulamalarını gözlemleyecek, rehberlik ve danışmanlık ile ilgili sorumluluklarda mentörlerine yardımcı olacak, lisans derslerinin uygulama temelli ödevlerini tamamlayacak ve mentör psikolojik danışmanları veya üniversite öğretim üyelerince verilen benzer sorumluluklarını yerine getireceklerdir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand the work climate of schools/counseling centers/guidance and research centers/human resources departments of firms including the people involved and different aspects of the counseling profession. 2) describe the dynamics involved and the responsibilities of being a professional counselor. 3) analyze the guidance and counseling departments for successful counseling in relation to assessing the needs of students/employees and personnel 4) evaluate the interactions between students, teachers, counselors, employees and other staff by relating their observations to theoretical knowledge 5) prepare counseling interventions considering students’ and employees’ needs |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 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 | |
| 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 | Project |
| 6) | Understanding of human relations and interaction. | S | Project |
| 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 | 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. | S | Project |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | S | Project |
| 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 | Project |
| 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 | GÖKÇE BULGAN , June 2018 |
| Course Coordinator | ZÜMRA ATALAY |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. VINCENT HENRY SIENKIEWICZ |
Course Contents
| Week | Subject |
| 1) | Introduction to the Course |
| 2) | Intake Assessment and Report Writing Clinical Supervision |
| 3) | Case Conceptualization and Presentation Clinical Supervision |
| 4) | Techniques Based on Solution-Focused Brief Counseling Approaches Clinical Supervision |
| 5) | Techniques Based on Adlerian or Psychodynamic Approaches Clinical Supervision |
| 6) | Techniques Based on Gestalt and Psychodrama Principles Clinical Supervision |
| 7) | Techniques Based on Mindfulness Approaches Clinical Supervision |
| 8) | Techniques Based on Humanistic-Phenomenological Approaches Clinical Supervision |
| 9) | Techniques Based on Cognitive-Behavioral Approaches Clinical Supervision |
| 10) | Techniques Based on Social Learning Approaches Clinical Supervision |
| 11) | Techniques Based on Behavioral Approaches Using Positive Reinforcement Clinical Supervision |
| 12) | Techniques Based on Behavioral Approaches Using Punishment Clinical Supervision |
| 13) | Clinical Supervision |
| 14) | Clinical Supervision |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Required Textbook: • Erford, B. T. (2015). 40 techniques every counselor should know (2nd ed.). Hoboken, NJ: Pearson Education, Inc. Suggested Reading: • Kottler, J. A. (2010). On being a therapist. (4th ed.). San Francisco, CA: Jossey-Bass. | ||||||||||||||||||
| Teaching Methods | This course has been designed to follow highly condensed internship experiences in partner institutions. Each week, students will be asked to join the counseling and guidance departments of the partner institutions they are placed in. They will observe the work environment, do reflection, join seminar or supervision hours with colleagues, and do peer/group work. Counselor candidates will begin the internship under the daily supervision of an experienced mentor counselor. In addition to their internship experiences, students are expected to have individual counseling sessions, with volunteer clients that they will receive clinical supervision and feedback on. Students will also have weekly supervision hours that they will reflect on their experiences at the internship setting and get feedback from their peers and the instructor. | ||||||||||||||||||
| Homework and Projects | Individual Counseling Session Reflections: Students are expected have at least three individual counseling sessions with volunteer clients, who know that they are counselor candidates in training and give them consent to record the sessions. The volunteer clients should be people that the students do not know on a personal level. The counseling sessions will be video recorded to be viewed during class hours for supervision purposes, and students will write a reflection paper aiming to self-evaluate their counseling skills in each session. Portfolio and Poster Presentation: Students are expected to write biweekly reports on their experience as a counselor intern. In these papers students will share their observations at the work setting; connect their observations to the theoretical concepts they have learned throughout their classes; reflect on their thoughts, feelings, and reactions; and share examples indicating their development of self-awareness. They will be receiving feedback on their papers with the expectation that they will develop themselves and their papers throughout the semester. At the end of the semester, students are expected to put together a portfolio and give a poster presentation that will count as their final for this course. The expected portfolio content is as follows: • interns’ counseling philosophy; • biweekly journals; • semester evaluation reflection; • counseling activities and interventions that they have helped to create • samples of student work that they worked on • photographs (with permission from administration) • administrator or mentor counselor feedback or notes (if relevant) • extra curricular activities at the work setting | ||||||||||||||||||
| Laboratory Work | - | ||||||||||||||||||
| Computer Use | - | ||||||||||||||||||
| Other Activities | Internship experiences in the field. | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
bulgang@mef.edu.tr 0212 395 36 61 - |
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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 | 1 | 3 | 1 | 70 | ||
| Laboratory | 18 | 0 | 16 | 288 | |||
| Homework Assignments | 5 | 4 | 20 | ||||
| Midterm(s) | 1 | 8 | 1 | 9 | |||
| Total Workload | 387 | ||||||
| Total Workload/25 | 15.5 | ||||||
| ECTS | 15 | ||||||