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
CNG3104 Guidance in Pre-Schools Fall 3 0 3 6
The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction: En
Type of course: Departmental Elective
Course Level: Bachelor
Mode of Delivery: Face to face
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Course Objectives: The aim is to enable students comprehend the guidance and counseling services in preschools, have a knowledge of the unique needs, problems and solutions of preschools and prepare an intervention plan for cases that need special help.

Learning Outputs

The students who have succeeded in this course;
1. Recognize the characteristics and quality of guidance and counseling services in preschools.
2 Recognize the developmental characteristics and guidance needs of preschool students.
3 Remember the competencies that preschool students need to be acquired.
4 Comprehend how competencies can be acquired to students.
5 Understand the areas and their characteristics that preschool students may need professional help.
6 Make intervention plans for special cases that require help.
7 Explain the roles of parents on preschool students.
8 Explain the roles of teachers on preschool students.
9 Remember the important subjects that need to be noticed on interviews with teachers and parents.
10 Differentiate the guidance and counseling services at preschools and the other levels.

Course Content

Working as a counselor at preschool, what do you need to pay attention?, What are the formal activities for preschools?, Developmental characteristics of preschool students, Basic competencies that needs to be acquired at preschool, Acquisition of basic competencies at preschool level, Problem areas that preschool students experience and require intervention, Interventions towards special cases that preschool students experience., At preschool level, on which subjects and how should we work with parents and teachers?, Preschool class guidance program, Games and group guidance activities unique to preschool level.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction: Explaining syllabus and course rules
2) The quality of guidance and counseling services at preschools
3) Requirements of working as a counselor at preschools
4) Developmental characteristics and competencies of preschool students
5) Practices for acquiring the competencies for preschool students
6) Examination of class guidance program
7) Problems preschool students experience and requires special interventions
8) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
9) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
10) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
11) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
12) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
13) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)
14) Information and possible interventions on special issues (bereavement-coping with loss, aggressiveness, divorce, parenting skills, children and computer habit, nail biting, enuresis etc.) (in student-teacher-parent triangle)

Sources

Course Notes: Fields. M.V., Merritt, P.P.,Fields, D.M. (2013). Constructive Guidance and Discipline: Birth to Age Eight (6th Edition).
References: Essa, E. (2007). What To Do When: Practical Guidance Strategies for Challenging Behaviors in the Preschool.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance % 0
Laboratory % 0
Application % 0
Field Work % 0
Special Course Internship (Work Placement) % 0
Quizzes % 0
Homework Assignments 10 % 50
Presentation 1 % 15
Project % 0
Seminar % 0
Midterms % 0
Preliminary Jury % 0
Final 1 % 35
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 65
PERCENTAGE OF FINAL WORK % 35
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Laboratory 0 0 0
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 0 0 0
Presentations / Seminar 0 0 0
Project 1 20 20
Homework Assignments 12 6 72
Quizzes 0 0 0
Preliminary Jury 0 0 0
Midterms 1 5 5
Paper Submission 0 0 0
Jury 0 0 0
Final 1 8 8
Total Workload 147

Contribution of Learning Outcomes to Programme Outcomes

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.
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.
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.
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.
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.
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.