Course Name Code Semester T+U Hours Credit ECTS
Institution Experience RPD 402 8 1 + 2 2 10
Precondition Courses
Recommended Optional Courses
Course Language Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Prof.Dr. MURAT İSKENDER
Course Lecturers Dr.Öğr.Üyesi SUBHAN EKŞİOĞLU, Doç.Dr. MEHMET ALİ HAMEDOĞLU, Dr.Öğr.Üyesi DUYGU GÜR ERDOĞAN, Dr.Öğr.Üyesi SERHAT ARSLAN, Dr.Öğr.Üyesi GÖZDE SEZEN GÜLTEKİN, Dr.Öğr.Üyesi SÜLEYMAN DEMİR, Arş.Gör.Dr. LEVENT ERTUNA, Arş.Gör.Dr. EROL UĞUR,
Course Assistants

Res.Assist. Eda Biçener

Course Category
Course Objective

 

The aim of this course is to provide students with the knowledge and experience about the institutions where they graduate from psychological counseling and guidance before graduation, so that students can make their career plans after graduation.

Course Content

 

1. University Psychological Counseling Centers 2. Private School 3. Armed Forces 4. Institutions Affiliated to Provincial Social Services Directorate 5. Guidance Research Center 6. Private Psychological Counseling Center 7. Family Court Visiting institutions such as / receiving informative seminars / doing various applications.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Explains what are the duties, authorities and responsibilities of psychological counselors. , , , ,
2 Can use different methods and techniques required by PCG services carried out in primary and secondary education institutions and GRCs. , , , ,
3 Gains knowledge of primary education, secondary education and administrative structure of PCGs. , , , ,
4 Evaluates the PCG programs prepared in these institutions. , , , ,
5 Determine the psychological help needs of the target audience of the PCG unit where he/she works. , , , ,
6 It offers PCG aids that can respond to detected needs. , , , ,
7 Recognizes, implements and interprets the measurement tools used in these institutions. , , , ,
8 Learns which subjects students ask for help in different institutions observed. , , , ,
9 Students can develop information forms used to recognize and follow students. , , , ,
Week Course Topics Preliminary Preparation
1 Introduction of the course and requirements
2 Introducing relevant institutions
3 Contacting institutions, planning
4 First visit of the instructor with the students to the institutions and organizations where the student will make applications
5 Visiting institutions / getting informative seminars / doing various applications, writing reports
6 Visiting institutions / getting informative seminars / doing various applications, writing reports
7 Visiting institutions / getting informative seminars / doing various applications, writing reports
8 Visiting institutions / getting informative seminars / doing various applications, writing reports
9 Visiting institutions / getting informative seminars / doing various applications, writing reports
10 Visiting institutions / getting informative seminars / doing various applications, writing reports
11 Visiting institutions / getting informative seminars / doing various applications, writing reports
12 Visiting institutions / getting informative seminars / doing various applications, writing reports
13 Visiting institutions / getting informative seminars / doing various applications, writing reports
14 Visiting institutions / getting informative seminars / doing various applications, writing reports
Resources
Course Notes
Course Resources

CAN, Gürhan (Editör) (2010). Psikolojik Danışma ve Rehberlik. Ankara: PegemA Yayıncılık.
GÜVEN, Mehmet. (Editör), (2010). Psikolojik Danışma ve Rehberlik. Ankara, Anı Yayıncılık.
KAYA, Alim. (Editör) (2011). Psikolojik Danışma ve Rehberlik. Ankara, Anı Yayıncılık.
KEPÇEOĞLU, Muharrem (2000). Psikolojik Danışma ve Rehberlik. İstanbul, Alkım Yayınları.
KUZGUN, Yıldız (2011). Rehberlik ve Psikolojik Danışma. Ankara. Nobel Yayın-Dağıtım.

Order Program Outcomes Level of Contribution
1 2 3 4 5
1 • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services.
2 • They use the terminology of guidance and counseling by adhering to grammar rules of the native language
3 • They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts.
4 • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture.
5 • They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field.
6 • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance.
7 • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling.
8 They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process.
9 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.
10 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.
11 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.
12 • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools.
13 • They plan individual and group counseling sessions by deciding on the needs of their clients.
14 • They take into account the consultant and situation-specific conditions while planning the psychological counseling process.
15 • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve.
16 • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients.
17 • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications.
18 • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications.
19 • They know the scope of school guidance and psychological services and serve school stakeholders within this context.
20 • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories.
21 • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications.
22 • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications.
23 • They offer psychological counseling assistance after traumatic events that may occur at the national or local level.
24 • They take into consideration spiritual and universal values while conducting the psychological aid process.
25 • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services.
26 • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring.
27 • They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling.
28 • They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group.
29 • They implement a guidance program for treatment of developmental crises that may arise during life span.
30 They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling.
31 • They develop professional attitudes in accordance with the basic principles of human relations and communication.
Evaluation System
Semester Studies Contribution Rate
1. Ödev 10
Total 10
1. Yıl İçinin Başarıya 40
1. Final 60
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 3 48
Mid-terms 1 20 20
Assignment 2 20 40
Performance Task (Application) 1 20 20
Final examination 1 20 20
Hours for off-the-classroom study (Pre-study, practice) 16 6 96
Total Workload 244
Total Workload / 25 (Hours) 9.76
dersAKTSKredisi 10