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| Course Description |
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| Course Name |
: |
Practices of Psychological Counseling |
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| Course Code |
: |
PDR 732 |
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| Course Type |
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Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
7 |
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| Name of Lecturer(s) |
: |
Prof.Dr. SONGÜL SONAY GÜÇRAY
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| Learning Outcomes of the Course |
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Plans a counseling group, chooses group members and uses helping skills.
In each stage of group process, explains counselor’s role and responsibilities with his/her own words.
Uses the knowledge and skills of group counseling as a leader in group management.
Uses the skills of initiating and ending group sessions
appropriately
Estimates the possible problems to occur in group counseling process, and decides how to cope with them.
Deals effectively with resistance seen in the group process.
Plans and applies effective coping strategies of transference and counter-transference.
Distinguishes the client’s problem behavior to occur in group, and uses the skills related with them.
Formulates counseling thechniques and intervention strategies taking group member’s needs into consideration.
Explains and makes list of group rules in group management.
Adapts group skills according to the new conditions to occur in the group.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
EGT 700 Special Area Course
PDR 729 Techniques of Psychological Counseling
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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The aim of this course is to enable the students to practise the group counseling skills and emotional, cognitive and behavioral techniques they learned in PDR 729 course in a real counseling group with a supervisor and develop skills on group counselling management . |
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| Course Contents |
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In this course the students are expected to use their knowledge and skills on the subject of counseling skills and intervention techniques based on the theories of counseling in a real group. In each group, there is a therapist (counselor/leader) and a co-therapist. Type of group, general purposes, selection of group members and first session content are planned together with supervisor.
Sessions are recorded with tape or video by the candidate counselor (group leaders). The protocols of sessions are prepared by the candidate counselors. After each session students are given supervision. Students are expected to manage at least eight session of the group. During supervision counseling skills and intervention techniques are taught, by giving examples, role playing, modeling, videos etc. with various applications. In addition students are given feedbacks about their sessions.
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| Language of Instruction |
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Turkish |
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| Work Place |
: |
Counseling Centre. |
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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 |
Introduction to Group Counseling.
Speaking on the content of the course. Arrangement of assignments and projects.
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Reading from related resources. |
Direct teaching, Ask - Question, Presentations. |
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2 |
Giving information to students about the groups to be performed,
Identfication of general purposes of the group to be performed together with supervisor
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Reading from related resources. |
Lecture, Question-Answer Presentations.
Discussion
Projection.Teaching technologies |
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3 |
Identification of general purposes of the group to be performed together with supervisor. / (continue)
Forming a group (Encounter group) as therapist / leader and co terapist.
Preparation of an announcement giving information about the group for group members
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Reading from related resources. |
Lecture,Question-Answer, Presentations.
Discussion
Projection.Teaching technologies |
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4 |
Decision of group content according to the general group purposes together with the supervisor.
Preparation of a structured interview form. Interviewing with the applicants.
Choice of the members of group and setting up the group.
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Reading from related resources. |
Lecture,Question-Answer Presentations.
Discussion
Projection.Teaching technologies |
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5 |
Planning the first session subjects and content together with the supervisor.
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Reading from related resources. |
Supervision techniques.
Lecture,Question-Answer
Discussion
Dramatisation. Role- play |
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6 |
SESSION - 1 Experiential Group Session.
Listening and examining previous session records, planing the arragements for the next session.
Supervision. |
Reading from related resources.
Session records. |
Supervision
techniques..Lecture Question-Answer
Discussion
Dramatisation. Role- play |
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7 |
SESSION - 2 Experiential Group Session
Listening and examining previous session records, planning the arragements for the next session.
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Listening and examining previous session records, planning the arragements for the next session.
Writing session protocols (therapist and co-therapist).
Reading from related resources |
Supervision
techniques. Lecture,Question-Answer,
Discussion
Dramatisation. Role- play |
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8 |
SESSION - 3 Experiential Group Session
Listening and examining previous session records, planning the arragements for the next session.
Supervision. |
Listening and examining previous session records, planning the arragements for the next session.
Writing session protocols (therapist and co-therapist).
Reading from related resources |
Supervision
techniques. Lecture, Question,-Answer
Discussion
Dramatisation. Role- play |
|
9 |
SESSION - 4 Experiential Group Session
Listening and examining previous session records, planning the arragements for the next session.
Supervision. |
Listening and examining previous session records, planning the arragements for the next session.
WritingSession protocols (therapist and co-therapist).
Reading from related resources |
Supervision
techniques..Lecture, Question-Answer,
Discussion
Dramatisation. Role- play |
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10 |
SESSION - 5 Experiential Group Session
Listening and examining previous session records, planning the arragements for the next session.
Supervision. |
Listening and examining previous session records, planning the arragements for the next session.
Writting session protocols (therapist and co-therapist).
Reading from related resources |
Supervision
techniques, Lecture, Question-Answer,
Discussion
Dramatization. Role- play |
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11 |
SESSION - 6 Experiential Group Session
Listening and examining previous session records, planning the arragements for the next session.
Supervision. |
Listening and examining previous session records, planning the arragements for the next session.
Writing Session protocols (therapist and co-therapist).
Reading from related resources |
Supervision
techniques.. Lecture,Question-Answer,
Discussion
Dramatisation. Role- play |
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12 |
SESSION - 7 Experiential Group Session.
