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| Course Description |
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| Course Name |
: |
Cognitive-Behavioral Counselling |
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| Course Code |
: |
PDR 741 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. MEHMET BİLGİN
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| Learning Outcomes of the Course |
: |
Has effective Counseling Skills and knows how to configure Cognitive behavioral consultation process
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
EGT 700 Special Area Course
EGT1 700 Special Studies
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
This course aims to teach Effective Psychological Counselling skills and Cognitive-Behavioral Counseling process |
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| Course Contents |
: |
This course covers Effective Psychological Counselling Skills , Cognitive approach and Cognitive- Behavioral Counselling process and techniques used in the consultation process |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
What is psychological counselling? |
Reading the related parts in the book : Theories of psychotherapy and counseling. Sharf, R |
Lecture,
brain-storming |
|
2 |
The relationship between client and counselor |
Reading the related parts in the book : Theories of psychotherapy and counseling. Sharf, R |
Lecture,
brain-storming |
|
3 |
Features of Effective Psychological Counselling |
Reading the related parts in the book : Theories of psychotherapy and counseling. Sharf, R |
Lecture,
brain-storming |
|
4 |
Goal setting |
Reading the related parts in the book : Theories of psychotherapy and counseling. Sharf, R |
Lecture,
brain-storming |
|
5 |
Basic listening skills |
Reading the related parts in the book : Theories of psychotherapy and counseling. Sharf, R |
Lecture,
brain-storming |
|
6 |
Cognitive and Cognitive Behavioral Theories |
Reading the related parts in the book : Cognitive therapy with children and adolescents. Reinecke, M; Dattilio, F; Freeman, A. |
Lecture,
brain-storming |
|
7 |
Personality Development in Cognitive Theory |
Reading the related parts in the book : Cognitive therapy with children and adolescents. Reinecke, M; Dattilio, F; Freeman, A. |
Lecture,
brain-storming |
|
8 |
The structure of sessions in cognitive counselling |
Reading the related parts in the book : Cognitive therapy with children and adolescents. Reinecke, M; Dattilio, F; Freeman, A.. |
Lecture,
brain-storming |
|
9 |
Automatic thoughts and schema |
Reading the related parts in the book : Cognitive therapy with children and adolescents. Reinecke, M; Dattilio, F; Freeman, A.. |
Lecture,
brain-storming |
|
10 |
The structure of initiating sessions |
Reading the related parts in the book : Cognitive therapy for depressed adolescents. Wilkes, Belsher, G; Rush, A; Frank, E |
Lecture,
brain-storming |
|
11 |
The structure of development session |
Reading the related parts in the book : Cognitive therapy for depressed adolescents. Wilkes, Belsher, G; Rush, A; Frank, E |
Lecture,
brain-storming |
|
12 |
Recognition of automatic thoughts and schema |
Reading the related parts in the book : Cognitive therapy for depressed adolescents. Wilkes, Belsher, G; Rush, A; Frank, E |
Lecture,
brain-storming |
|
13 |
Using ABC formula |
Reading the related parts in the book : Cognitive therapy for depressed adolescents. Wilkes, Belsher, G; Rush, A; Frank, E |
Lecture,
brain-storming |
|
14 |
The structure of ending session |
Reading the related parts in the book : Cognitive therapy for depressed adolescents. Wilkes, Belsher, G; Rush, A; Frank, E |
Lecture,
brain-storming |
|
15 |
Cognitive configuration |
Reading the related parts in the book : Cognitive therapy for depressed adolescents. Wilkes, Belsher, G; Rush, A; Frank, E |
Lecture,
brain-storming |
|
16/17 |
Ending-up session |
Reading the related parts in the book : Cognitive therapy for depressed adolescents. Wilkes, Belsher, G; Rush, A; Frank, E |
Lecture,
brain-storming |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
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| |
| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
75 |
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Homeworks/Projects/Others |
5 |
25 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
On the basis of the Educational Sciences BA degree qualificatons, improves his/her knowledge in the same field at the level of expertise.
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3 |
|
2 |
Understands the multi-dimensional causes of a problem and evaluates the problem as a whole |
2 |
|
3 |
Analyzes a scientific article in the field of educational sciences. |
3 |
|
4 |
Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. |
3 |
|
5 |
Uses and develops individual assessment techniques. |
3 |
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6 |
Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. |
3 |
|
7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
2 |
|
8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
2 |
|
9 |
Solves a problem in the context of educational sciences in a scientific perspective. |
3 |
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10 |
Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. |
4 |
|
11 |
Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications.
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3 |
|
12 |
Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. |
3 |
|
13 |
Has a good command of foreign language to be able to follow the foreign resources related to the field. |
3 |
|
14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
4 |
|
15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
2 |
|
16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
2 |
|
17 |
Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. |
3 |
|
18 |
Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. |
2 |
|
19 |
Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. |
3 |
|
20 |
Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. |
3 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
15 |
3 |
45 |
|
Out of Class Study (Preliminary Work, Practice) |
30 |
3 |
90 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
5 |
3 |
15 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
1 |
1 |
|
Final Exam |
1 |
1 |
1 |
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Total Workload: | 152 |
| Total Workload / 25 (h): | 6.08 |
| ECTS Credit: | 6 |
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