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 |
CNG3210 | Family Counseling | Fall | 2 | 0 | 2 | 5 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | En |
Type of course: | Must Course |
Course Level: | Bachelor |
Mode of Delivery: | Face to face |
Course Coordinator : | Assoc. Prof. ARZU BUYRUK GENÇ |
Course Objectives: | The main aim of this course is to teach theoretical knowledge about the basic principles and theories of marriage and family counseling. Also, this course aims to teach the relational characteristics of, diversity in, and functional and dysfunctional features of marriages and families. |
The students who have succeeded in this course; 1. To understand the nature of the intimate relationships, 2. To define the history of marriage and family counseling (MFC), 3. To understand the theories and models of MFC 4. To define the importance of assessment in MFC 5. To have knowledge on conceptualizing the problems and crisis in marriages and families. 6. To comprehend the practices and techniques in the field of MFC 7. To be able to use the theoretical knowledge on MFC in analyzing articles, movies etc. in this field. |
Love and Relationship Myths, Marriage, Family, and Systems and System Theory, Attraction in Intimate Relationships, The History of MFC and Family Life Cycle, Different Family Types and Functional and Dysfunctional Families, The Process of MFC, Bowen Family Systems Theory, Experiential Family Therapy, Structural Family Therapy, Strategic Family Therapy, Comparison of Theories, Confidentiality and Ethical Concerns in MFT Teaching Methods and Techniques Used in the Course Case Study Collaborative Learning Lecture Reading Discussion |
Week | Subject | Related Preparation | |
1) | Orientation | Course Schedule Review/Expectations | |
2) | Love and Relationship Myths Marriage, Family, and Systems and System Theory | Gladding, 2018, pp. 27-35 https://www.youtube.com/watch?v=Ypd12DuW79s&t=17s&ab_channel=KaraKum https://www.youtube.com/watch?v=KKnaQ5gNh9E&t=177s&ab_channel=KaraKum | |
3) | Attraction in Intimate Relationships | Regan (2011), pp. 59-75 https://www.youtube.com/watch?v=5iu9_8Vsmtk&t=22s&ab_channel=SXSW | |
4) | The History of MFC and Family Life Cycle | Gladding, 2018, pp. 2-26 Gladding, 2018, pp. 35-53 https://www.youtube.com/watch?v=sd9d5z7idyQ&ab_channel=TheAtlantic | |
5) | Different Family Types and Functional and Dysfunctional Families | Gladding, 2018, pp. 56-79, CH3 https://www.youtube.com/watch?v=ZZZ6QB5TSfk&t=41s&ab_channel=TED-Ed https://www.youtube.com/watch?v=jvnE80C7c8o&t=30s&ab_channel=TED-EdTEDEdDo% | |
6) | The Process of MFC | Gladding, 2018, CH7 | |
7) | The Process of MFC | Gladding, 2018, CH7 | |
8) | Bowen Family Systems Theory | Gladding, 2018, CH10 | |
9) | Bowen Family Systems Theory | Gladding, 2018, CH10 Acar, T., & Voltan-Acar, N. (2013). | |
10) | Experiential Family Therapy | Gladding, 2018, CH12 | |
11) | Structural Family Therapy | Gladding, 2018, CH13 | |
12) | Strategic Family Therapy | Gladding, 2018, CH14 | |
13) | Comparison of Theories | Movie Analysis Discussions | |
14) | Confidentiality and Ethical Concerns in MFT | Gladding, 2018, CH6 Genel Değerlendirme |
Course Notes: | Main Reading: Gladding, S. T. (2018). Family Therapy: History, Theory, and Practice (7th ed.). Pearson. [Aile Terapisi, Tarihi, Kuram ve Uygulamaları; Çev. Ed. İ. Keklik & İ. Yıldırım]. |
