| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Non-Test Technıques | RPD 208 | 4 | 1 + 2 | 2 | 3 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Doç.Dr. BETÜL DÜŞÜNCELİ |
| Dersi Verenler | Doç.Dr. BETÜL DÜŞÜNCELİ, |
| Dersin Yardımcıları | Research Assistant Erol Uğur |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | This course aims to provide the students with the necessary knowledge and skills related to non-test techniques for school guidance services. |
| Dersin İçeriği | Non-test self-expression techniques such as interviews, questionnaires, information collecting slips, marking lists, time table, autobiography, observation, grading scale, sociometry, who are observational techniques such as case study, case recording, development of situational tests such as case registration, validity and reliability related studies. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Explain the importance of recognizing the individual in terms of school guidance services. | Drilland Practice, | Testing, Homework, Performance Task, |
| 2 | At the end of the course, students will be able to perform applications related to the use of non-test techniques in school guidance services. | Drilland Practice, | Performance Task, Homework, Testing, |
| 3 | To be able to list the measurable qualities of the individual. | Lecture, | Performance Task, Homework, Testing, |
| 4 | Explain the difference between test and non-test techniques. | Drilland Practice, | Performance Task, Homework, Testing, |
| 5 | Interpret the results of non-test techniques. | Lecture, | Performance Task, Homework, Testing, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Non-Test Techniques course content, objectives, student expectations, students' prior knowledge of the course. The place of recognizing the individual in school PDR services. | The relevant sections will be read from the specified sources. |
| 2 | Individual recognition: How and why? Definition, importance, aim and methods of recognizing the individual | The relevant sections will be read from the specified sources. |
| 3 | Individual recognition with tests and non-test techniques: Definition and separation of test and non-test techniques. | The relevant sections will be read from the specified sources. |
| 4 | Use of non-test techniques in schools: Principles, problems | The relevant sections will be read from the specified sources. |
| 5 | Observation Based Techniques: Observation, observation lists, feature registration charts, grading scales, case recording, case studies | The relevant sections will be read from the specified sources. |
| 6 | Self-Explaining Techniques: Problem Screening Inventory, Autobiography | The relevant sections will be read from the specified sources. |
| 7 | General Review | The relevant sections will be read from the specified sources. |
| 8 | Midterm | The relevant sections will be read from the specified sources. |
| 9 | Self-Explaining Techniques: Desire Wish List, Sentence Completion, Questionnaire | The relevant sections will be read from the specified sources. |
| 10 | Self-Explaining Techniques (Continued): Memories, Timelines | The relevant sections will be read from the specified sources. |
| 11 | Group Based Techniques: Sociometry, who is this? | The relevant sections will be read from the specified sources. |
| 12 | Other Techniques: Psychodrama, Sociodrama, Game, Home visits | The relevant sections will be read from the specified sources. |
| 13 | Other Techniques: Painting | The relevant sections will be read from the specified sources. |
| 14 | Other Techniques: Interview, Bibliotherapy | The relevant sections will be read from the specified sources. |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları |
[1] Karataş, Z., & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Nobel. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. | X | |||||
| 2 | • They use the terminology of guidance and counseling by adhering to grammar rules of the native language | X | |||||
| 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. | X | |||||
| 4 | • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture. | X | |||||
| 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. | X | |||||
| 6 | • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance. | X | |||||
| 7 | • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling. | X | |||||
| 8 | They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. | X | |||||
| 9 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 10 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 11 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 12 | • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools. | X | |||||
| 13 | • They plan individual and group counseling sessions by deciding on the needs of their clients. | X | |||||
| 14 | • They take into account the consultant and situation-specific conditions while planning the psychological counseling process. | X | |||||
| 15 | • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve. | X | |||||
| 16 | • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients. | X | |||||
| 17 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 18 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 19 | • They know the scope of school guidance and psychological services and serve school stakeholders within this context. | X | |||||
| 20 | • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories. | X | |||||
| 21 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 22 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 23 | • They offer psychological counseling assistance after traumatic events that may occur at the national or local level. | X | |||||
| 24 | • They take into consideration spiritual and universal values while conducting the psychological aid process. | X | |||||
| 25 | • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services. | X | |||||
| 26 | • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 29 | • They implement a guidance program for treatment of developmental crises that may arise during life span. | X | |||||
| 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. | X | |||||
| 31 | • They develop professional attitudes in accordance with the basic principles of human relations and communication. | X | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ödev | 20 |
| 1. Ara Sınav | 50 |
| 1. Performans Görevi (Uygulama) | 20 |
| 2. Performans Görevi (Uygulama) | 10 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 13 | 1 | 13 |
| Mid-terms | 1 | 8 | 8 |
| Assignment | 1 | 5 | 5 |
| Final examination | 1 | 8 | 8 |
| Performance Task (Application) | 2 | 10 | 20 |
| Toplam İş Yükü | 86 | ||
| Toplam İş Yükü / 25 (Saat) | 3,44 | ||
| Dersin AKTS Kredisi | 3 | ||