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
COP4115 I.P.I-Introduction to Psychodrama Group Psychotherapy 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:
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Course Lecturer(s): Assoc. Prof. BERNA GÜLOĞLU
Course Objectives: To learn the basic philosophy, system and concepts of Psychodrama Group Psychotherapy and to have knowledge about the application fields and forms.

Learning Outputs

The students who have succeeded in this course;
1) To learn basic concepts and the underlying philosophy of Psychodrama Group Psychotherapy
2) To learn basic and auxiliary techniques in psychodrama and how to apply by experientially.
3) To learn the ways of working in psychodrama in the context of practices.
4) To learning the steps of the Psychodrama Session in accordance with the applications of the principles within the sequence and techniques
5) To study and and learn the elements of psychodrama and therapeutic factors that bring them together experientially
6) To learn the usage areas of psychodrama and how to work with psychodrama by experientially

Course Content

History of Psychodrama, the importance of warm-up and cohension in psychodrama, working stage and formats in Psychodrama, sharing stage and formats in psychodrama, basic concept of spontaneity and creativity in psychodrama, elements of psychodrama, matching, role change and mirror as a basic technique of psychodrama, Social atom, application areas of psychodrama, termination and ending in psychodrama

Weekly Detailed Course Contents

Week Subject Related Preparation
1) HISTORY OF PSYCHODRAMA • J.L. Moreno's Life • Psychodrama and Group Psychotherapy • The birth of Group Psychotherapy in Vienna Studies and Children • The birth of Spontanite Theater • The Period of New York, Beacan Hill • Zerka Moreno's Contributions
2) Basic philosophy and Theories of Group Psychotherapy * Role theory and Spontanity Theory of Role Development * Role Pathologies Theory * Sociomety Theory * Here-and Now Phiolosophy
3) ELEMENTS OF PSYCHODRAMA: - Leader, Protagonist, Stage, Group and Auxiliary Ego • Prelude to the Scene, Classical Moreno Stage • The Usage of the Stage Today and Principles of Setting Stage • Role of Leader in Psychodrama * The required characteristics in Psychodrama Leader • The Role and Importance of Auxiliary Egos in Psychodrama • Double's Function and Importance • The healing power of Group • Therapeutic Effects of Psychodrama Elements
4) PRACTICE IN PSYCHODRAMA-INITIAL STAGE-WARM UP IN PSYCHODRAMA •To warm-up in Life and in Psychodrama - Physical Warm-ups and Sociometric Warm-ups • Types and Functions of Warm-up Exercises; A. Start-Up and Introduction Games B. Cohesion and Trust Games C. Games for Increasing Creativity and Spontaneity D. Games for Empathy, Communication and Sociometric Choice • To Warm-up of the Leader, Group Members and Protagonist • To Warm-up Protagonist Work
5) WORKING AND SHARING STAGE IN PSYCHODRAMA AND APPLICATION TYPES ON WORKING STAGE "Protagonist-Centered Work, Group-Centered Work" • Contract and Priority in Protagonist-Centered Work • Time and Place in Protagonist-Centered Work • Utilization of Basic and Assistive Techniques in Protagonist-Centered Work • The Function of the Group in Protagonist-Centered Work • The necessity and importance of group-centered work • Issues of social or mass affairs, sociodrama • Addressing Intra-Group Conflicts • Sharing Steps of Protagonist Work (Role Sharing, Identification Sharing, Association Sharing) • Therapeutic Contributions of the Sharing Stage • Leader Sharing
6) COMMUNICATION TYPES IN PSYCHODRAMA PHILOSOPHY * Empathy relationship * Tele relationship * Transference relationship
7) BASIC CONCEPTS OF SPONTANITY, CREATIVITY AND ACTION FROM PSYCHODRAMA • Definition of Spontanity and the meaning in life • Parent-child relationship and spontanity • Creativity and the relationship with spontanity • Living Skill and Action • The role of creativity and action in psychodrama • The difference of psychodrama as an action * To reveal the information in action and body memory * Action catarsis in psychodrama
8) The birth of Psychodrama and Spontanity Theatre, Spontanity Test as a Diagnosis and Intervention Strategies * History and Philosophy of Spontanity Theatry - Aims of spontanity theatre * Leader, players, music, decor, and costume * Stlye of acting * Spontanity Test
9) MATCHING AS A BASIC TECHNIQUES OF PSYCHODRAMA• * What is the match? • Mother-Baby Relationship and Matching • The importance and Therapeutic Effects of matching • Use in matching in Sharinf, In-Game, and Protagonist Workouts • The matching of Leader, Group and Double • Types of matching A. Identifier Matching B. Insightful Matching C. Supporting Matching
10) ROLE CHANGE AND MIRRORING AS A BASIC TECHNIQUES OF PSYCHODRAM • What is Role Replacement? • First Role Change in Life • The importance and Therapeutic Effects of Role Replacement • Role Replacement and Residual Reality • Role Replacement and Auxiliary Egos * What is Mirror Technique? • Mirror and Objective Reality • The sytles of use of Mirror Technique (mentor, protagonist study, transitions between scenes) • The importance and Therapeutic Effects of Mirror Technique
11) APPLICATION AREAS OF PSYCHODRAMA • Sociodrama and Sociometry Studies • Fields Psychodrama Used: Clinical Field Use: A. Child Psychodrama Groups B.Adolescence Psychodrama Groups C. Adult Psychodrama Groups D. Individual Psychodrama Studies to. Intergeneric Studies F. Psychodrama Studies with Different Diagnosis Groups The Use of Psychodrama in Company Trainings: A. Resolving Conflicts in a Group and Becoming a Team B. Communication Skills / Ast-Up Relationship Improvement C. Leadership Trainings D. Motivation Studies to. Spontanity in Groups and Creativity Studies The Use of Psychodrama in Schools: A. Teacher, Manager, Counselor's Education B. Training System Improvement Studies C. Development of Creativity and Problem Solving Skills D. Providing In-class Instruction and Contacting Students
12) BASIC APPLICATIONS: CULTURAL ATOM, SOCIAL ATOM, EMPTHY CHAIR • What is Social Atom/Cultural Atom (Role ? • The usage fields of Social Atom A. It used as a Warm-up B. Social Atom as a Cohesion Study C. The Use of Social Atom as a Warm-up in the Protagonist Work • Social Atom and Discovery of Roles in Life • Discovering Invisible Relationship Bonds with Social Atom
13) TERMINATION IN PSYCHODRAMA • Group Termination and the importance of termination • Feedbacks and Requirements • Sayın Goodbye vs Transition and Transformation
14) General Evaluation

Sources

Course Notes: • Psikodrama Grup Psikoterapisi El Kitabı, Yazar: Psikodrama Eğitmeni Deniz Altınay, • Psikodrama 400 Isınma Oyunu ve Yardımcı Teknikler, Yazar: Psikodrama Eğitmeni Deniz Altınay, (Ayrıca 4 ayrı yardımcı kitap seçmeli olarak okuma için tavsiye edilecektir.)
References: Ders Notları, Uygulama sonlarında yapılacak "süreç analizi" notları.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 50
Laboratory % 0
Application % 0
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 1 % 50
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 50
PERCENTAGE OF FINAL WORK % 50
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Laboratory 0 0 0
Application 14 3 42
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 5 10 50
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 0 0 0
Jury 0 0 0
Final 1 10 10
Total Workload 144

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.