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 314 | ||||
| Course Title in English | Program Development in Guidance and Psychological Counseling | ||||
| Course Title in Turkish | Rehberlik ve Psikolojik Danışmanlıkta Program Geliştirme | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Introductory | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 332 hours per semester | ||||
| Number of Credits | 3 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | Students will learn the process of planning, development, organization, implementation, and evaluation of a counseling program that will be implemented in school setting. Students will able to learn the steps in developing counseling programs to be implemented in school settings. | ||||
| Course Description | This course provides an introduction to the process of planning, development, organization, implementation and evaluation of a counseling program that will be implemented to a school setting. Students will learn the steps and process of program development and will gain experience constructing their own program proposal, implement and evaluate their program. Students will also have the opportunity to experience working as a group, and will have the chance to practice and further develop their group work skills in the context of program development. Lastly, students will have an opportunity to demonstrate and practice their professional presentation skills. | ||||
| Course Description in Turkish | Bu ders, bir okul ortamında uygulanacak bir rehberlik programının planlanması, geliştirilmesi, düzenlenmesi, uygulanması ve değerlendirilmesi sürecine bir giriş sağlar. Öğrenciler program geliştirmenin adımlarını ve sürecini öğrenecekler ve kendi program önerilerini oluşturma, programlarını uygulama ve değerlendirme deneyimi kazanacaklardır. Öğrenciler ayrıca grup olarak çalışmayı deneyimleme fırsatına sahip olacaklar ve program geliştirme bağlamında grup çalışması becerilerini uygulama ve daha da geliştirme şansına sahip olacaklardır. Son olarak, öğrenciler profesyonel sunum becerilerini sergileme ve uygulama fırsatı bulacaklardır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) learn the process of the development of school counseling programs 2) 2. be able to practice strong and effective group work skills in the context of the counseling field 3) 3. understand steps involved in developing counseling programs 4) 4. demonstrate skills related to developing, constructing, and presenting a counseling program |
| 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. | H | HW |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | H | HW |
| 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. | H | HW |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | S | HW |
| 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. | N | |
| 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 | SERVET ALTAN , February 2024 |
| Course Coordinator | SERVET ALTAN |
| Semester | Spring |
| Name of Instructor | Öğr. Gör. NAZLI MEREY |
Course Contents
| Week | Subject |
| 1) | Introduction to course and syllabus review |
| 2) | What is program development/evaluation? |
| 3) | Academic reading, writing, and research |
| 4) | Identifying and defining a problem: a search for purpose |
| 5) | Evaluating programs |
| 6) | Measuring outcomes |
| 7) | Constructing a proposal |
| 8) | In-class group meetings |
| 9) | In-class group meetings |
| 10) | Individual presentations and feedback |
| 11) | Individual presentations and feedback |
| 12) | Implementing the programs at school settings |
| 13) | Implementing the programs at school settings |
| 14) | Implementing the programs at school settings |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: a systemic approach (7th ed.). Thousand Oaks, CA: Sage. | ||||||||||||
| Teaching Methods | Flipped Classroom/Lecture | ||||||||||||
| Homework and Projects | 1. Individual Assignments (40%): Students will be asked to complete 3 individual assignments at different points of the class. These papers should be 2-3 pages in length. a. Article Reflection (10 %): In practice for the literature review portion of the final project, students will be asked to obtain and summarize one scholarly journal article of their choice. The summary should include a brief description of the article, the purpose, the intended population, the method and implication, the results and conclusion, as well as an assessment of the strengths and weakness of each article. This should be no longer than 2-3 pages in length. b. Program Summary (10 %): This assignment is designed to broaden students’ understanding of their role in the program evaluation aspect of professional counseling in the venue of their interest. For this assignment, students will be asked to research an existing social program and construct a short evaluation of the program based on information learned in the course. This should include a short summary of the program (purpose, population, etc), a review of any outcome data, and an analysis of the strengths and weaknesses of the program. c. Self- Journal (20%): In class self journal: Participation in discussions is crucial in this course as much of the work will be done as a group. The students will be asked to reflect their opinions on the group tasks and/or discussions by writing their self-journals. Each student will have a google document by their name ‘ SELF-JOURNAL NAME SURNAME’ Self- evaluation: After the implementation of the program, the students are asked to evaluate their experiences and what they have gained by designing, implementing, evaluating the program as well as their limitations. 2. Program Development Group Assignment (50%): This is the class’ raison de etre and therefore the most important assignment. As part of a group each student will be responsible for contributing to the conceptualization, planning, and writing and application of a program development project. This assignment includes both what would be a tradition midterm as well as final for the course. It is broken up into two major sections a. Program Proposal: In lieu of a midterm, students will instead write and present to me a proposal for their final paper. This proposal should include an abstract, an introduction, a statement of the problem, a statement regarding the targeted population, a statement of the purpose and proposed outcomes, and the proposed method of the program. Groups will present this to me in an informal presentation as well as submitting the physical proposal via black board. This will be graded out of 20 points, but also is a rough draft of sorts. Any missed points can be made up on the final project. b. Implementation of Program: This includes the implementation of the program in a school setting. There should be three stages of implementation ( all the parts of the proposal as well as a thorough literature review (at least 3 articles), a. As this represents the final draft of the paper this will account for the final 20 points of the project. 3. Project Development Proposal Presentation (10%): This is an opportunity to present group projects to the rest of the class. Please develop a formal presentation as a group, including a powerpoint and any other relevant audio/visual aids. | ||||||||||||
| Laboratory Work | None | ||||||||||||
| Computer Use | |||||||||||||
| Other Activities | |||||||||||||
| Assessment Methods |
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| Course Administration |
acarmel@mef.edu.tr Dr. Melike Acar, PCG Department Chair |
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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 | 3 | 0 | 0 | ||||
| Project | 5 | 10 | 50 | 300 | |||
| Final Examination | 16 | 2 | 32 | ||||
| Total Workload | 332 | ||||||
| Total Workload/25 | 13.3 | ||||||
| ECTS | 3 | ||||||