PSYCHOLOGICAL COUNSELING AND GUIDANCE
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
CNG4114	Brief Counseling	Spring Fall	2	0	2	4

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Assoc. Prof. BERNA GÜLOĞLU
Course Objectives:	to have an understanding of current research based on short-term therapy models and approaches, the history, principles, methods and techniques of solution-focused short-term psychological counseling, and the psychological counseling approach.

Learning Outcomes

The students who have succeeded in this course;
1.Explains cognitive, affective and behavioral therapy models.
2.Explains the history of short-term therapies.
3.Compares short-term approaches with others.
4.Discloses the findings of the study on the applicability of short-term urgent 5.psychotherapy to the field of psychological counseling.
6.Explains the principles and techniques of solution-focused short-term psychological counseling.
7.Lists the phases of solution-focused short-term psychological counseling.
8.Gives examples of strategies and methods of solution-focused short-term psychological counseling.
Learns how solution-focused short-term psychological counselors can be applied to different areas.

Course Content

Cognitive, affective and behavioral therapy models, History of solution-focused short-term psychological counseling, Features and assumptions of solution-focused short-term psychological counselors, First session and description of the process. Creation of objectives in the solution-focused short-term psychological counseling process. Helping non-volunteers to accept the process, Miracle questions are asked in the solution-focused short-term psychological counseling process. "What else?" Questions in the solution-focused short-term psychological counseling process. Gaining awareness about the solutions, Helping students to gain awareness about their own resources: mind mapping, cheerleading techniques. Grading of the identified main line and progress. The purpose is to identify possible obstacles that may be encountered in reaching and to deal with obstacles.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction
2)	History of solution-focused short-term psychological counseling. Features and assumptions of solution focused short-term psychological counseling
3)	First session and explanation of the process. Creating goals in the solution focused short-term psychological counseling process. Helping non-volunteers to accept the process.
4)	Miracle questions are asked in the solution-focused short-term psychological counseling process. "What else?" Questions in the solution-focused short-term psychological counseling process.
5)	Gaining awareness about the solutions. Helping students to gain awareness about their own resources: mind map, amigo techniques. Rating determined baseline and improvements.
6)	Finishing the first session by giving a message: Praise, attaching expressions, assignments. Integrate the first session components: Roadmap.
7)	Execute subsequent sessions. Components of subsequent sessions: "EARS".
8)	Midterm
9)	Rating. Determine the need for an other session. Second and subsequent sessions: Roadmap.
10)	Extending solution-focused short-term psychological counseling concepts.
11)	Presentation of scenarios
12)	Presentation of scenarios.
13)	Presentation of scenarios.
14)	Presentation of scenarios.

Sources

Course Notes / Textbooks:

References:

1.Carkhuff, R. (1986). The art of helping (5th ed.). Ambers: Human Resource Development Press, Publishers of Human Technology
2.Egan, G. (1998). The skilled helper: A problem-management approach to helping. (6th ed.) Pasific Groove: Brooks/Cole.
3.Garfield, S. L. (1998). The practice of brief psychotherapy. Canada: John Wiley&Sons, Inc.
4.Hill, C. E. & OBrien, K. M. (1999). Helping skills: Facilitating exploration, insight and action.
5.Lines, D. (2006). Brief counselling in schools: Working with young people from 11 to 18 (Second Edition). London: Sage Publications.
6.Murphy, J. J. (1997). Solution-focused counseling in middle and highschools. American Counseling Association.
7.Sklare, G. B. (1997). Brief counseling tha tworks: A solution-focused approach for school counselors. California: Corwin Pres, Inc.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 20
Midterms	1	% 30
Final	1	% 50
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Study Hours Out of Class	14	4	56
Homework Assignments	1	10	10
Midterms	1	2	2
Final	1	2	2
Total Workload			112

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

Program Outcomes

Level of Contribution