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
CNG1202 Guidance and Counseling at Schools Spring 2 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: Face to face
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Course Objectives: The aim of this course is help students to gain a perspective about historical development of counseling and guidance in Turkey and in the world, role and duties of counselors, specialties in the practice of counseling, concepts about individual counseling, group counseling, multiculturalism, career counseling, human assessment, ethics in counseling and future orientations of counseling profession.

Learning Outputs

The students who have succeeded in this course;
The students who have succeeded in this course;
1. To remember the historical development of counseling in Turkey and in the world.
2. To recognize the role and duties of counselors.
3. To recognize the work areas of counselors.
4. To define concepts about individual and group counseling.
5. To recognize multicultural approach.
6. To define concepts about human assessment techniques.
7. To define concepts about career counseling.
8. To recognize the ethical and legal rules in counseling.
9. To develop sensitivity toward problems of counseling profession.

Course Content

Basic concepts and principles of guidance and counseling, history of guidance and counseling, research and evaluation methods, counseling process, theories of counseling, ethical and legal issues in guidance and counseling

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction: explaining syllabus and course rules
2) Emergence of Counseling in Turkey, and Abroad
3) Personal and Professional Aspects of Counseling
4) Ethical and Legal Aspects of Counseling
5) Counseling with Diverse Populations
6) Program Development in Counseling
7) Counseling Services: Consultation, Evaluation and Research
8) Counseling Services: Consultation, Evaluation and Research
9) Testing, Assessment and Diagnosis in Counseling
10) Testing, Assessment and Diagnosis in Counseling
11) Career Counseling over the Lifespan
12) The Therapeutic Relationships and Process
13) Counseling Theories
14) Groups in Counseling

Sources

Course Notes: Gladding, S.T. (2012). Counseling: A comprehensive profession (7th Ed). N.J: Pearson
References: 1. Schmidt, J. J. (2008). Counseling in schools: Comprehensive programs of responsive services for all students. Boston: Pearson. 2. Gibson, R.L.& Mitchell, M. (2008). Introduction to Counseling and Guidance. Merrill. 3. Gartrell, D. (2007). A guidance approach for the encouraging classroom. Canada: Wadsworth.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance % 0
Laboratory % 0
Application % 0
Field Work 8 % 30
Special Course Internship (Work Placement) % 0
Quizzes % 0
Homework Assignments 6 % 50
Presentation % 0
Project % 0
Seminar % 0
Midterms % 0
Preliminary Jury % 0
Final 1 % 20
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 80
PERCENTAGE OF FINAL WORK % 20
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 0 0 0
Laboratory 0 0 0
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 8 5 40
Study Hours Out of Class 0 0 0
Presentations / Seminar 0 0 0
Project 0 0 0
Homework Assignments 6 10 60
Quizzes 0 0 0
Preliminary Jury 0 0 0
Midterms 0 0 0
Paper Submission 0 0 0
Jury 0 0 0
Final 1 30 30
Total Workload 130

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.