| Course Description |
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| Course Name |
: |
Individual Counseling Practices |
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| Course Code |
: |
RPD427 |
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| Course Type |
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Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
4 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
8 |
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| Name of Lecturer(s) |
: |
Prof.Dr. TURAN AKBAŞ
Prof.Dr. SONGÜL SONAY GÜÇRAY
Asst.Prof.Dr. FULYA CENKSEVEN ÖNDER
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|
| Learning Outcomes of the Course |
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Uses the skills of initiating counseling session, facilitating interviewing and terminating session appropriately.
Arranges thereupatic conditions for the client’s self-disclosure and participation.
Identifies the client’s needs or problems.
Formulates appropriate hypothesis related to client’problems
Tesst these hypothesis improved in counseling process
Knows his/her carrier limits.
Notices the difference between normal and abnormal behaviors of clients.
Chooses intervention strategies suitable to client’s problem
Plans interventions suitable to client’s problem
Applies and evaluates the interventions.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
: |
The aim of this course is to have students get experience transferring attitudes, knowledge and skills gained from RPD 309 Principles and Techniques of Individual Counseling and RPD 308 Principle and Techniques of Group Counseling to the real counselor and client relationship. In addition, it is aimed to enable students to use various theories based on the emotional, behavioral and cognitive techniques and methods in the process of individual psychological counseling; to gain experience in managing at least a four-session individual counseling process. |
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| Course Contents |
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In this practicum course, students are expected to interview the clients. Each session of these interviews is tape-recorded. Participating in theoretical discussions and receiving feedback are also essential elements of the course. The content of this course covers these topics: General revision RPD 309 Principles and Techniques of Individual Counseling . - Applicaitons of basic counseling skills. - Reviewing model counseling sessions. Performing three sessions of counseling with classmates. Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given. Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number. Performing four sessions of counseling with real client. Candidate counselors perform four sessions with real clients. Sessions are recorded and supervision forms are completed by students. The number of the supervision forms is arranged according to the number of student and brought to the class. Whole class have discussion on these supervision forms and CD records. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Counseling Centre in Guidance and Counseling Department |
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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 |
Speaking about the content of the course program..
General revision of RPD 309 Principles and Techniques of Individual Counseling . |
Before the class reading chapter 2 and 3 in Hackney ve Cormier (2008). |
Direct teaching. using Projection. Question and answer. Handouts. |
|
2 |
General revision of RPD 309 Principles and Techniques of Individual Counseling .
- Application of basic counseling skills.
- Reviewing model counseling sessions.
|
Before the class reading chapter 2 and 3 in Hackney ve Cormier (2008) |
Direct teaching. using Projection. Question and answer. Handouts. |
|
3 |
General revision of RPD 309 Principles and Techniques of Individual Counseling .
- Application of basic counseling skills.
- Reviewing model counseling sessions.
|
Before the class reading chapter 2 and 3 in Hackney ve Cormier (2008) |
Direct teaching. using Projection. Question and answer. Handouts. Role playing. Video. |
|
4 |
General revision of RPD 309 Principles and Techniques of Individual Counseling .
- Application of basic counseling skills.
- Reviewing model counseling sessions.
|
Before the class reading chapter 4, 5 and 6 in Hackney ve Cormier (2008) |
Direct teaching. Projection. Presantation. Ask Question. case study. Role playing. Video |
|
5 |
Perform three sessions of counseling with classmates.
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Before the class reading chapter 2 and 3 in Hackney ve Cormier (2008)
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
|
6 |
Perform three sessions of counseling with classmates.
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Before the class reading chapter 2 and 3 in Hackney ve Cormier (2008)
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
|
7 |
Perform three sessions of counseling with classmates.
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
|
8 |
MİDTERM |
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|
|
9 |
Candidate counselors perform four sessions with real clients. |
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
|
10 |
Candidate counselors perform four sessions with real clients.
Giving supervision sessions records |
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
|
11 |
Candidate counselors perform four sessions with real clients.
Giving supervision sessions records |
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
|
12 |
Candidate counselors perform four sessions with real clients.
Giving supervision sessions records |
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
|
13 |
Candidate counselors perform four sessions with real clients.
