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 332

Course Title in English

Play Therapy

Course Title in Turkish

Oyun Terapisi

Language of Instruction

Type of Course

Flipped Classroom

Level of Course

Introductory

Semester

Fall

Contact Hours per Week

Lecture: 3

Recitation:

Lab:

Other:

Estimated Student Workload

132 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 basic concepts, theories, and applications of play therapy.

Course Description

This is an introductory course covering the basic concepts, theories, and applications of play therapy. The course helps students enriching their knowledge about therapeutic play and enable them to apply therapeutic play sessions with children.

Course Description in Turkish

Bu ders, oyun terapisinin temel kavramlarını, teorilerini ve uygulamalarını kapsayan bir giriş dersidir. Ders, öğrencilerin terapötik oyun hakkındaki bilgilerini zenginleştirmelerine ve çocuklarla terapötik oyun seansları uygulamalarına yardımcı olur.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) recognize different theoretical perspectives and theories in the field of play therapy
2) interpret play of children using different theoretical perspectives
3) identify the main play therapy materials, toys, and other instruments required to apply different play therapy models
4) conduct therapeutical relationships with children with ethical understanding

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.	S	HW
3)	Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage.	S	Exam
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.	N
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	,
Course Coordinator	HANDE ÖZKAN
Semester	Fall
Name of Instructor	Assoc. Prof. Dr. GÖKÇE KURT

Course Contents

Week	Subject
1)	Play therapy: Basic Concepts and Practices
2)	The Therapeutic Powers of Play and Play Therapy
3)	Ethical Issues in Play Therapy
4)	Psychoanalytic Approaches to Play Therapy
5)	Psychoanalytic Approaches to Play Therapy
6)	Jungian Analytical Play Therapy
7)	Adlerian Play Therapy
8)	Midterm
9)	Child-centered Play Therapy
10)	Child-centered Play Therapy
11)	Filial Therapy
12)	Gestalt Play Therapy
13)	Theraplay
14)	Cognitive Behavioral Play Therapy
15)	Final Examination Period
16)	Final Examination Period

Required/Recommended Readings

Schaefer, C. E. (2011). Foundations of play therapy. Hoboken, NJ: Wiley Additional Textbooks: Axline, V. M. (1964). Dibs: In search of self. New York, NY: Random House. Landreth, G. L. (2012). Play therapy: The art of the relationship. Muncie, IN: Accelerated Development. Kaduson, H. G., & Schaefer, C. E. (2001). 101 more favorite play therapy techniques. Northvale: Jason Aronson. Schaefer, C. E. (2010). Play therapy for preschool children. Washington DC: American Pscychological Association.

Teaching Methods

Lectures, small group / large group discussion, small group / large group activities, readings and discussions of case studies, video analysis, observation of children’s play, researching play therapy resources.

Homework and Projects

Weekly Reflective Journals (30%) Midterm (30%) Final Presentation (40%) Total: 100%

Laboratory Work

Computer Use

Other Activities

Assessment Methods

Assessment Tools	Count	Weight
Homework Assignments	1	% 30
Midterm(s)	1	% 30
Final Examination	1	% 40
TOTAL		% 100

Course Administration

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	2	98
Homework Assignments	14	1			14
Midterm(s)	1	8	2		10
Final Examination	1	8	2		10
Total Workload					132
Total Workload/25					5.3
ECTS					5