| 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 |
| CNG3305 | Clinical Mental Health Counseling | Fall | 2 | 2 | 3 | 6 |
| Language of instruction: | English |
| Type of course: | Must Course |
| 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: | This course helps students gain knowledge and understanding about the historical foundations of clinical mental health counseling, the role, function and responsibilities of the clinical mental health counselor, and the process and issues of clinical mental health counseling. Within the scope of the course, the following sub-objectives are aimed: - To understand the basic concepts of clinical mental health counseling, - To learn how the physical environment in which clinical mental health counseling can be carried out, - Recognize mental health disorders, - To learn how to do case formulation, - Learn basic counseling skills - To have knowledge about ethical and legal issues in clinical practice, - To learn the process of clinical mental health counseling, - To learn the applications of neuroscience to clinical mental health counseling - To gain a perspective on addiction counseling, - Understand the impact of crises, disasters and other traumatizing events on people -To gain a general perspective on the approach to crisis, disaster and trauma situations, - To gain general information about new approaches in clinical mental health counseling |
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The students who have succeeded in this course; 1. Explaining the history, development and basic concepts of clinical mental health counseling profession. 2.Explaining the professional roles, responsibilities and functions of professional clinical mental health counselors 3.Explaining how the physical environment should be in a clinical mental health counseling relationship 4. Summarizing the importance of self-care for clinical mental health counseling. 5. Summarizing basic skills and techniques in clinical mental health counseling. 6. Listing the process of clinical mental health counseling 7. Conceptualizing various cases from the perspective of clinical mental health counseling. 8. Explaining ethical and legal issues in clinical practice. 9. Criticizing some ethical dilemma 10. Explaining the applications of neuroscience to clinical mental health counseling. 11. Describing the basic principles of addiction counseling 12. Recognizing the impact of crises, disasters and other traumatizing events on people. 13. Explaining general information about new approaches in clinical mental health counseling. 14. Produce a scientific article review about clinical mental health counseling |
| Introduction to Clinical Mental Health Counseling, Preparations for Clinical Interviewing, Physical environment in counseling, Review of the counseling process (steps), Interviewing skills, Basic level techniques and skills, Questioning skills, Motivational interviewing skills, Ethical and legal issues, Issues related to multicultural counseling, Case study (Bringing a case involving an ethical dilemma to class), Assessment of the client, Examination of mental state, Suicide assessment, Diagnoses, Treatment plan, Case conceptualization, Case study (bring a case to class for case conceptualization), Prevention and Crisis Intervention, Addiction Counseling, Applications and effects of neuroscience in clinical mental health counseling, Emerging approaches in clinical mental health counseling Teaching Methods and Techniques Used in the Course Description Group Work Case Study Individual Study Guest / Expert Invitation Discussion Project Preparation Reading Discussion Collaborative Learning Technology Assisted Learning |
| Week | Subject | Related Preparation |
| 1) | Orientation to the course | Explaining content of the course, resources, and evaluation process |
| 2) | Introduction to Clinical Mental Health (CMH) Quiz | History and evolution of CMH Historical overview of counselingProfession Roles and responsibilities of CMH Counselors Advocacy What is clinical mental health Counseling Professional identity Chapter 1 (Young&Cashwell, 2016) Chapter 1 (Sheperis & Shepiris, 2015) Chapter 1-Chapter 1 (Gladding&Newsome, 2014) |
| 3) | Preparations for Clinic interview The physical setting in counseling Overview of The Counseling process | Chapter 2&Chapter 3 (Sommers-Flanagan&Sommers Flanagan, 2015) (Gladding&Newsome, 2014, p.109-110) Chapter 5 (Gladding&Newsome, 2014) |
| 4) | Interview skills Basic Attending, Listening, and Action Skills Directives: Questions and Action Skills Motivational Interview | Chapter 3& Chapter 4 (Sommers-Flanagan&Sommers Flanagan, 2015) |
| 5) | Ethical and Legal Considerations Case Study (bring a case including ethical dilemma) | Chaphter 2 (Sheperis &Sheperis, 2015) |
| 6) | Assessing client concerns Mental Status Examination Assessing in counseling Suicidial assesment | Chapter 5 (Young&Cashwell, 2016) Chapter 6 (Gladdign&Newsome, 2014, p.144 154) Chapter 8 &Chapter 9 (Sommers-Flanagan&Sommers Flanagan, 2015) |
