| 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 |
| SOC1095 | Cultural Anthropology | Spring Fall |
2 | 0 | 2 | 4 |
| 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 : | Dr. Öğr. Üyesi AYŞEGÜL AKDEMİR |
| Course Objectives: | The aim of this course is twofold: First, students will be introduced to the core topics in anthropology such as religion, race and racism, nationalism, political systems, subsistence strategies, etc… Examples from various human groups around the globe will be used to develop an understanding of these core concepts, ideas and themes. Secondly, we will bring in these concepts and perspectives into our own lives to develop an informed analysis of the Turkish society. |
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The students who have succeeded in this course; The students who have succeeded in this course; The students who succeeded in this course will be able to: (1)Develop an understanding of race and racism, its origins and its relationship to colonialism (2)Develop an understanding of ethnicity and nationalism as cultural practices (3)Analyse religion, worldview, myth and ritual (4)Learn about various subsistence strategies human societies have developed (5)Develop an understanding of how to study ‘the Economics’ (6)Describe theories about various political organizations (7)Describe theories to understand how to study ‘the State’ (8)Develop competence on linking concepts and theories of anthropology with existing socio cultural practices (9)Develop an understanding of human socio cultural variety |
| 1) Introduction, meeting with class 2) What is anthropology? Lavenda & Schultz, 1st chapter 3) What is culture? Lavenda & Schultz, 2nd chapter 4) Fieldwork and anthropology Lavenda & Schultz, 3rd chapter 5) Anthropology, history and explanation of cultural diversity Lavenda & Schultz, 4th chapter 6) Language Lavenda & Schultz, 5th chapter 7) Culture and Individual Lavenda & Schultz, 6th chapter 8) Midterm Midterm 9) Meaning Making Lavenda & Schultz, 7th chapter 10) Worldwiev Lavenda & Schultz, 8th chapter 11) Relatives Lavenda & Schultz, 11th chapter 12) Marriage and Family Lavenda & Schultz, 12th chapter 13) Globalization Lavenda & Schultz, 14th chapter 14) Concluding Remarks Concluding remarks on the subject and the class. |
| Week | Subject | Related Preparation | |
| 1) | Introduction, meeting with class | None | |
| 2) | What is anthropology? | Lavenda & Schultz, 1st chapter | |
| 3) | What is culture? | Lavenda & Schultz, 2nd chapter | |
| 4) | Fieldwork and anthropology | Lavenda & Schultz, 3rd chapter | |
| 5) | Anthropology, history and explanation of cultural diversity | Lavenda & Schultz, 4th chapter | |
| 6) | Language | Lavenda & Schultz, 5th chapter | |
| 7) | Culture and Individual | Lavenda & Schultz, 6th chapter | |
| 8) | Midterm | ||
| 9) | Meaning Making | Lavenda & Schultz, 7th chapter | |
| 10) | Worldwiev | Lavenda & Schultz, 8th chapter | |
| 11) | Relatives | Lavenda & Schultz, 11th chapter | |
| 12) | Marriage and Family | Lavenda & Schultz, 12th chapter | |
| 13) | Globalization | Lavenda & Schultz, 14th chapter | |
| 14) | Concluding remarks on the subject and the class. | None | |
| Course Notes: | Schultz, Emily A. and Roberth H. Lavenda (2012), Cultural anthropology: A Perspective on the Human Condition. |
| References: | Yok / None |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 42 | % 0 |
| 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 | 1 | % 40 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 60 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload | |
| Course Hours | 14 | 42 | |
| Laboratory | |||
| Application | |||
| Special Course Internship (Work Placement) | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 28 | |
| Presentations / Seminar | |||
| Project | |||
| Homework Assignments | |||
| Quizzes | |||
| Preliminary Jury | |||
| Midterms | 1 | 3 | |
| Paper Submission | |||
| Jury | |||
| Final | 1 | 3 | |
| Total Workload | 76 | ||
| 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. |