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
CNG4206 Post-Trauma Counseling Spring
Fall
 2 0 2 3
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: Face to face
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Course Objectives: The purpose of this course is to introduce the definition and extent of trauma, the stress reactions that are seen after trauma, the effects of trauma on individuals and families, stress disorders seen after trauma and intervention types.

Learning Outputs

The students who have succeeded in this course;
1.Introduce trauma and the definitions related with trauma.
2.Distinguish between memory losses which are stem from trauma and other memory losses.
3.Explain theraphy methods used for handling post traumatic stress disorders.
4.Evaluate the effects of trauma on development.
5.Evaluate the trauma in terms of sexuality.
6.Apply the appropriate psychological consultation theory in the period of dealing with trauma.

Course Content

Individual or group works that can be arranged after the traumatic events created by people or natural disasters. Trauma psychology and childrens, adults and adolescents reactions to trauma. Psychological reactions that can emerge because of trauma and behavioral disorders after stress. Works that are done in schools and community mental health disorder centers during normalizing individuals.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction
2) Disasters, trauma, crisis and stress responses
3) The biological foundations of trauma
4) Trauma responses in children and adolescents
5) Loss and grief; grief and culture
6) Psycho-social ınterventions in disasters
7) Disaster ethics
8) Midterm
9) Psychological first aid
10) The concept of psychological trauma and treatment approaches in post-trauma stress disorder
11) Working witk child and adolescents
12) Grief and psychological support
13) Help for the helpers
14) Overview of concepts

Sources

Course Notes: 1.Erdur-Baker, Ö. ve Doğan, T. (Ed. ) (2014). Afetler, Krizler, Travmalar ve Psikolojik Yardım. Türk PDR Derneği. 2.Dünya Sağlık Örgütü (2011). Psikolojik İlk Yardım: Saha Çalışanları İçin İlk Yardım.(Çev. Ed. ve Çev. Erdur-Baker, Ö., Doğan, T., Aksöz, İ. ve Sancak-Aydın, G.). Türk Psikolojik Danışma ve Rehberlik Derneği. 3.Başoğlu, M. (1992). Psikolojik travma sonrası stres hastalığı: psikolojik kuramlar, tedavide yeni gelişmeler ve güncel konular. Türk Psikiyatri Dergisi, 3, 9021. 4.Dyregrov, A. (2000). Çocuk, Kayıplar ve yas: yetişkinler için el kitabı. Ankara: Türk Psikologlar Derneği Yayınları.. 5.Hisli, N. (1999). Yıkıcı stresi yönetmek: Yıkıcı olaylar ve felaketlerden sonra ayakta kalabilmek için ipuçları. Ankara: Türk Psikoloji Bülteni Yayınları. 6.Öztan, N., Aydın, G., Eroğlu, Ç. ve Stuvland, R. (2001). Travma sonrası normal tepki
References:

Evaluation System

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 % 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

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 2 28
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 0 0 0
Project 0 0 0
Homework Assignments 0 0 0
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 74

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.