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Course Description |
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Course Name |
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Counselling in Primary Schools |
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Course Code |
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RPD321 |
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Course Type |
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Compulsory |
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Level of Course |
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First Cycle |
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Year of Study |
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3 |
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Course Semester |
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Fall (16 Weeks) |
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ECTS |
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5 |
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Name of Lecturer(s) |
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Assoc.Prof.Dr. MERAL ATICI KILIÇ |
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Learning Outcomes of the Course |
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Knows the aim, principles, components and development stages of Comprehensive Developmental Counseling and Guidance Program. Gives examples for personal-social, vocational and educational competencies that primary school students are supposed to gain in professional and pedagogical fields. Identifies guidance activities that can be used in gaining personal-social, career and educational competencies in primary school. Explains consultation models that can be used in primary school. Applies negotiation and mediation approach in conflict resolution. Makes an effective study plan. Explains peer support roles and their assistance to students in primary schools.
Selects the methods and techniques that can be used in enhancing self-esteem. Identifies the contents of social skill training and methods and techniquesvto be used. Explains techniques and stages used in solution-oriented counseling approach.
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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 |
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The aim of this course is to teach students comprehensive psychological counseling and guidance program based on developmental approach, its aim, its principles, its components and its stages of development and help students to gain knowledge and develop skills on consultation, conflict resolution, peer helping, self-esteem, study skills, social skills training, solution focused counseling that are important in maintaining counseling program in primary schools. |
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Course Contents |
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Comprehensive psychological counseling and guidance program based on developmental approach, its aim, its principles, its components and its stages of development, consultation, conflict resolution, peer support, self-esteem, study skills, social skills training, solution oriented counseling. |
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Language of Instruction |
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Turkish |
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Work Place |
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Psychological Counseling and Guidance Unit |
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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 |
Course content, instructional methods and techniques and assessment methods |
Scan the content of course and references |
Lecture |
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2 |
Aims, principles and components of comprehensive developmental counseling program |
Scan the topic and books and articles related the topic |
Lecture and discussion |
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3 |
Development stages of comprehensive developmental counseling program |
Scan the topic and books and articles related the topic |
Lecture, discussion and brain storming |
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4 |
Students´ compotencies and guidance activities in comprehensive developmental counseling program |
Scan the topic and books and articles related the topic |
Lecture, discussion, brain storming and small group discussion |
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5 |
Consultation and consultation models |
Scan the topic and books and articles related the topic |
Lecture, discussion, sample case |
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6 |
Conflict resolution strategies |
Scan the topic and books and articles related the topic |
Lecture, discussion, brain storming |
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7 |
Negotiation and mediation approaches in conflict resolution |
Scan the topic and books and articles related the topic and make preparation for sample case |
Lecture, discussion, brain storming, sample case examination |
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8 |
Midterm exam and homework assignment |
Make preparation for exam |
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9 |
Self-esteem and techniques for enhancing self-esteem |
Scan the topic and books and articles related the topic |
Lecture, discussion, brain storming, oral presentation and sample case examination |
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10 |
Effective study skills |
Scan the topic and books and articles related the topic |
Lecture, discussion, brain storming, oral presentation and sample case examination |
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11 |
Social skill training |
Scan the topic and books and articles related the topic |
Lecture, discussion, brain storming, oral presentation and sample case examination |
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12 |
Peer helping and roles of peer helpers |
Scan the topic and books and articles related the topic |
Lecture, discussion, brain storming |
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13 |
Watching films of activities on self-esteem, studt skills, social skill training |
Make preparation for demonstration and discussion |
Discussion and demonstration |
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14 |
Solution-focused counseling |
Scan the topic and books and articles related the topic and make preparation for sample case |
Lecture, discussion and sample case xamination |
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15 |
Overall evaluation of course |
Review all topics covered during the term and make overall evaluation about the course |
Lecture, discussion, brain storming |
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16/17 |
Final exam |
Make preparation for exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
Selçuk, Z., & Güner, N. (2003). Sınıf içi rehberlik uygulamaları (3. baskı). Ankara: Pegem A Yayınevi.
Türnüklü, A. (2002). Öğrenciler arasındaki çatışmaların çözümünde problem çözme ve arabuluculuk. İçinde E. Karip (Ed.), Sınıf yönetimi (s.184-224). Ankara: Pegem Yayıncılık.