| 7) | Diagnosis (Guest Speaker) | Chapter 7 (Young&Cashwell, 2016) Chapter 9(Sommers-Flanagan & Sommers-Flanagan, 2015). Chapter 7 (Sheperis &Sheperis, 2015) |
| 8) | Treatment Planning Case Conceptualization Case Study (bring a case for treatment planning) | Chapter 7 (Young&Cashwell, 2016) Chapter 10 (Sommers-Flanagan & Sommers- Flanagan, 2015). Chapter 7 (Sheperis &Sheperis, 2015) |
| 9) | Quiz | |
| 10) | Prevention and Crisis Intervention | Chaphter 7 (Sheperis &Sheperis, 2015) |
| 11) | Addictions Counseling | Chapter 13 (Sheperis &Sheperis, 2015) |
| 12) | The Applications of Neuroscience to Clinical Mental Health Counseling | Chapter 14 (Young&Cashwell, 2016) |
| 13) | Emerging Approaches to Clinical Mental Health Counseling AI using in CMH Counseling | Chapter 15 (Young&Cashwell, 2016) Chapter 12 (Young&Cashwell, 2016) |
| 14) | General evaluation of the course |
| Course Notes / Textbooks: | Ana kaynaklar: 1.Young, J. S., & Cashwell, C. S. (Eds.). (2016). Clinical mental health counseling: Elements of effective practice. SAGE Publications. 2. Sheperis, D. S. & Sheperis, C. J. (2015). Clinical mental health counseling: Fundamentals of applied practice. Pearson. NJ: Upper Saddle River. 3. Gladding, S. T., & Newsome, D. W. (2014). Clinical mental health counseling in community and agency settings. Pearson Education. 4. Sommers-Flanagan, J., & Sommers-Flanagan, R. (2015). Klinik Görüşme: Psikolojik Değerlendirme Esasları. John Wiley & Sons. Ek Kaynaklar: 1. Austin, J.A., & Austin, J.T. (2020). Surviving and thriving in your counseling profession. American Counseling Association. 2. Butler, S.K., Locke, A.F., & Filmore, J.M. (Eds.). (2022). Introduction to 21st century counseling: A multicultural & social justice approach. Cognella. 3. MacCluskie, K.C., & Ingersoll, R.E. (2001). Becoming a 21st century agency counselor. Belmont: Wadsworth. 4. Gregoire, J., & Jungers, C. M. (2007). The counselor’s companion: What every beginning counselor needs to know. (1st ed.). New York, NY: Routledge. 5. Watson, J. C., & Schmit, M. K. (2020). Introduction to clinical mental health counseling. SAGE Publications, Inc. 6. Gerig, M.S. (2018). Foundations for clinical mental health counseling: An introduction to the profession. (3rd ed). Upper Saddle River, NY: Pearson 7. Erford, B. (2017). Orientation to the counseling profession: advocacy, ethics, and essential professional foundations (3rd ed.). Upper Saddle River, NJ: Prentice Hall |
| References: | Ana kaynaklar: 1.Young, J. S., & Cashwell, C. S. (Eds.). (2016). Clinical mental health counseling: Elements of effective practice. SAGE Publications. 2. Sheperis, D. S. & Sheperis, C. J. (2015). Clinical mental health counseling: Fundamentals of applied practice. Pearson. NJ: Upper Saddle River. 3. Gladding, S. T., & Newsome, D. W. (2014). Clinical mental health counseling in community and agency settings. Pearson Education. 4. Sommers-Flanagan, J., & Sommers-Flanagan, R. (2015). Klinik Görüşme: Psikolojik Değerlendirme Esasları. John Wiley & Sons. Ek Kaynaklar: 1. Austin, J.A., & Austin, J.T. (2020). Surviving and thriving in your counseling profession. American Counseling Association. 2. Butler, S.K., Locke, A.F., & Filmore, J.M. (Eds.). (2022). Introduction to 21st century counseling: A multicultural & social justice approach. Cognella. 3. MacCluskie, K.C., & Ingersoll, R.E. (2001). Becoming a 21st century agency counselor. Belmont: Wadsworth. 4. Gregoire, J., & Jungers, C. M. (2007). The counselor’s companion: What every beginning counselor needs to know. (1st ed.). New York, NY: Routledge. 5. Watson, J. C., & Schmit, M. K. (2020). Introduction to clinical mental health counseling. SAGE Publications, Inc. 6. Gerig, M.S. (2018). Foundations for clinical mental health counseling: An introduction to the profession. (3rd ed). Upper Saddle River, NY: Pearson 7. Erford, B. (2017). Orientation to the counseling profession: advocacy, ethics, and essential professional foundations (3rd ed.). Upper Saddle River, NJ: Prentice Hall |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Quizzes | 2 | % 10 |
| Homework Assignments | 1 | % 10 |
| Presentation | 1 | % 30 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 4 | 56 |
| Study Hours Out of Class | 5 | 15 | 75 |
| Presentations / Seminar | 1 | 5 | 5 |
| Homework Assignments | 1 | 5 | 5 |
| Quizzes | 2 | 2 | 4 |
| Final | 1 | 4 | 4 |
| Total Workload | 149 | ||
| 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 |
| 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. | 1 |
| 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. | 3 |
| 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. | |
| 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. | 2 |
| 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. | |
| 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. | 3 |
| 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. | 3 |
| 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. | 3 |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | 4 |
| 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. |