Giving supervision sessions records |
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
|
14 |
Giving supervision for the sessions performed with a real client (using the recordings). |
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
|
15 |
Giving supervision for the sessions performed with a real client (using the recordings). |
Each session is recorded on tape or video and brought to class. Records are discussed and supervision is given.
Beside CD records, supervision forms are completed by students and brought to the class to be discussed. Number of the supervision forms is arranged according to the student number.
|
Brain storming. Projection. Small Group Work. Discussion. |
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16/17 |
General Evaluation |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Leahy, R.L. (2004). Cognitive Therapy and Applications, (Interpreter: T. Özakkaş), Litera Publishing Company.
Özakkaş, T. (2004). Cognitive Therapy and Emotional Disorders, Litera Publications.
Carnevale, J. D. (2001). Counseling Pearls: Ideas for Practioner. Iterpreter: Deniz Albayrak-Kaymak. Anahtar Books. İstanbul.
Çivitçi A., Türküm, S. A., Duy, B. ve Hamamcı, Z. (2009). Applications based on Rational-Emotive and Behavioral Therapy in Schools. Concepts, Thchniques and model Activities. Pegem A Publishing Company.
Cormier, S., Hackney, H. (2008). The Professional Counselor. A Process Guide to Helping. Interpreters: Tuncay Ergene, Seher Aydemir Sevim, Mentis Publishing Company, Ankara
Dökmen, Ü.(2001) Interviewing Conflicts and Emphaty in Art and Daily Life. 16th. ed.Sistem Publications.
Egan, G. (1998). The Skilled Helper : A problem-management approach to helping. (6th ed.) Pacific Groove : Brooks/Cole.
Hill, C. E. & O´Brien, K.M. (1999). Helping Skills: Facilitating exploration, insight and action. Washington, DC : American Psychological Association.
Ivey, A. E. & Ivey, M. B. (1999). Intentional interviewing and counseling; Facilitating client development in a multicultural society. California: Brooks/Cole.
Ivey, A.E., Gluckstern, B. N. and Ivey, M. B. (1997). Basic Influencing Skills. Microtraining Associates.
Ivey, A.E., Gluckstern, B. N. and Ivey, M. B. (2006). Basic Attending Skills. Microtraining Associates.
Meier, S. T., Davis, S. R. (2007),The Elements of Counseling., ( Interpreter: Süleyman Doğan), Pegem A Publications. Ankara.
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| |
| Required Course Material(s) | |
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|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Explains basic concepts and principals of Psychological Counseling and Guidance |
5 |
|
2 |
Explains the developmental characteristics of the individual and the factors that affect this development |
4 |
|
3 |
Examines and evaluates problems in educational environment and in everyday life from the point of philosophy, sociology and psychology |
5 |
|
4 |
Explains theories of personality, psychological counseling and learning |
4 |
|
5 |
Explains career development and career choice process |
0 |
|
6 |
Explains scientific research methods and techniques |
5 |
|
7 |
Explains how to begin and maintain psychological counseling and guidance process |
0 |
|
8 |
Explains psychological counseling and guidance practices appropriate for clients with different development and characteristics |
3 |
|
9 |
Explains classroom and behavior management approaches |
4 |
|
10 |
Formulates and evaluates psychological counseling and guidance programs |
0 |
|
11 |
Does guidance practices appropriate for different educational levels |
4 |
|
12 |
Acknowledges individuals with normal and abnormal characteristics |
4 |
|
13 |
Uses helping skills effectively in psychological counseling |
5 |
|
14 |
Takes the responsibility of his/her decisions about her/his life and career |
4 |
|
15 |
Develops insight and is open to learning and development |
5 |
|
16 |
Shows empathy and care towards people |
5 |
|
17 |
Uses effective communication skills in interpersonal relationships |
5 |
|
18 |
Acts colloboratively and cooperatively with her/his colleagues in work place |
3 |
|
19 |
Acts appropriately with professional ethical standarts |
5 |
|
20 |
In addition to professional development, develops himself/herself by identifying his/her needs in several areas such as science, culture, art and social in accordance with her/his ability and interest. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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