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 408 | ||||
| Course Title in English | Internship IV: Group Counseling | ||||
| Course Title in Turkish | Staj 4: Grup Danışmanlığı | ||||
| Language of Instruction | EN | ||||
| Type of Course | Fieldwork,Flipped Classroom,Lecture | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 372 hours per semester | ||||
| Number of Credits | 15 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | Knowledge in developmental psychology and counseling theories. | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To learn the group counseling and guidance with an emphasis on school settings and educational implications. | ||||
| Course Description | An introduction to types of groups, group dynamics, group leadership, developmental stages of group, and general view of theoretical approaches to group counseling. The major emphasis is on teaching basic knowledge and skills of group work. | ||||
| Course Description in Turkish | Bu ders, grup türlerine giriş, grup dinamikleri, grup liderliği, grubun gelişim aşamaları ve grupla psikolojik danışmaya teorik yaklaşımlara genel bakış niteliğindedir. Temel amacı, grup çalışmasının temel bilgi ve becerilerinin öğretilmesidir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand types of group work. 2) understand and recognize group dynamics. 3) demonstrate effective group leadership. 4) differentiate the stages of group work 5) learn and demonstrate ethical and legal aspects of working with groups. |
| 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. | S | HW |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | H | Participation |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | H | Project |
| 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. | N | |
| 6) | Understanding of human relations and interaction. | S | Participation |
| 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 | ZÜMRA ATALAY , March 2024 |
| Course Coordinator | ZÜMRA ATALAY |
| Semester | Spring |
| Name of Instructor | Prof. Dr. MUSTAFA ÖZCAN |
Course Contents
| Week | Subject |
| 1) | Review of the Syllabus & Planning activity design list |
| 2) | Types of Groups and Group Work |
| 3) | Group Dynamics |
| 4) | Effective Group Leadership |
| 5) | Forming a Group |
| 6) | The Transition Period in a Group: Storming and Norming |
| 7) | The Working Stage in a Group: Performing |
| 8) | Closing a Group |
| 9) | Specialty Groups and Creativity in Groups |
| 10) | Groups for children |
| 11) | Groups for adolescents |
| 12) | Groups for Adults |
| 13) | Groups for Older Adults |
| 14) | Review - Discuss about whole course. |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Main Textbook: Gladding, S. T. (2012). Groups: a counseling specialty. Upper Saddle River, NJ: Pearson. Suggested Websites and Readings http://www.iagp.com/ https://positivepsychologyprogram.com/group-therapy/ https://iagp.com/about-us/ethical-guidelines-and-professional-standards-for-organization-development-and-group-process-consultants/ Battegay, R., & Yilmaz, A. T. (1997). Group psychotherapy with immigrants from turkey. Group Analysis, 30(2), 217-228. 10.1177/0533316497302006 Bemak, F., & Chung, R. C. (2015). Critical issues in international group counseling. The Journal for Specialists in Group Work, 40(1), 6-21. 10.1080/01933922.2014.992507 Burlingame, G. M., Fuhriman, A., & Mosier, J. (2003). The differential effectiveness of group psychotherapy: A meta-analytic perspective. Group Dynamics: Theory, Research, and Practice, 7(1), 3-12. 10.1037/1089-2699.7.1.3 Burlingame, G. M., McClendon, D. T., & Alonso, J. (2011). Cohesion in group therapy. Psychotherapy, 48(1), 34-42. 10.1037/a0022063 Corey, M.S., Corey, G., & Corey, C. (2009). Groups: Process and practice (8th ed.). Pacific Grove, CA: Brooks/Cole. Kline, W. (2003). Interactive Group Counseling & Therapy. Upper Saddle River, NJ. Prentice-Hall. Rybak, C., Sathaye, D., & Deuskar, M. (2015). Group counseling and satsang: Learning from indian group practices. The Journal for Specialists in Group Work, 40(2), 147-162.10.1080/01933922.2015.1017064 Topuz, C., & Arasan, Z. (2014). Self-awareness group counseling model for prospective counselors. Procedia - Social and Behavioral Sciences, 143, 638-642. 10.1016/j.sbspro.2014.07.452 Yalom, I. & Leszcz, M. (2006). The theory and practice of group psychotherapy (5th ed.). NewYork, NY: Basic Books | ||||||||||||||||||
| Teaching Methods | Flipped learning; lecture; cooperative groups; reflection and discussion; application | ||||||||||||||||||
| Homework and Projects | 1.Group Activity Design: Each week dyads of students will present an activity that can be useful in group counseling process. Students will write within the template these activities and upload to Blackboard. 2. Group Counseling Session Reflections: Students are expected to lead a group of students at least 4 students and at least 2 sessions (if your schools do not allow you to lead a group by yourself, you should co-lead a group). You also share a group if you have a colleague from your classroom at the school. And responsible to write 3 reflection papers about your group counseling experience. 3. Biweekly Practicum Reflections: Students are expected to write biweekly reports on your experience as a counselor intern. In these papers, please share your observations at your schools, connect your observations to the theoretical concepts you have learned throughout your classes, reflect on your thoughts, feelings, and reactions, and share examples indicating your development of self-awareness. You will be receiving feedback on your papers with the expectation that you will develop yourself and your papers throughout the semester. 4. Overall Practicum Reflection Paper and Presentation | ||||||||||||||||||
| Laboratory Work | - | ||||||||||||||||||
| Computer Use | - | ||||||||||||||||||
| Other Activities | . | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
atalayz@mef.edu.tr . Prof. Dr. Zümra ATALAY |
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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 | 1 | 84 | ||
| Application | 14 | 0 | 8 | 112 | |||
| Homework Assignments | 8 | 20 | 2 | 176 | |||
| Total Workload | 372 | ||||||
| Total Workload/25 | 14.9 | ||||||
| ECTS | 15 | ||||||