References: | * Patterson, J., Williams, L. Edwards, T. M., Chamow, L., & Grauf-Grounds, C. (2018). Essential Skills in Family Therapy. From the First Interview to Termination [Aile Terapisinde Temel İlkeler. İlk Görüşmeden Son Görüşmeye]. (Trans., A. Hekimoğlu Gül). Guilford Press * Metcalf, L. (2011). Marriage and Family Therapy: A Practice Oriented Approach. Springer * Regan, P. (2011). Close Relationships. Routledge. * Carlson, J., Sperry, L., Lewis, J. (2005). Family Therapy Techniques. Integrating and Tailoring Treatments. Routledge. * Gerald R. W. & Stephen R. T. (2012). Couples in Treatment: Techniques and Approaches for Effective Practice [Evlilik ve Çift Terapisi: Etkili Bir Uygulama İçin Teknikler ve Yaklaşımlar]. (Trans., Kısa, C. & Keçe, C). Routledge * Gottman, J. S. & Gottman, J. M. (2015). Ten principles for doing effective couples therapy. Random House. * Lebow, J. (2014). Couple and Family Therapy: An Integrative Map of the Territory. [Çift ve Aile Terapisi: Alan ile İlgili Bütüncül Bir Harita]. (Trans., Şahin, M.). APA. * Wetchler, J. L., & Hecker, L. L. (2013). An Introduction to Marriage and Family Therapy. (2nd ed.). Routledge. * Ersanlı, K. & Kalkan, M. (2008). Evlilik İlişkilerini Geliştirme Kuram ve Uygulama. Nobel Yayınları * Kesici, Ş. (2017). Vaka Örnekleriyle Birlikte Aile Danışma Kuramları ve Teknikleri. Nobel Yayınları * Kesici, Ş., Mert, A., Girgin-Büyükbayraktar, Ç., & İlgün, E. (2017). Aile Terapisinde Kullanılan Teknikler. Nobel Yayınları * Özabacı, N. & Erkan, Z (2017). Aile Danışmanlığı. Kuram ve Uygulamalara Genel Bir Bakış. Pegem Akademi * Satir, V. (2016). Temel Aile Terapisi. Beyaz Yayınları * Tutku Tabur, S., & Türkçapar, H. (2023). Bilişsel Davranışçı Aile Terapisi Gelişim ve Güncel Durum. KAİDE Dergisi, 1(1), 1-13. * Nazlı, S. (2022). Çok Kültürlü Aile Psikolojik Danışması Bağlamında Sistemik Kuramların Değerlendirilmesi: Vavien Filmi Analizi. Aile Psikolojik Danışmanlığı Dergisi, 5(2), 1-34. * Deniz Pak, M. & Öztürk, B. (2019). Yapısal Aile Terapisi Kuramı Ekseninde “Istanbullu Gelin” Dizisinin Analizi. Uluslararası Sosyal Araştırmalar Dergisi, 12(65), 1202-1208. * Yıldız, M. (2017). Yapısal Aile Terapisi’nin temel kavramlarıyla Gelin filminin incelenmesi. Uluslararası Toplum Araştırmaları Dergisi, 7(12), 158-176. * Şenol Duran, E. & Fışıloğlu, H. (2007). Film analizi yöntemi ile Virginia Satir Aile Terapisi Yaklaşımına bir bakış. Türk Psikoloji Yazıları, 10(20), 43-62. ! Other required readings will be uploaded via Itslearning. If you cannot access any material, please contact to the instructor. The readings that are not available in the BAU Library will be provided by the instructor. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 15 | % 20 |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | 14 | % 10 |
Presentation | % 0 | |
Project | % 0 | |
Seminar | % 0 | |
Midterms | 1 | % 30 |
Preliminary Jury | % 0 | |
Final | 1 | % 40 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
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 | 0 | 0 | 0 |
Presentations / Seminar | 0 | 0 | 0 |
Project | 0 | 0 | 0 |
Homework Assignments | 15 | 6 | 90 |
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 | 122 |
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 |
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. | 2 |
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. | 4 |
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. | 4 |
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. | 3 |
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. |