| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Seminar Of Youthful Problems | RPD 431 | 7 | 4 + 0 | 4 | 5 |
| Precondition Courses | CONSULTATIVE THEORY IN PSYCHOLOGY PROGRAMME DEVELOPMENT IN GUIDANCE BEHAVIORAL ANOMALYS |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | OPTIONAL |
| Course Coordinator | Prof.Dr. EYÜP ÇELİK |
| Course Lecturers | |
| Course Assistants | Research Assist. Samet MAKAS Research Assist. Eda BİÇENER |
| Course Category | Other |
| Course Objective | The aim of this course is to discuss with the amplitude problems. |
| Course Content | Give homeworks to students about this lessons. |
| Development Goals |
|---|
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| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Explain the concepts of personal development, ego, moral development | Lecture, Question-Answer, Brain Storming, | |
| 2 | Interpret the factors that interest in maturity, and going towards profession | Lecture, Question-Answer, Brain Storming, | |
| 3 | Propose solution about problems regarding to Girdle conflict | Lecture, Question-Answer, Brain Storming, Sightseeing, | |
| 4 | Explain to important sexual education | Lecture, Question-Answer, Brain Storming, | True False Tests, Short Answer Tests, |
| 5 | Analyze materials that make addictive | Lecture, Question-Answer, Brain Storming, | |
| 6 | Propose solution problems in the age of youth. | Lecture, Question-Answer, Brain Storming, Sightseeing, | |
| 7 | Debate that how must be the adult behaviors towards youth | Lecture, Question-Answer, Brain Storming, | True False Tests, Short Answer Tests, |
| 8 | Recognize the youth term age limits. | Lecture, Question-Answer, Brain Storming, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | General aims, Introduce fountain, methods of research | |
| 2 | Puberty, health and biological bases | |
| 3 | Brain and cognitive development | |
| 4 | Self, identity, emotion and personality | |
| 5 | Sexual development, Sexual education, health of reproduction | |
| 6 | Social and emotional development in maturity | |
| 7 | Moral development, values and religion | |
| 8 | Personal development, ego concept and moral developlment | |
| 9 | Peers, romantic relationships and lifestyles | |
| 10 | Girdle conflict and problems of youth | |
| 11 | Success, work and careers | |
| 12 | Habit and material which do dependence | |
| 13 | Psyche disorders, suicide, Psyche health | |
| 14 | Guiltiness in the age of youth. |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | SANTROCK, J.W. Ergenlik. Ankara, Nobel Akademik Yayıncılık, 2012
KULAKSIZOĞLU, Adnan. Ergenlik Psikolojisi İstanbul, Remzi |
| 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 | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| # | Contribution of Course Learning Outcomes to Program Outcomes | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 11 | PÇ 12 | PÇ 13 | PÇ 14 | PÇ 15 | PÇ 16 | PÇ 19 | PÇ 20 | PÇ 21 | PÇ 22 | PÇ 23 | PÇ 24 | PÇ 25 | PÇ 26 | PÇ 27 | PÇ 28 | PÇ 29 | PÇ 30 | PÇ 31 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Explain the concepts of personal development, ego, moral development | |||||||||||||||||||||||||||
| 2 | Interpret the factors that interest in maturity, and going towards profession | |||||||||||||||||||||||||||
| 3 | Propose solution about problems regarding to Girdle conflict | |||||||||||||||||||||||||||
| 4 | Explain to important sexual education | |||||||||||||||||||||||||||
| 5 | Analyze materials that make addictive | |||||||||||||||||||||||||||
| 6 | Propose solution problems in the age of youth. | |||||||||||||||||||||||||||
| 7 | Debate that how must be the adult behaviors towards youth | |||||||||||||||||||||||||||
| 8 | Recognize the youth term age limits. |
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 40 |
| 1. Kısa Sınav | 15 |
| 2. Kısa Sınav | 15 |
| 1. Ödev | 30 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 10 | 10 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 10 | 10 |
| Total Workload | 110 | ||
| Total Workload / 25 (Hours) | 4.4 | ||
| dersAKTSKredisi | 5 | ||