Türnüklü, A. (2006). Sınıf ve okul disiplinine çağdaş bir yaklaşım: Onarıcı disiplin. Ankara: Ekinoks.
McConkey, N. (1998). A brief solution-focused approach to solving school problems. Guidance & Counselling, 13, 3, 19-24.
Türnüklü, A., Kaçmaz, T., İkiz, E., & Balcı, F. (2009). Anlaşmazlık çözümü, müzakere ve akran arabuluculuk eğitimi programı. Ankara: Maya Akademi.
Bacanlı, H. (1999). Sosyal beceri eğitimi. İçinde Y. Kuzgun (Ed.), İlköğretimde rehberlik (s.171-183). Ankara: Nobel Yayın Dağıtım.
Çetin, F., Bilbay, A. A., & Albayrak Kaymak, D. (2002). Çocuklarda sosyal beceriler. İstanbul: Epsilon.
Doğan, S. (2000). Okul rehberliği ve danışmanlığı alanında çağdaş bir yaklaşım: Kapsamlı rehberlik program modeli. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2, 13, 56-64.
Erkan, S. (2000). Örnek grup rehberliği etkinlikleri (Genişletilmiş 4. baskı). Ankara: Pegem A Yayınevi.
Erkan, S. (2001). Okul psikolojik danışma ve rehberlik programlarının hazırlanması. Ankara: Nobel Yayın Dağıtım.
Hall, A. S., & Lin, M. J. (1994). An integrative consultation framework: a practical tool for elemantary school counselors. Elementary School Guidance and Counseling, 29, 16-27.
Korkut, F. (2004). Okul temelli önleyici rehberlik ve psikolojik danışma. Ankara: Anı Yayıncılık.
Myrick, R. D., Highland, W. H., & Sabella, R. A. (1995). Peer helpers and perceived effectiveness. Elementary School Guidance and Counseling, 29, 4, 278-288.
Nazlı, S. (2002). Kapsamlı gelişimsel rehberlik ve psikolojik danışma programı kılavuzu. Ankara: Milli Eğitim Basımevi.
Nazlı, S. (2005). Kapsamlı gelişimsel rehberlik ve psikolojik danışma programları (2. baskı). Ankara: Anı Yayıncılık.
Pişkin, M. (1999). Özsaygıyı geliştirme eğitimi. İçinde Y. Kuzgun (Ed.), İlköğretimde rehberlik (s.95-120). Ankara: Nobel Yayın Dağıtım.
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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 |
60 |
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Homeworks/Projects/Others |
1 |
40 |
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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 |
Explains basic concepts and principals of Psychological Counseling and Guidance |
4 |
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2 |
Explains the developmental characteristics of the individual and the factors that affect this development |
2 |
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3 |
Examines and evaluates problems in educational environment and in everyday life from the point of philosophy, sociology and psychology |
4 |
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4 |
Explains theories of personality, psychological counseling and learning |
1 |
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5 |
Explains career development and career choice process |
1 |
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6 |
Explains scientific research methods and techniques |
1 |
|
7 |
Explains how to begin and maintain psychological counseling and guidance process |
3 |
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8 |
Explains psychological counseling and guidance practices appropriate for clients with different development and characteristics |
3 |
|
9 |
Explains classroom and behavior management approaches |
3 |
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10 |
Formulates and evaluates psychological counseling and guidance programs |
5 |
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11 |
Does guidance practices appropriate for different educational levels |
3 |
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12 |
Acknowledges individuals with normal and abnormal characteristics |
2 |
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13 |
Uses helping skills effectively in psychological counseling |
3 |
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14 |
Takes the responsibility of his/her decisions about her/his life and career |
3 |
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15 |
Develops insight and is open to learning and development |
3 |
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16 |
Shows empathy and care towards people |
3 |
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17 |
Uses effective communication skills in interpersonal relationships |
3 |
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18 |
Acts colloboratively and cooperatively with her/his colleagues in work place |
3 |
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19 |
Acts appropriately with professional ethical standarts |
3 |
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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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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
13 |
3 |
39 |
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Out of Class Study (Preliminary Work, Practice) |
13 |
3 |
39 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
15 |
15 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
10 |
10 |
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Final Exam |
1 |
10 |
10 |
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Total Workload: | 113 |
| Total Workload / 25 (h): | 4.52 |
| ECTS Credit: | 5 |
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