| 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 |
| CNG4006 | Field Practice in Counseling and Guidance | Spring Fall |
1 | 4 | 3 | 7 |
| The course opens with the approval of the Department at the beginning of each semester |
| 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 Lecturer(s): |
Dr. Öğr. Üyesi FATMA ELİF ÇETİN Assoc. Prof. BERNA GÜLOĞLU |
| Course Objectives: | With this course, it is aimed that students gain experience in coordinating and executing psychological counseling and guidance activities in K12 context and reflect & finalize their experiences by preparing and presenting a comprehensive project that they choose according to their interests and needs. |
|
The students who have succeeded in this course; Recognize the activities of counseling and guidance in primary and secondary schools Design large group guidance activities Practice large group guidance activities Design classroom-based guidance activities Practice classroom-based guidance activities Design individual guidance activities Plan individual guidance activities Applying test and non-test techniques to a group of student and evaluate the results. Practice parental meetings and seminars Act on professionalðical principles and guidelines |
| LARGE GROUP GUİDANCE PRACTICES Making a preperation for large group guidance activity (group formation, making needs analysis) Making a table of the results of needs analysis and writing the results Searching for a psycho-educational program with respect to the results of needs anaysis and making a preperation plan for large group guidance Implementing a psycho-educational program with 3-5 sessions Writing an implementation report for psycho-education activitiy TEST AND NON-TEST TECHNIQUES Implementation of a selected non-test technique Reporting the results of the non-test techniques Sharing the results of the non-test techniques with the students through individual or group guidance Implementation of a selected test technique Reporting the results of the test technique Sharing the test results with the students through individual or group guidance PARENT INTERVIEW PRACTICES Carrying out parent interview or a seminar CLASSROOM GUIDANCE PRACTICES Planning a class guidance activity (1 activity) Implementing class guidance activity Writing an implementation report for class guidance activity CRISIS INTERVENTION PRACTICES Interview with the school counselor about the intervention precedures when there is a crisis in schools and writing a report of the interview PREPERATION OF FINAL REPORT Writing a report of large group guidance and classroom guidance activities |
| Week | Subject | Related Preparation | |
| 1) | Meeting, Information giving | ||
| 2) | Meeting with the school, having information and planning activities | ||
| 3) | Making a preperation for large group guidance activity (group formation, making needs analysis) | ||
| 4) | Making a table of the results of needs analysis and writing the results; Searching for a psycho-educational program with respect to the results of needs anaysis and making a preperation plan for large group guidance | ||
| 5) | Implementing a psycho-educational program with 3-5 sessions; Implementation of a selected non-test technique | ||
| 6) | Implementing a psycho-educational program with 3-5 sessions; Reporting the results of the non-test technique | ||
| 7) | Implementing a psycho-educational program with 3-5 sessions; Sharing the results of the non-test teschnique with the students through individual or group guidance | ||
| 8) | Implementing a psycho-educational program with 3-5 sessions; Implementation of a selected test technique | ||
| 9) | Implementing a psycho-educational program with 3-5 sessions; Implementation of a selected test technique | ||
| 10) | Writing an implementation report for psycho-education activitiy; Sharing the test results with the students through individual or group guidance | ||
| 11) | Carrying out parent interview or a seminar | ||
| 12) | Planning a class guidance activity (2 activity) | ||
| 13) | Implementing class guidance activity and writing an implementation report | ||
| 14) | Writing an implementation report for class guidance activity; Interview with the school counselor about the intervention precedures when there is a crisis in schools and writing a report of the interview | ||
| Course Notes: | Kepçeoğlu, M. (1996). Psikolojik danışma ve rehberlik. Ankara: Özdemir Ofset. Kuzgun, Y. (1998). Rehberlik ve psikolojik danışma. Ankara: ÖSYM Eğitim Yayınları:9. Özgüven, İ.E. (2007). Bireyi tanıma teknikleri (7. Baskı). Ankara: Pegem Yayınevi. Özgüven, İ.E. (2007). Psikolojik Testler (5. Baskı). Ankara: Pegem Yayınevi. Tan, H. (1986). Psikolojik danışma ve rehberlik. İstanbul: Milli Eğitim Bakanlığı Yayınları. |
| References: | Walz, G.R. & Ellis, T.I. (1992). Counseling and guidance in schools. National Education Association: Washington, D.C. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | 28 | % 70 |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | 1 | % 30 |
| 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 | 1 | 4 | 4 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 28 | 6 | 168 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 1 | 3 | 3 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 175 | ||
| 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. |