| GUIDANCE AND COUNSELING (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CNG5014 | Career Counseling | Fall Spring |
3 | 0 | 3 | 6 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | |
| Course Coordinator : | Assoc. Prof. ARZU BUYRUK GENÇ |
| Course Objectives: | This course aims to provide students with a theoretical framework in the field of vocational guidance and counseling to develop the skills, attitudes and understandings that will enable them to carry out the vocational guidance and counseling process effectively. In order to achieve this aim, the known and important concepts of vocational guidance and counseling, factors affecting career development, vocational guidance and counseling theories, vocational guidance and career counseling process, vocational guidance and career training programs, assessment in vocational guidance and counseling will be covered within the scope of the course. |
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The students who have succeeded in this course; 1. Explain assumptions and principles of vocational guidance. 2. Explain vocational guidance and career counseling concepts. 3. Understand the factors that affect career development 4. Explain career counseling and guidance theories. 5. Explain career development process. 6. Describe career training programs. 7. Develop vocational guidance programs 8. Evaluate career training programs. 9. Apply and interpret assessment tools using in vocational guidance and career counseling |
| -Case Study -Technology Assisted Learning -Reading -Simulation -Individual Study -Cooperative Learning |
| Week | Subject | Related Preparation | |
| 1) | Introduction to the course | ||
| 2) | Historical Perspectives Trait and Factor theory Holland’s theory of types | ||
| 3) | Life-Span Theory | ||
| 4) | Constructivist and Narrative Approaches to Career Development Myers–Briggs Type Theory | ||
| 5) | Relational Approaches to Career Development | ||
| 6) | Krumboltz’s Social Learning Theory | ||
| 7) | Social Cognitive Career Theory | ||
| 8) | Career Decision-Making Approaches | ||
| 9) | Career Counseling Intake Interview | ||
| 10) | Career Counseling Assessment | ||
| 11) | Career Counseling Strategies and Techniques | ||
| 12) | Career-Related Programs for Career Development in Elementary and Middle Schools | ||
| 13) | Career-Related Programs for Career Development in High School and Beyond | ||
| 14) | Special Groups and Career Counseling Needs Evaluation of the course | ||
| Course Notes: | |
| References: | 1. Sharf, R. S. (2013). Applying career development theory to counseling (6th Ed.). Cengage Learning 2. Niles, S. G., & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st century. Pearson (also avaliable inTurkish) 3. Niles, S. G., Goodman, J., & Pope, M. (2002). The career counseling casebook: A resource for students, practitioners, and counselor educators. National Career Development Association. (also avaiılable in Turkish) 4. Zunker, V.F. (2015). Career counseling: A holistic approach (9th ed.). Cengage Learning. 5. William, W. K., Degges-White, S., & Michel, R. E. (2016). Career counseling interventions: Practice with diverse clients. Springer Publishing Company. 6. Knowles, S. (2021). Positive Psychology Coaching. Springer. 7. Gysbers, N. C., Heppner, M. J., & Johnston, J. A. (2014). Career counseling: Holism, diversity, and strengths. Wiley. 8. Savickas, M.L., Nota, L., Rossier, J., (2009). Life designing: A paradigm for career construction in the 21th century. Journal of Vocational Behavior, 75, 239- 250. 9. Amundson, N., Poehnell, G., & Pattern, M. (2005). Careerscope: Looking in, Looking Out, Looking Around. (Mesleki Teleskop, Çev. Korkut, F.). Ergon Communications. 10. Korkut Owen, F., Mutlu Süral, T., Arıcı Şahin, F. ve Demirtaş Zorbaz, S. (2015). Kariyer Yelkenlisi Modeli. Anı Yayıncılık. |
| 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 | 4 | % 85 |
| Presentation | 1 | % 15 |
| 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 | 14 | 3 | 42 |
| Presentations / Seminar | 1 | 10 | 10 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 4 | 15 | 60 |
| 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 | 154 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To be able to set appropriate goals for the client within the framework of psychological counseling theories, to demonstrate effective counseling skills that will help clients to achieve their goals and increase their capacity to cope with life situations. | |
| 2) | Counselors gain the ability to plan, execute and evaluate individual and group counseling processes. | |
| 3) | Psychological counselors adopt lifelong development and learning as a principle to support the well-being of the individual and reflect this situation in all kinds of professional practices, personal life philosophy and perspective on humanity. | |
| 4) | Psychological counselors know their professional and personal strengths, limitations and individual qualities; have the necessary personality traits, knowledge and basic skills to be an effective professional staff; constantly renew their professional knowledge, receive supervision when necessary; actively provide support for the strengthening of the profession; advocate for the profession. | |
| 5) | Counselors know and use appropriate assessment and evaluation methods in order to support the development of their clients, to reveal their potential and to provide need-oriented services; can distinguish between basic types of assessment and evaluation and know the basic concepts of standardized and non-standardized measurement | |
| 6) | Psikolojik danışmanlar, danışanlarının gelişimini desteklemek, potansiyellerini ortaya çıkarmak ve ihtiyaca yönelik hizmet sunabilmek için uygun ölçme ve değerlendirme yöntemlerini bilir ve kullanır; temel ölçme de değerlendirme türlerini birbirinden ayırt edebilir ve standartlaştırılmış ve standartlaştırılmamış ölçmenin temel kavramlarını bilir. | |
| 7) | Psychological counselors know and apply research methods and statistical analysis; share and interpret research results with stakeholders; use research results in program evaluation. | |
| 8) | The psychological counselor keeps records of his/her practices, introduces referral institutions to the staff of the institution where he/she works, the individual receiving psychological counseling services and their guardians, and assists stakeholders in receiving support from these institutions. | |
| 9) | Counselors are committed to and act in accordance with professional ethical rules and legal obligations; inform the relevant persons in ethical dilemmas; maintain professional professional competence and development in accordance with ethics | |
| 10) | Psychological counselors provide guidance to individuals and institutions, developmental needs, consultation studies on problems encountered in life | |
| 11) | Counselors follow the current developments in the field of psychological counseling, exhibit a continuous learning attitude for professional development. |