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 417 | ||||
| Course Title in English | Cultural Sensitivity in Counseling | ||||
| Course Title in Turkish | Kültüre Duyarlı Danışmanlık | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Advanced | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
|
||||
| Estimated Student Workload | 115 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To learn the knowledge, awareness, and skills with regard to individual and cultural diversity within the counseling context. | ||||
| Course Description | This course is designed to provide knowledge, awareness, and skills with regard to individual and cultural diversity within the counseling context. The emphasis of the course is on theoretical and practical understandings of the factors that influence the nature and effectiveness of multicultural counseling processes. Students will be provided with the opportunity to examine their own cultural identities and learn to understand and empathize with individuals from backgrounds both similar to and different from their own. Reading materials, video lectures, visual and auditory aids, experiential activities, and discussions will challenge students to observe and acknowledge their own biases and assumptions toward culturally diverse individuals and groups. Through these experiences, students will gain the knowledge, awareness, and skills that will help them become multiculturally sensitive and competent professionals. | ||||
| Course Description in Turkish | Bu ders öğrencilere psikolojik danışmanlık bağlamında bireysel ve kültürel çeşitlilik sağlamak amacıyla bilgi, farkındalık ve beceri kazandırmak için tasarlanmıştır. Dersin vurgusu çokkültürlü danışmanlık sürecinin doğasına ve etkililiğine tesir eden kuramsal ve uygulamalı faktörleri anlamak üzerinedir. Öğrencilere kendi kültürel kimliklerini inceleme ve kendilerine benzer ve kendilerinden farklı deneyimleri olan bireyleri anlama ve onlarla empati kurma olanakları verilecektir. Okuma materyalleri, videolar, görsel ve sesli araçlar, deneyimsel etkinlikler ve ders içi tartışma konuları öğrencilere kültürel farklılığı olan bireylere ve gruplara dair kendi önyargılarını ve varsayımlarını gözlemleme ve kabul etme fırsatını verecektir. Öğrenciler bu deneyimler aracılığıyla çokkültürlülüğe duyarlı ve yetkin profesyoneller olmalarına aracılık edecek bilgiyi edinerek, farkındalık ve becerileri kazanacaklardır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) demonstrate professional and personal self-awareness of one’s attitudes, beliefs, understandings, values, and acculturative experiences 2) gain knowledge, awareness, and sensitivity about multicultural issues, including understanding the worldviews of culturally diverse groups in Turkey 3) apply skills in incorporating individual and cultural diversity and the social environment into client conceptualization and interventions 4) identify and address institutional and social barriers, which impede access, equity, and well-being for diverse populations. |
| 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 | 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. | N | |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | S | 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. | S | 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. | H | Exam |
| 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 | GÖKÇE BULGAN , September 2018 |
| Course Coordinator | EZGİ TOPLU DEMİRTAŞ |
| Semester | Fall |
| Name of Instructor | Assoc. Prof. Dr. GÖKÇE BULGAN |
Course Contents
| Week | Subject |
| 1) | Introduction to the course and review of the syllabus |
| 2) | The culturally competent counselor |
| 3) | Cultural identity development |
| 4) | Social justice in counseling |
| 5) | Racism and white privilege |
| 6) | Spiritual diversity |
| 7) | Gender and sexism |
| 8) | Sexual orientation and heterosexism |
| 9) | Social class and classism |
| 10) | Disability, ableism, and ageism |
| 11) | Midterm |
| 12) | Alternative approaches to counseling theories |
| 13) | Multicultural diagnosis and conceptualization |
| 14) | Integration and wrap-up |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Readings Textbook: Hays, D. G., & Erford, B. T. (2014). Developing multicultural counseling competence: A systems approach (2nd ed.). Boston: Pearson Education, Inc. | |||||||||||||||
| Teaching Methods | The primary aim of this course is preparing students to become culturally sensitive and competent professionals. In order to provide a productive learning environment in the classroom, I will use a combination of didactic video lectures, experiential learning activities, and facilitated class discussions. Our learning will be enriched by everyone’s reading and active participation in class discussion. Students are expected to check the syllabus for each week and come to class prepared (having read the chapters and watched the videos) to actively participate in class discussion. | |||||||||||||||
| Homework and Projects | Group Presentation: Student groups will each present on a cultural group with an emphasis on the cultural context in Turkey. The presentation is expected to include introduction of the topic and definition of key concepts; main issues (e.g., prejudice, economic hardship, etc.) pertinent to the cultural group; integration of research studies and relevant literature review; and an experiential activity or discussion, which actively involves the class. Group projects will be presented using visual and auditory aids (e.g., slides, videos, photographs, etc.) Cultural Excursion Presentation: For this assignment, students are asked to participate in at least one cultural excursion, in which s/he will step outside of his/her personal comfort zone and explore a culture different from their own. Students may choose to attend a volunteer activity, a festival, a religious service, explore a different neighborhood, engage in exploratory dialogues etc. for the purposes of this cultural experience. The cultural excursion should be at least 2 hours in length. Following the cultural excursion, students are expected to talk about their experience in class. They are expected to reflect on what they have learned, thought about, found meaningful during their experience in relation to some of the cultural topics discussed in class. Cultural Identity Paper: For this 4 to 5-page paper, students are asked to reflect on their own cultural identity. Some guiding questions regarding this assignment will be given in class. | |||||||||||||||
| Laboratory Work | . | |||||||||||||||
| Computer Use | . | |||||||||||||||
| Other Activities | . | |||||||||||||||
| Assessment Methods |
|
|||||||||||||||
| Course Administration |
bulgang@mef.edu.tr 0212 395 36 61 Office Hours: Mondays 11:00 – 12:00, and by appointment |
|||||||||||||||
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 | ||
| Homework Assignments | 3 | 6 | 18 | ||||
| Midterm(s) | 1 | 12 | 1 | 13 | |||
| Total Workload | 115 | ||||||
| Total Workload/25 | 4.6 | ||||||
| ECTS | 5 | ||||||