Listening and examining previous session records, planning the arragements for the next session.
Supervision. |
Listening and examining previous session records, planning the arragements for the next session.
Reading from related resources
File preparation |
Supervision
techniques.. Lecture, Question-Answer
Discussion
Dramatisation. Role- play |
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13 |
SESSION - 8 Experiential Group Session.
Listening and examining previous session records, planning the arragements for the next session.
Supervision. |
Listening and examining previous session records, planning the arragements for the next session.
Writing session protocol (therapist and co-therapist).
Reading from related resources
File preparation |
Supervision
techniques.. Lecture,Question-Answer,
Discussion
Dramatisation. Role- play |
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14 |
Listening and examining previous session records, planning the arragements for the next session.
Supervision. |
Listening and examining previous session records,
Assignment / Project completion
File preparation |
Supervision
techniques.. Lecture,Question-Answer,
Discussion
Dramatisation. Role- play |
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15 |
General Evaluation.. |
Assignment / Project completion.
File completion. Preparation for FINAL exam . |
Lecture, Question-Answer,
Discussion
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16/17 |
FINAL EXAM |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Rogers, C. (1994) Encounter Groups. Interpreter: Hamdullah Erbil, Ekin Publications, Ankara.
Vinogradov, S.; Yalom, I. D. (1996) Group Psychotherapies, Compos Mentis Publications, Ankara.
DeLucia-Waack, J. L., Gerrity, D. A., Kalodner, C. R. and Riva, M. T. (2004). Handbook of Group Counseling and Psychotherapy. Sage Publication.
Chen, M. and Rybak, C. J. (2004). Group Leadership Skills İnterpersonal Process in Group Counseling and Therapy.
Morganett, S. R. (2005). Life Skills: Applications of Group Counseling for Adolesences, Interpreter: S. Sonay Güçray, Alim Kaya, Mesut Saçkes. Pegem A Publishing Company. Ankara
Naar, R. (1987) First Step to Group Psychotherapies. Interpreter: Nesrin Hisli, Erdem Publications. İzmir.
Yalom, I.D. (1992) Theory and Practice of Group Therapy. Interpreter: A. Tangör, Ö. Karaçam, Nobel Medicine Books, İstanbul
Yalom, I. D. (1998) Short Term Group Therapies: Principles and Thechniques, (Interpreter N. Hisli Şahin), Turkish Psychologists Association Publications.
Gladding, T. S. (1995). Group Work. A Counseling Specialty. Second Ed. Prentice Hall.
Masson, R. L. and Harvill, R. L. (2006). Group Counseling. Strategies and Skills. Ed: E. Jacobs. Fifth Ed. Thomson.Brooks/Cole.
Kağnıcı, Y.; Koydemir, S.; Çakır, G.; Gizir, C.A., & Tuna, M.E. (2011). Group Counseling. (Ed. A. Demir, S. Koydemir). . Pegem A Publishing Company.
Aktaş, A. M. (1997), Group Process and Dynamics, Sistem Publications. İstanbul.
Carroll, M. R., Wiggins, J. D. (2008). Elements of Group Counseling . Concepts, Principles and Applicatiıns. Interpreter: Süleyman Doğan, Pegem A Publications, Ankara.
Fehr, S. S. (2000) Introduction to Group Psychotherapy. Guide Book for Group Psychotherapists. Sistem Publishing Company, İstanbul.
Corey, G., Corey, M., Callanan, P., & Russell, J. M. (1992). Group Techniques (2nd Ed.) Pasific Grove, CA: Brooks/ Cole.
Okun, B. F. (1997).Effective Helping. Interviewing and Counseling Techniques.5th Ed. Brooks/Cole Publishing Company.
Voltan-Acar, N. (2002) Exercises and Experiments in Group Counseling. Nobel Publications, Ankara.
West, E. (1997). 201 Icebreakers. Group Mixers, Worm-Ups, Energizers, and Playful Activities. Great For Trainers, Speakers, and Goup Facilitators. McGrow Hill.
Altınay, D. (2007). Handbook of Psychodrama Group Psychotherapy. 3th Ed. Nobel Publications.
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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 |
50 |
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Homeworks/Projects/Others |
4 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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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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5 |
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2 |
Understands the multi-dimensional causes of a problem and evaluates the problem as a whole |
4 |
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3 |
Analyzes a scientific article in the field of educational sciences. |
2 |
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4 |
Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. |
4 |
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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. |
4 |
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7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
3 |
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8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
5 |
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9 |
Solves a problem in the context of educational sciences in a scientific perspective. |
4 |
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10 |
Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. |
5 |
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11 |
Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications.
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3 |
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12 |
Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. |
4 |
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13 |
Has a good command of foreign language to be able to follow the foreign resources related to the field. |
3 |
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14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
4 |
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15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
2 |
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16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
1 |
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17 |
Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. |
5 |
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18 |
Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. |
2 |
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19 |
Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. |
2 |
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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 |
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Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
4 |
56 |
| Assesment Related Works |
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Homeworks, Projects, Others |
4 |
15 |
60 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
10 |
10 |
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Final Exam |
1 |
12 |
12 |
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Total Workload: | 180 |
| Total Workload / 25 (h): | 7.2 |
| ECTS Credit: | 7 |
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