Department of Child Development

CG 218 | Course Introduction and Application Information

Course Name

Psychological Counseling and Guidance

Code	Semester	Theory (hour/week)	Application/Lab (hour/week)	Local Credits	ECTS
CG 218	Fall/Spring	2	0	2	3

Prerequisites	None
Course Language	Turkish
Course Type	Elective
Course Level	Short Cycle
Mode of Delivery	Online
Teaching Methods and Techniques of the Course	Discussion Case Study Lecture / Presentation
National Occupation Classification	-
Course Coordinator	-
Course Lecturer(s)	Öğr. Gör. Hakan YILDIZ
Assistant(s)	-

Course Objectives

It is aimed that the students who take this course will learn about psychological counseling and guidance approaches and areas, guidance services in schools, crisis intervention and consultation.

Learning Outcomes

#	Content	PC Sub	* Contribution Level
#	Content	PC Sub	1	2	3	4	5
1	Identify definition and principles of psychological counselling and guidance.
2	List approaches and areas of counseling and guidance.
3	Explain basic counseling skills.
4	Explain counseling theories.
5	Plan a crisis intervention and consultation.
6	Analyse items of communication with children.
7	Apply individual recognition techniques.

Course Description

This course covers the basic concepts of psychological counseling and guidance, guidance services in schools, individual recognition techniques and consultation services.

Course Category	Core Courses
	Major Area Courses	X
	Supportive Courses
	Media and Management Skills Courses
	Transferable Skill Courses

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week	Subjects	Related Preparation	Learning Outcome
1	Definition of Psychological Counselling And Guidance	Yeşilyaprak, B. (2016). 21.yy’da Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım. p: 7-21
2	Principles of Psychological Counselling And Guidance	Hackney, H., Cormier, S. (2008).Psikolojik Danışma İlke ve Teknikleri: Psikolojik Yardım Süreci El Kitabı. S.3-21
3	Psychological Counselling And Guidance Approaches	Hackney, H., Cormier, S. (2008).Psikolojik Danışma İlke ve Teknikleri: Psikolojik Yardım Süreci El Kitabı. S.3-21/ Yeşilyaprak, B. (2016). 21.yy’da Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım. S: 61-70
4	Theories of Psychological Councelling And Guidance	Hackney, H., Cormier, S. (2008).Psikolojik Danışma İlke ve Teknikleri: Psikolojik Yardım Süreci El Kitabı. p.119-139
5	Theories of Psychological Councelling And Guidance	Hackney, H., Cormier, S. (2008).Psikolojik Danışma İlke ve Teknikleri: Psikolojik Yardım Süreci El Kitabı. p.119-139
6	Personal, Educational And Occupational Guidance	Yeşilyaprak, B. (2016). 21.yy’da Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım. S: 3-9
7	Developmental Guidance Approach and Comprehensive Developmental Guidance Programs	Yeşilyaprak, B. (2016). 21.yy’da Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım. S: 3-12
8	Midterm Exam
9	Basic Psychological Councelling And Guidance Skills	Yeşilyaprak, B. (2016). 21.yy’da Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım. p: 66-76.
10	Guidance Services in Preschool	Yeşilyaprak, B. (2016). 21.yy’da Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım. p: 38-45
11	Individual Recognition Techniques	Yeşilyaprak, B. (2016). 21.yy’da Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım. p: 267-302
12	Intervention of Crisis and Consultation	Hackney, H., Cormier, S. (2008).Psikolojik Danışma İlke ve Teknikleri: Psikolojik Yardım Süreci El Kitabı. S.300-317
13	A Crisis Intervention and Consultation Plan	Hackney, H., Cormier, S. (2008).Psikolojik Danışma İlke ve Teknikleri: Psikolojik Yardım Süreci El Kitabı. p.45-68.
14	Communication with the Children Case Discussion	Yeşilyaprak, B. (2016). 21.yy’da Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım. S: 267-303
15	Semester Review
16	Final Exam

Course Notes/Textbooks	• Yeşilyaprak, B. (2016) Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım • Kuzgun, Y. (2011) Rehberlik ve Psikolojik Danışmanlık, Nobel Yayın Dağıtım • Hackney, H., Cormier, S. (2008).Psikolojik Danışma İlke ve Teknikleri: Psikolojik Yardım Süreci El Kitabı. Ankara: Mentis Yayıncılık.
Suggested Readings/Materials	M. Engin Deniz. (2012) PSİKOLOJİK DANIŞMA VE REHBERLİK, MAYA Akademi ISBN: 9786055985110

EVALUATION SYSTEM

Semester Activities	Number	Weighting	LO 1	LO 2	LO 3	LO 4	LO 5	LO 6	LO 7
Participation	1	10
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Portfolio
Homework / Assignments	1	20
Presentation / Jury
Project
Seminar / Workshop
Oral Exams
Midterm	1	30
Final Exam	1	40
Total

Weighting of Semester Activities on the Final Grade	3	60
Weighting of End-of-Semester Activities on the Final Grade	1	40
Total

ECTS / WORKLOAD TABLE

Semester Activities	Number	Duration (Hours)	Workload
Theoretical Course Hours (Including exam week: 16 x total hours)	16	2	32
Laboratory / Application Hours (Including exam week: '.16.' x total hours)	16		0
Study Hours Out of Class	14	1	14
Field Work			0
Quizzes / Studio Critiques			0
Portfolio			0
Homework / Assignments	2	7	14
Presentation / Jury			0
Project			0
Seminar / Workshop			0
Oral Exam			0
Midterms	1	15	15
Final Exam	1	15	15
		Total	90

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#	PC Sub	Program Competencies/Outcomes	* Contribution Level
#	PC Sub	Program Competencies/Outcomes	1	2	3	4	5
1	To have the required contemporary theoretical and practical knowledge in his/her field		-	X	-	-	-
2	To use the material and technology related to his/her field, and make their maintenance, use the information and communication technologies at basic level		-	-	-	-	-
3	To have the competency to recognize the problems in his/her field, analyze them, develop evidence-based solutions and have the ability to share their suggestions with others		X	-	-	-	-
4	To be aware of legal responsibilities, conduct basic studies in her/his field independently		X	-	-	-	-
5	To communicate with patients, relatives and colleagues properly, comprehensively, honestly and explicitly, transfer his/her thoughts and knowledge through written and oral communication		X	-	-	-	-
6	To take responsibility as an active team member during the practices in his/her field		-	-	-	-	-
7	To commentate and evaluate the scientific information with a critical approach by the help of knowledge gained in his/her field		-	-	-	-	-
8	To comprehend the importance of lifelong learning, to determine and meet her/his learning needs, to develop herself/himself by monitoring the development in science and technology		X	-	-	-	-
9	To act by considering the universal ethical values, social and cultural characteristics		-	-	-	-	-
10	To know the concepts of occupational safety, patient safety, environmental protection and quality, and fulfill the requirements		-	-	-	-	-
11	To be able to follow information in his field and communicate with colleagues in English at least a level of European Language Portfolio A2 General Level		-	-	-	-	-
12	To have the skills of improving the development and learning of children with special needs		-	-	-	-	-
13	To plan and carry out activities for development of people under their responsibility		-	-	-	-	-