|
| Course Description |
|
| Course Name |
: |
Practices in Family and Marriage Therapy |
|
| Course Code |
: |
PDR 772 |
|
| Course Type |
: |
Optional |
|
| Level of Course |
: |
Second Cycle |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
6 |
|
| Name of Lecturer(s) |
: |
Asst.Prof. METEHAN ÇELİK
|
|
| Learning Outcomes of the Course |
: |
Describes familyand marriage consultation and assistance. Defines the basic therapeutic skills and consultation of family and marriage. Reports family and marriage counseling process and potential problems. Identifies consultations on marriage and intervention strategies Starts the family and marriage counseling process. Follows the development and completion stages of the roadmap summarizing. Forms, plans and manages a psychological counseling group . .
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The overall aim of the course is to describe practices and methods in family and marriage therapy |
|
| Course Contents |
: |
The course consists of family and marriage consultation and assistance skills, the basic therapeutic skills and consultation of family and marriage,family and marriage counseling process and potential problems, consultations on marriage and the familyand intervention strategies, the family and marriage counseling process, the development and completion stages of the roadmap summarizing, a group psychological counseling, planning and management. |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Introduction to family and marriage consultation |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
2 |
Systemic and family therapy |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
3 |
The essence of the system, and family therapy |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
4 |
Couple therapy |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
5 |
Making family sculpture |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
6 |
Family tree timeline |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
7 |
Midterm Exam |
|
|
|
8 |
Reframing and genograms |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
9 |
Working on the lack of relationship and the process after the divorce |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
10 |
Cultural dimension in couples therapy |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
11 |
Teamwork |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
12 |
Circular questioning |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
13 |
Transformational change |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
14 |
Collaborative inquiry |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
15 |
Externalizing the problem |
Searching, reading, scanning the sources |
question-answer, interactive participation, lecture |
|
16/17 |
Final Exam |
|
|
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Broderick, B. C. (1993) Understanding anily Process, Gladding, S. B. (2002) Family Therapy, History, Theory and Practice. Sorı, F. C. (2006). Engaging Children in Family Therapy. Chibucos, T. R.; Leite, W. R. (2005). Reading in Family Theory.
|
| |
| Required Course Material(s) | |
|
|
|
Assessment Methods and Assessment Criteria |
|
Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
30 |
|
Homeworks/Projects/Others |
5 |
70 |
|
Total |
100 |
|
Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
|
Rate of Final Assessments to Success
|
60 |
|
Total |
100 |
|
|
| 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.
|
5 |
|
2 |
Understands the multi-dimensional causes of a problem and evaluates the problem as a whole |
5 |
|
3 |
Analyzes a scientific article in the field of educational sciences. |
4 |
|
4 |
Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. |
5 |
|
5 |
Uses and develops individual assessment techniques. |
4 |
|
6 |
Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. |
4 |
|
7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
4 |
|
8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
5 |
|
9 |
Solves a problem in the context of educational sciences in a scientific perspective. |
5 |
|
10 |
Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. |
5 |
|
11 |
Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications.
|
5 |
|
12 |
Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. |
4 |
|
13 |
Has a good command of foreign language to be able to follow the foreign resources related to the field. |
4 |
|
14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
5 |
|
15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
4 |
|
16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
4 |
|
17 |
Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. |
5 |
|
18 |
Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. |
5 |
|
19 |
Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. |
4 |
|
20 |
Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. |
4 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|
| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
|
Out of Class Study (Preliminary Work, Practice) |
14 |
3 |
42 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
5 |
10 |
50 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
|
Final Exam |
1 |
5 |
5 |
|
Total Workload: | 144 |
| Total Workload / 25 (h): | 5.76 |
| ECTS Credit: | 6 |
|
|
|