| 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 |
| GEP0602 | Community Service Applications | Spring | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | GE-Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
| Course Lecturer(s): |
Dr. Öğr. Üyesi NESRİN GÜLÜM Prof. Dr. ÖZLEM KARAIRMAK TEKDURMAZ |
| Course Objectives: | •To support Bahçeşehir University students, in becoming responsible and sensitive individuals to human rights, social issues and social environments. •To provide Bahçeşehir University students to become active citizens in the development of participatory democracy and civil society. •To support Bahçeşehir University students in developing their complaisance to diversity and multiculturalism. •To provide Bahçeşehir University students with skills and knowledge to be project producing models to the students of other universities and high schools. •To encourage Bahçeşehir University students to join civil society organizations. •To support Bahçeşehir University students in helping the development of the social environment. |
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The students who have succeeded in this course; Students who successfully complete this course; 1.Define the social environment. 2.Together with the students that are from different faculties and departmants can compare the social skills. 3.Use inquiry skills on Lifelong learning 4.Can analyze the process of participatory democracy and civil society development. 5.Can develop competence of information sharing and learning together 6.Assess the importance of social responsibility activities. |
| The content of this course are the social responsibility projects that the students will develop for their environment and their society. Students will prepare for these projects throughout the course and they will be provided help and support individually in their process of developing projects. The course is totally based on the participation, experience and the collaborative studies of the students. It would be appropriate to define the methodology of the course as learning by doing or pretending to do, that is learning by experience. Although this method makes use of traditional teaching methods and tools, it is fundementally different. The cours aims changes and development in learning, information integrity, skills and behavior & attitude. Participatory learning techniques will be applied for achieving these goals. Class presentations and workshops are planned for the generation and the development of knowledge; field work, group work and oral presentations are planned for the development of skills; simulations and group discussions are designed for changes in behaviour and attitude and conferences are planned for the preparation of deeper discussion environment. The course will follow project cycle steps consecutively the determination of goals, the analysis of shareholders, planning activities, planning the budget and the generation of sources. Parallel to this, the information learned in class will be transferred into practice by field work and group work, providing the development of skills in working in group projects. Weekly studies will be emphasized with class presentations and a dynamic atmosphere will be reached in the class and in the project groups. Simulations and group discussions will be organized to discuss how the students will act in real life situations. Group discussions will be mostly on real life case studies. The diversity of the academic programs of the students will enrich the course and will be used to increase the level of learning. |
| Week | Subject | Related Preparation | |
| 1) | Introduction | information to be acquired on researched areas of interest to social responsibility | |
| 2) | Concept of Social Responsibility | Information to be gained about the concepts of social responsibility, | |
| 3) | Project and Social Responsibility | The most well-known information about the social responsibility projects to be acquired, | |
| 4) | Consciousness of Volunteerism and Project Examples | Information about social responsibility projects to be acquired in the world and in Turkey, their awareness of volunteering to be evaluated, | |
| 5) | Social Responsiblity Project Example – ‘’Women’’ | Get the preliminary information about Women on social responsibility projects, | |
| 6) | Social Responsiblity Project Example – ‘’Women’’ | Get the preliminary information about Women on social responsibility projects, | |
| 7) | Social Responsiblity Project Example – ‘’Children’’ | Get the preliminary information about Children on social responsibility projects, | |
| 8) | Presentations of students | Made preparations for the visual and written material of Presentations | |
| 9) | Presentations of students | Made preparations for the visual and written material of Presentations | |
| 10) | Social Responsiblity Project Example – ‘’Disabled people’’ | Get the preliminary information about Disabled People on social responsibility projects, | |
| 11) | Social Responsiblity Project Example – ‘’Disabled people’’ | Get the preliminary information about Disabled People on social responsibility projects, | |
| 12) | Social Responsiblity Project Example – ‘’Environment’’ | Get the preliminary information about Environment on social responsibility projects, | |
| 13) | Social Responsiblity Project Example – ‘’Old people’’ | Get the preliminary information about Old People on social responsibility projects, | |
| 14) | Social Responsiblity Project Example – ‘’Children’’ | Get the preliminary information about Children on social responsibility projects, | |
| 15) | Final exam | ||
| 16) | Final Exam | - | |
| Course Notes: | Gülesin Nemutlu ve Evren Sener Ünal (2004), "Sivil toplum, Gönüllük ve Gençlik Çalışmaları" Gülesin Nemutlu ve Evren Sener Ünal (2004), "Gençler için Proje Yönetimi" Gülesin Nemutlu ve Evren Sener Ünal (2003), "Kısa Dönemli Projeler için Proje Yönetimi" Nurhan Yentürk ve Yiğit Aksakoğlu (2006), "Proje Döngüsü Yönetimi I" Alper Akyüz, İdil Eser ve Emel Kurma (2006), "Proje Döngüsü Yönetimi II" |
| References: | Gülesin Nemutlu ve Evren Sener Ünal (2004), "Sivil toplum, Gönüllük ve Gençlik Çalışmaları" Gülesin Nemutlu ve Evren Sener Ünal (2004), "Gençler için Proje Yönetimi" Gülesin Nemutlu ve Evren Sener Ünal (2003), "Kısa Dönemli Projeler için Proje Yönetimi" Nurhan Yentürk ve Yiğit Aksakoğlu (2006), "Proje Döngüsü Yönetimi I" Alper Akyüz, İdil Eser ve Emel Kurma (2006), "Proje Döngüsü Yönetimi II" |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 0 | % 0 |
| Presentation | 1 | % 10 |
| Project | 1 | % 10 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 20 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| 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 | 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 | 3 | 5 | 15 |
| Presentations / Seminar | 2 | 5 | 10 |
| Project | 7 | 3 | 21 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 1 | 3 | 3 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 1 | 3 | 3 |
| Total Workload | 94 | ||
| 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 |
| 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. | 4 |
| 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. | 2 |
| 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. | 4 |
| 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. | 1 |
| 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. | 2 |
| 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. | 1 |
| 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. | 2 |
| 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. | 1 |
| 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. | 1 |
| 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 | 1 |
| 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. | 1 |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | 1 |
| 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. | 1 |