| PSYCHOLOGICAL COUNSELING AND GUIDANCE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS1223 | Communication Skills in Education | Fall | 2 | 0 | 2 | 4 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. ÖZLEM KARAIRMAK TEKDURMAZ |
| Recommended Optional Program Components: | None |
| Course Objectives: | Adaptation to business life and effective communication skills play an important role in achieving career goals determined after graduation. The aim of this course is to give students detailed information about the importance of effective communication skills in business life, and to gain awareness of their own communication styles and their strengths and improvements in communication. In addition, it is aimed to increase both personal and institutional success thanks to their communication skills such as verbal and non-verbal communication, negotiation skills, persuasion skills, presentation skills, public speaking, use of body language, effective communication listening and feedback mechanisms. Lesson aims to improve students' thinking, analyzing and discussing skills in the field of communication. |
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The students who have succeeded in this course; Understands the importance of effective communication skills in business life. Analyses his/her own communication styles and identifies his/her strengths and areas to improve. Uses verbal and non-verbal communication skills effectively. Communicates effectively in business environment by developing negotiation and persuasion skills. Improves presentation and public speaking skills. Learns and applies the effective use of body language. Uses effective listening and feedback mechanisms in business life. Develops critical thinking, analysing and discussion skills in the field of communication. Learns ways to increase personal and organisational success by using their own communication skills. |
| Communication concept, process and importance, Elements of communication, Communication forms, communication strengths and aspects open to improvement, Communication barriers, Verbal communication skills: Speaking, active-passive communication, Verbal communication skills: Listening and empathy, Verbal communication skills: Presentation Skills, preparing an introduction to presentations, answering questions asked during the presentation, Non-verbal communication skills: Body Language, Communication with different generations, Popular culture and communication Teaching Methods and Techniques Used in the Course -Case Study -Technology Assisted Learning -Reading -Simulation -Individual Study -Cooperative Learning |
| Week | Subject | Related Preparation |
| 1) | Orientation | |
| 2) | Communication concept, process and importance | |
| 3) | Elements of communication | |
| 4) | Communication forms, communication strengths and aspects open to improvement | |
| 5) | Communication barriers | |
| 6) | Sözlü iletişim becerileri: Konuşma, aktif-pasif iletişim | |
| 7) | Verbal communication skills: Listening and empathy | |
| 8) | Verbal communication skills: Presentation Skills, preparing an introduction to presentations, answering questions asked during the presentation | |
| 9) | Non-verbal communication skills: Body Language | |
| 10) | Communication with different generations | |
| 11) | Popular culture and communication | |
| 12) | Guest speaker | |
| 13) | Final projects presentations | |
| 14) | Final projects presentations |
| Course Notes / Textbooks: | |
| References: | • Leil Lowndes, How to Talk to Anyone: 92 Little Tricks for Big Success in Relationships Harper Element, 2003. • Matthew McKay, Messages: The Communication Skills Book 3rd Edition, New Harbinger Publications, 2009. • Ian Tuhovsky, Communication Skills Training: A Practical Guide to Improving Your Social Intelligence, Presentation, Persuasion and Public Speaking, 2020. • Lecture notes to be added to his learning by the instructor. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 20 |
| Presentation | 1 | % 20 |
| Final | 1 | % 60 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Study Hours Out of Class | 14 | 6 | 84 |
| Presentations / Seminar | 1 | 15 | 15 |
| Homework Assignments | 1 | 15 | 15 |
| Final | 1 | 2 | 2 |
| Total Workload | 144 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure. | |
| 2) | School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people. | 2 |
| 3) | School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. | 2 |
| 4) | School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises. | |
| 5) | School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. | 2 |
| 6) | School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations. | |
| 7) | School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics. | |
| 8) | School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services. | 2 |
| 9) | School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession. | 2 |
| 10) | School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services. | |
| 11) | School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources. | 2 |
| 12) | School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program. | |
| 13) | School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions. | |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | |
| 15) | School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development. | 2 |