| 1 |
• They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. |
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X |
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| 2 |
• They use the terminology of guidance and counseling by adhering to grammar rules of the native language |
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X |
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| 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. |
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X |
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| 4 |
• They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture. |
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X |
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| 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. |
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| 6 |
• They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance. |
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X |
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| 7 |
• They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling. |
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X |
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| 8 |
They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. |
X |
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| 11 |
• They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. |
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| 12 |
• They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools. |
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| 13 |
• They plan individual and group counseling sessions by deciding on the needs of their clients. |
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| 14 |
• They take into account the consultant and situation-specific conditions while planning the psychological counseling process. |
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| 15 |
• They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve. |
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| 16 |
• They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients. |
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| 19 |
• They know the scope of school guidance and psychological services and serve school stakeholders within this context. |
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| 20 |
• They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories. |
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| 21 |
• They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. |
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| 22 |
• They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. |
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| 23 |
• They offer psychological counseling assistance after traumatic events that may occur at the national or local level. |
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| 24 |
• They take into consideration spiritual and universal values while conducting the psychological aid process. |
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| 25 |
• They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services. |
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| 26 |
• They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring. |
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| 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. |
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| 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. |
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| 29 |
• They implement a guidance program for treatment of developmental crises that may arise during life span. |
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| 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. |
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| 31 |
• They develop professional attitudes in accordance with the basic principles of human relations and communication. |
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