| 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 |
| CNG4001 | Individual Counseling Practice | Fall | 1 | 4 | 3 | 8 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Must Course |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Lecturer(s): |
Assoc. Prof. RAZİYE BİLGE UZUN Prof. Dr. AYNUR GÜMÜŞ Assoc. Prof. BERNA GÜLOĞLU Prof. Dr. ÖZLEM KARAIRMAK TEKDURMAZ |
| Course Objectives: | The aim of this course is to help students to comprehend counseling process and gain counseling skills under supervision by conducting counseling with real clients. |
|
The students who have succeeded in this course; Comprehend the counseling process and its stages Manage counseling sessions effectively Use counseling skills effectively in counseling process Develop an effective counseling relationship Develop counseling goals with client Evaluate his/her self as a counselor candidate in terms of strengths and areas to develop Behave ethically in counseling practicum Terminate counseling process effectively Comprehend the function of supervision and the role-responsibilities of his/her self as a counselor candidate in counseling practicum process Use supervision effectively in counseling practicum (preparation for supervision, open to feedback, transfer learning in supervision to the counseling practicum) Be willing to conduct counseling Appreciate the importance of counseling process Be willing to get supervision regarding counseling practicum Appreciate the supervision in counseling practicum in terms of professional developmentireyle psikolojik danışma uygulaması kapsamındaki süpervizyonun mesleki gelişimi açısından önemini takdir ediş Be willing to learn and develop his/her self for becoming an effective counselor |
| Conduct at least 10 individual counseling session with real clients by using basic counseling skills and techniques under supervision. |
| Week | Subject | Related Preparation | |
| 1) | |||
| 1) | Counseling Practicum Orientation Meeting I: General Rules, Requirements, Roles and Responsibilities | ||
| 2) | Counseling Practicum Orientation Meeting II: An Overview regarding the Basic Topics of Counseling Practicum and Supervision | ||
| 3) | Individual Counseling Practicum and Supervision | ||
| 4) | Individual Counseling Practicum and Supervision | ||
| 5) | Individual Counseling Practicum and Supervision | ||
| 6) | Individual Counseling Practicum and Supervision | ||
| 7) | Individual Counseling Practicum and Supervision | ||
| 8) | Individual Counseling Practicum and Supervision | ||
| 9) | Individual Counseling Practicum and Supervision | ||
| 10) | Individual Counseling Practicum and Supervision | ||
| 11) | Individual Counseling Practicum and Supervision | ||
| 12) | Individual Counseling Practicum and Supervision | ||
| 13) | Individual Counseling Practicum and Supervision | ||
| 14) | General Assesment | ||
| Course Notes: | Cormier, S. & Hackney, H. (1999). Counseling strategies and interventions. Boston: Allyn and Bacon. Egan, G. (1998). The skilled helper: A problem-management approach to helping. (6th ed.) Pasific Groove: Brooks/Cole. Egan, G. (1994). Psikolojik danışmaya giriş. (Editör: Füsun Akkoyun). Ankara: Form Ofset. Hackney, H. & Cormier, S. (2008). Psikolojik danışma ilke ve teknikleri: Psikolojik yardım süreci el kitabı. (T. Ergene, S. Aydemir Sevim Çev.). Ankara: Mentis Yayıncılık. (Orijinal eser 2005 yılında basılmıştır). Hill, C. E. & O’Brien, K. M. (1999). |
| References: | Helping skills: Facilitating exploration, insight and action. Washington, DC: American Psychological Assosication. Ivey, A. E. (1999). Intentional interviewing and counseling. California: Brooks/Cole. Meier, S. T., & Davis, S. R. (2006). Psikolojik danışma: Temel öğeler. (S. Doğan (Ed.), D. Y. Bektaş, E. Ö. Kocabaş, S. Denizli, Çev.). Ankara: Pegem Yayıncılık. (Orijinal çalışma basım tarihi, 2005) |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | 10 | % 100 |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 100 | |
| PERCENTAGE OF FINAL WORK | % 0 | |
| Total | % 100 | |
| 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 | 3 | 30 | 90 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 10 | 300 | 3000 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 3132 | ||
| 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. | 4 |
| 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. | 5 |
| 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 |
| 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. | 5 |
| 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. | 5 |
| 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. | 5 |
| 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. | 4 |
| 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. | 5 |
| 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. | 5 |
| 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. | 3 |
| 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 | 3 |
| 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. | 2 |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | 2 |
| 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. | 4 |