| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Education To Disagreable Children | RPD 341 | 5 | 4 + 0 | 4 | 4 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | OPTIONAL |
| Course Coordinator | Prof.Dr. MURAT İSKENDER |
| Course Lecturers | |
| Course Assistants | Res. Assist. Betül Düşünceli |
| Course Category | Other |
| Course Objective | To provide knowledge about the definition and classification of behavior problems. to provide knowledge about the techniques used to cope with behavior problems on a application level |
| Course Content | The basis, history, definition, principles and importance of practical behavior analysis. Designating defining, measuring and recording target behavior. Evaluation and analysis of collected data related to target behavior. The use of data for deciding education. Behavior increasing principles and processes, Types of Award and use of them, Symbol intensifying, principles and processes in teaching new behaviors, Behavior reducing principles and processes, separate stiffening, fading away, value of reaction. |
| Development Goals |
|---|
|
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Students define problem behaviors according to suitable criteria | Lecture, | |
| 2 | Students classify problem behaviors | Lecture, | |
| 3 | Students apply the steps that take place in the process of deciding problem behaviors | Lecture, Discussion, | |
| 4 | Students Explain and apply the shaping procedure | Lecture, | |
| 5 | Students use the activity awards and social awards | Lecture, Discussion, | |
| 6 | Students apply the convertible symbol system | Lecture, Discussion, | |
| 7 | Students apply reinforcement rates | Lecture, | |
| 8 | Students apply the methods that enable the permanence of behaviors | Lecture, Discussion, | |
| 9 | Students apply behavior reducing processes | Lecture, Discussion, | |
| 10 | Students define punishment in daily language and according to behavior sciences | Lecture, Brain Storming, | |
| 11 | Students apply the efficient use of punishment | Lecture, Discussion, | |
| 12 | Students apply excessive correction and wearying methods. | Lecture, | |
| 13 | Students apply the break, value of reaction and fading away methods. | Lecture, Discussion, | |
| 14 | Students apply separate stiffening procedures. | Lecture, Discussion, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Definition and classification of behavior problems | |
| 2 | Deciding on problem behavior | |
| 3 | Creating new behavior (shaping) | |
| 4 | The use of social awards and activity awards | |
| 5 | Stiffening through contertible symbol | |
| 6 | Stiffening rates | |
| 7 | providing permanence on behavior | |
| 8 | What is punishment? | |
| 9 | Mid-term examination | |
| 10 | The efficient use of punishment | |
| 11 | The use of physical punishment, devilish correction and wearying | |
| 12 | The use of break, value of reaction and fading away procedures | |
| 13 | separate stiffening procedures | |
| 14 | sample applications |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | |
| 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. | X | |||||
| 8 | They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. | X | |||||
| 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 | Students define problem behaviors according to suitable criteria | |||||||||||||||||||||||||||
| 2 | Students classify problem behaviors | |||||||||||||||||||||||||||
| 3 | Students apply the steps that take place in the process of deciding problem behaviors | |||||||||||||||||||||||||||
| 4 | Students Explain and apply the shaping procedure | |||||||||||||||||||||||||||
| 5 | Students use the activity awards and social awards | |||||||||||||||||||||||||||
| 6 | Students apply the convertible symbol system | |||||||||||||||||||||||||||
| 7 | Students apply reinforcement rates | |||||||||||||||||||||||||||
| 8 | Students apply the methods that enable the permanence of behaviors | |||||||||||||||||||||||||||
| 9 | Students apply behavior reducing processes | |||||||||||||||||||||||||||
| 10 | Students define punishment in daily language and according to behavior sciences | |||||||||||||||||||||||||||
| 11 | Students apply the efficient use of punishment | |||||||||||||||||||||||||||
| 12 | Students apply excessive correction and wearying methods. | |||||||||||||||||||||||||||
| 13 | Students apply the break, value of reaction and fading away methods. | |||||||||||||||||||||||||||
| 14 | Students apply separate stiffening procedures. |
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 70 |
| 1. Kısa Sınav | 10 |
| 1. Performans Görevi (Uygulama) | 10 |
| 2. Kısa Sınav | 10 |
| 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 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 1 | 16 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 2 | 10 | 20 |
| Final examination | 1 | 6 | 6 |
| Total Workload | 100 | ||
| Total Workload / 25 (Hours) | 4 | ||
| dersAKTSKredisi | 4 | ||