Course Name Code Semester T+U Hours Credit ECTS
Culture-Sensitive Counseling RPD 007 0 2 + 0 2 4
Precondition Courses
Recommended Optional Courses <p>&nbsp;Psychological Counseling with Children and Adolescents<br /> - Post Traumatic Counseling<br /> - Short Term Counseling<br /> - Family Counseling and Ethics<br /> - Family Relations and Communication<br /> - New Counseling Approaches and Models<br /> - Culture Sensitive Family Counseling<br /> - Family and Child in Turkish Culture</p>
Course Language Turkish
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Dr.Öğr.Üyesi ÜMİT SAHRANÇ
Course Lecturers
Course Assistants

Res. Asst. Samet Makas

Course Category
Course Objective

This course aims to provide students with the emergence of culture-sensitive counseling, counseling competencies and ensure that they comprehend its place in counselor education in Turkey have these competencies.

Course Content

History of culture and culture-sensitive counseling practices; reasons for the development of culture-sensitive counseling; culturally sensitive counseling skills; culture - sensitive counseling practices.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Aware of its own cult, values and respects differences. Lecture, Question-Answer, Discussion, Testing,
2 He/she is aware of the effects of his cultural background, experiences, attitudes and values on the psychological counseling process. Lecture, Question-Answer, Discussion, Testing,
3 Discuss the necessity of culture-sensitive psychological counselor. Lecture, Question-Answer, Discussion, Testing,
4 Knows the competencies of psychological counselor sensitive to culture. Lecture, Question-Answer, Discussion, Testing,
5 Creates an intervention plan according to the characteristics and needs of the client. Lecture, Question-Answer, Discussion, Testing,
6 List the dimensions of culture-sensitive psychological counseling competencies. Lecture, Question-Answer, Discussion, Testing,
7 Use psychological counseling strategies and methods according to the values and attitudes of the client. Lecture, Question-Answer, Discussion, Testing,
8 Benefit from appropriate psychological counseling theories. Lecture, Question-Answer, Discussion, Testing,
9 Discuss the differences between general counseling skills and culture sensitive counseling skills. Lecture, Question-Answer, Discussion, Testing,
10 Acts in accordance with professional ethical principles and rules in culture-sensitive psychological counseling practice. Lecture, Question-Answer, Discussion, Testing,
Week Course Topics Preliminary Preparation
1 Multiculturalism Relevant sections will be read from the mentioned sources.
2 Culture-sensitive counseling Relevant sections will be read from the mentioned sources.
3 Ensuring culture-sensitive counseling standards Relevant sections will be read from the mentioned sources.
4 Culturally sensitive counseling and Turkey Relevant sections will be read from the mentioned sources.
5 Competence of culture-sensitive psychological counseling Relevant sections will be read from the mentioned sources.
6 Culturally sensitive psychological counseling competencies place in psychological counseling education Relevant sections will be read from the mentioned sources.
7 Comparison of general counseling and culture-sensitive counseling skills Relevant sections will be read from the mentioned sources.
8 Mid-term exam
9 The dimensions of culture-sensitive psychological counselor Belirtilen kaynaklardan ilgili bölümler okunacaktır.
10 Awareness dimension Relevant sections will be read from the mentioned sources.
11 Information dimension Relevant sections will be read from the mentioned sources.
12 Skill dimension Relevant sections will be read from the mentioned sources.
13 Characteristics of competent psychological counselors in the field of culturally sensitive counseling Relevant sections will be read from the mentioned sources.
14 Culture-sensitive counseling and professional ethics Relevant sections will be read from the mentioned sources.
Resources
Course Notes
Course Resources

Acar, N.V. (2002). Terapötik iletişim: kişilerarası ilişkiler. Ankara: Ertem Matbaası.

Danish, S.J., Augelli, R.D., ve Hauler, A.L. (1994). Yardım becerileri: Temel eğitim programı. (Çev. Ed. F. Akkoyun), Nobel Yayın: Ankara.

 

Meier, S. T., ve Davis S. (2006). Psikolojik danışma: Temel beceriler. (Ed. S. Doğan ve ark.). PegemA Yayıncılık: Ankara.

Bektaş, Y. Kültüre duyarli psikolojik danişma yeterlikleri ve psikolojik danişman eğitimindeki yeri. Ege Eğitim Dergisi, 7(1), 43-59.

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. 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.
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
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 50
1. Kısa Sınav 15
2. Kısa Sınav 15
1. Ödev 20
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 2 32
Hours for off-the-classroom study (Pre-study, practice) 13 2 26
Mid-terms 1 10 10
Quiz 2 6 12
Assignment 1 10 10
Final examination 1 10 10
Total Workload 100
Total Workload / 25 (Hours) 4
dersAKTSKredisi 4