| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CNG4114 | Brief Counseling | 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: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Objectives: | to have an understanding of current research based on short-term therapy models and approaches, the history, principles, methods and techniques of solution-focused short-term psychological counseling, and the psychological counseling approach. |
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The students who have succeeded in this course; 1.Explains cognitive, affective and behavioral therapy models. 2.Explains the history of short-term therapies. 3.Compares short-term approaches with others. 4.Discloses the findings of the study on the applicability of short-term urgent 5.psychotherapy to the field of psychological counseling. 6.Explains the principles and techniques of solution-focused short-term psychological counseling. 7.Lists the phases of solution-focused short-term psychological counseling. 8.Gives examples of strategies and methods of solution-focused short-term psychological counseling. Learns how solution-focused short-term psychological counselors can be applied to different areas. |
| Cognitive, affective and behavioral therapy models, History of solution-focused short-term psychological counseling, Features and assumptions of solution-focused short-term psychological counselors, First session and description of the process. Creation of objectives in the solution-focused short-term psychological counseling process. Helping non-volunteers to accept the process, Miracle questions are asked in the solution-focused short-term psychological counseling process. "What else?" Questions in the solution-focused short-term psychological counseling process. Gaining awareness about the solutions, Helping students to gain awareness about their own resources: mind mapping, cheerleading techniques. Grading of the identified main line and progress. The purpose is to identify possible obstacles that may be encountered in reaching and to deal with obstacles. |
| Week | Subject | Related Preparation | |
| 1) | Introduction | ||
| 2) | History of solution-focused short-term psychological counseling. Features and assumptions of solution focused short-term psychological counseling | ||
| 3) | First session and explanation of the process. Creating goals in the solution focused short-term psychological counseling process. Helping non-volunteers to accept the process. | ||
| 4) | Miracle questions are asked in the solution-focused short-term psychological counseling process. "What else?" Questions in the solution-focused short-term psychological counseling process. | ||
| 5) | Gaining awareness about the solutions. Helping students to gain awareness about their own resources: mind map, amigo techniques. Rating determined baseline and improvements. | ||
| 6) | Finishing the first session by giving a message: Praise, attaching expressions, assignments. Integrate the first session components: Roadmap. | ||
| 7) | Execute subsequent sessions. Components of subsequent sessions: "EARS". | ||
| 8) | Midterm | ||
| 9) | Rating. Determine the need for an other session. Second and subsequent sessions: Roadmap. | ||
| 10) | Extending solution-focused short-term psychological counseling concepts. | ||
| 11) | Presentation of scenarios | ||
| 12) | Presentation of scenarios. | ||
| 13) | Presentation of scenarios. | ||
| 14) | Presentation of scenarios. | ||
| Course Notes: | |
| References: | 1.Carkhuff, R. (1986). The art of helping (5th ed.). Ambers: Human Resource Development Press, Publishers of Human Technology 2.Egan, G. (1998). The skilled helper: A problem-management approach to helping. (6th ed.) Pasific Groove: Brooks/Cole. 3.Garfield, S. L. (1998). The practice of brief psychotherapy. Canada: John Wiley&Sons, Inc. 4.Hill, C. E. & OBrien, K. M. (1999). Helping skills: Facilitating exploration, insight and action. 5.Lines, D. (2006). Brief counselling in schools: Working with young people from 11 to 18 (Second Edition). London: Sage Publications. 6.Murphy, J. J. (1997). Solution-focused counseling in middle and highschools. American Counseling Association. 7.Sklare, G. B. (1997). Brief counseling tha tworks: A solution-focused approach for school counselors. California: Corwin Pres, Inc. |
| 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 | 1 | % 20 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 30 |
| 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 | |
| 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 | 4 | 56 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 1 | 10 | 10 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 112 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |