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| RESO4001 | Counseling Course | 3+0+0 | ECTS:4 | | Year / Semester | Fall Semester | | Level of Course | First Cycle | | Status | Compulsory | | Department | DEPARTMENT OF FINE ARTS EDUCATION | | Prerequisites and co-requisites | None | | Mode of Delivery | Face to face | | Contact Hours | 14 weeks - 3 hours of lectures per week | | Lecturer | -- | | Co-Lecturer | Assoc. Prof. Dr. Hatice ODACI, Asst. Prof. Dr. Hikmet YAZICI, Asst. Prof. Dr. Mustafa ŞAHİN, Lec. Dr. Vesile OKTAN, Lec. Harun Kahveci, Lec. Serpil REİSOĞLU | | Language of instruction | Turkish | | Professional practise ( internship ) | None | | | | The aim of the course: | | To make teacher trainees be aware of services of Psychological Guidance and Counseling in Schools , help them to comprehend how these services are provided to students at primary and secondary schools. |
| Learning Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | LO - 1 : | understand the importance of guidance and counseling | 2,3,6,7,14 | 1 | | LO - 2 : | describe the definition of guidance and counseling and explain the aims and principles | 2,3,6 | 1 | | LO - 3 : | understand the services and kinds of counseling | 1,3,6,14 | 1 | | LO - 4 : | know the models of guidance | 1,2,3,6,7,8,14 | 1 | | LO - 5 : | know how to use various techniques and tools to recognize their students | 1,2,3,6,7,8,14 | 1 | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), LO : Learning Outcome | | |
| Quality and coverage of Psychological Guidance and Counseling; organization models of psychological Guidance and Counseling in schools, Psychological Guidance and Counseling at primary and secondary schools, developing of Psychological Guidance and Counseling curriculum which covers wide areas and developmental, and applying some activities of the curriculum in school settings. |
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| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | - Definition of guidance
- Goals of guidance
- Principles of guidance
- Basic consepts related to guidance
| | | Week 2 | Guidance and student's personality service
- Guidance and education
- Kinds of guidance
| | | Week 3 | Educational guidance
- Goals of educational guidance
- İmportance and principles of educational guidance
- Teacher roles in educational guidance
- problem fields at educational guidance
| | | Week 4 | Professional guidance
- Professional guidance field and its importance
- Profession and career
- Career education and evolution
- Effective factors related to profession choice
- Theories related to professional evolution
- Giving professional information
| | | Week 5 | Professional guidance
- Materials used in proffesion choosing
- Multi- intelligence and profession choosing
- Profession choosing at gifteds- talenteds
- Career consulting
- Professional orientation and proffesion choosing proceus in Turkish Educational System
| | | Week 6 | Personal guidance
- Having İndividual problems and adaptation
- İndividual differences
- Developing self-confidence
- Developing self- esteem
- Coping with stress
- Harmful habits in shools
| | | Week 7 | Techniques of recognizing individual
- İmportance of recognizing individual
- İndividual's characteristics that must have known
- Qualitative regognizing methods
| | | Week 8 | Techniques of recognizing individual
- Quantative recognizing methods | | | Week 9 | Mid-term exam | | | Week 10 | Multi- İntelligence teory in education
- Definition and evolution of Multi-İntelligence Theory
- Characteristics of Multi-İntelligence Theory
- To determine student's intelligence fields.
| | | Week 11 | Guidance and special education
- Needing to special education
- School phobia
- Mental evolution differences
- Autistic children
- Children having Down Syndrome
- Epileptic children
| | | Week 12 | Gifted- talented children
- Characteristics of gifted-talented children
- Recognizing gifted- talented children
- Recognizing gifted- talented children and their education
| | | Week 13 | Guidance and communication
- Necessity and impotance of communication skills
- Communication levels
- Verbal and non- verbal communication
- Communication and emphaty
| | | Week 14 | Organization and staff in guidance | | | Week 15 | Development of school guidance curriculums | | | Week 16 | End-of-term exam | | | |
| 1 | Can, G.2005; Psikolojik Danışmanlık ve Rehberlik, Pegem Yayınları, Ankara | | | |
| 1 | Kaya, A. 2004;Psikolojik Danışma ve Rehberlik, Anı Yayınları, Ankara | | | 2 | Yeşilyaprak,B. 2002; Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım, Ankara | | | 3 | Kepçeoğlu, M. 1988; Psikolojik Danışma ve Rehberlik, Kadıoğlu Matbaacılık, Ankara | | | 4 | Kuzgun, Y. 2004; İlköğretimde Rehberlik, Nobel Yayın Dağıtım, Ankara | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 9 | 10/11/2017 | 1 | 50 | | End-of-term exam | 16 | 11/01/2018 | 1 | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 3 | 14 | 42 | | Sınıf dışı çalışma | 1 | 14 | 14 | | Arasınav için hazırlık | 10 | 1 | 10 | | Arasınav | 1 | 1 | 1 | | Kısa sınav | 1 | 1 | 1 | | Dönem sonu sınavı için hazırlık | 15 | 1 | 15 | | Dönem sonu sınavı | 1 | 1 | 1 | | Total work load | | | 84 |
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