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Cyprus International University
TR

GUIDANCE IN SCHOOLS

Course
EGIT403 - GUIDANCE IN SCHOOLS
Department
Guidance and Psychological Counselling - Turkish - Undergraduate
Course Type
Course
Status
Required
Language
Turkish
Credit
2
ECTS
3
T+P+L
2 + 0 + 0
Course Coordinator(s)
-
Prerequisite
-
Keywords

Course Description

Basic concepts and principles of guidance and pschological counseling, history, field and branches of guidance and pschological counseling; research and evaluation methods used, psychological counseling process, psychological counseling theories, school counseling models (traditional and developmental), school counseling approaches (crisis-oriented, remedial- preventive and developmental), the traditional school counseling model aims, principles, traditional the role and functions of the school psychological counselor, the purpose of the developmental school counseling model,principles and program (Comprehensive Developmental Guidance Program), basic services / interventions and the roles and functions of the developmental school counselor; The aim of the developmental and preventive approach in guidance and pschological counseling principles, the importance of life skills education in developmental approach, positive youth development approaches and prevention levels in the preventive approach (basic, second and third level).

GUIDANCE IN SCHOOLS

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

  1. 01 Recall the general objectives of the course
  2. 02 Express the basic concepts of PDR
  3. 03 Explain the place of PDR in education system
  4. 04 Express the basic principles of PDR
  5. 05 Explain misunderstandings in PDR
  6. 06 Explain the service areas of PDR
  7. 07 Explain the individual recognition techniques used in PDR and related to the field
  8. 08 Explain the roles and responsibilities of teachers in PDR
  9. 09 Reflect special topics (ADHD, dyslexia, inclusion etc.) in PDR

Course Syllabus

Week Topic
Week 1 Tanışma-dersin genel amaçları
Week 2 Öğrenci kişilik hizmetleri ve rehberlik
Week 3 PDR'de tanımlar, ortak ögeler ve yanlış anlayışlar
Week 4 PDR'de temel ilkeler ve tarihsel gelişim
Week 5 PDR'de başlıca hizmetler
Week 6 PDR'de doğprudan/dolaylı hizmetler
Week 7 Rehberlik modelleri
Week 8 Ara sınav haftası
Week 9 Ara sınav haftası
Week 10 Rehberlik hizmet türleri
Week 11 PDR'de çağdaş yaklaşımlar
Week 12 Eğitsel/kişisel/mesleki rehberlik hizmetleri
Week 13 Bireyi tanıma teknikleri
Week 14 Araştırma (ödev) çalışmalarının paylaşılması
Week 15 Araştırma (ödev) çalışmalarının paylaşılması

Reference Books & Course Materials

  1. 01 Can, G. (2016). Rehberlik ve Psikolojik Danışma. Ankara: Pegem Yayınları
  2. 02 Yeşilyaprak, B. (2016). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayıncılık.
  3. 03 Kuzgun, Y. (2014). Rehberlik ve Psikolojik Danışma. Ankara: ÖSYM Yayınları.
  4. 04 Korkut F. (2018). Okul Temelli Önleyici Rehberlik. Ankara: Anı Yayıncılık.

Learning Outcomes

No learning outcomes have been defined.

Program Outcomes

  1. P01 To define current knowledge about special education, teaching as a job, general culture and basic sciences
  2. P02 To share results of the evaluation with parents and administration after evaluating levels of students prior to teaching; to prepare and to use individualized education plan based on the results.
  3. P03 To use skills and knowledge in job and daily life with considering formal and ethical rules.
  4. P04 To use information and communication technologies together with computer software required by the field. (European Computer Driving License”, Advanced Level)
  5. P05 To suggest solutions in unexpected situations about special education and teaching as a job.
  6. P06 To use skills about self-regulation, learning to learn, critical thinking and creative thinking.
  7. P07 To examine and produce new scientific products about special education and teaching as a job.
  8. P08 To participate in seminars, conferences, workshops etc. about special education by developing positive attitudes towards life-long learning.
  9. P09 To follow new knowledge about special education and teaching as a job and to study in collaboration with colleagues.
  10. P10 To be able to follow information in the field and communicate with colleagues by using a foreign language (European Language Portfolio Global Scale”, Level B1).
  11. P11 To prepare, apply and administer plans and projects about special education by considering students? socio-economic situations and cultural environment. To share results with society.
  12. P12 To use effective communication skills when studying with individuals in special education needs, their families and other experts.
  13. P13 To use skills and knowledge to increase social acceptance of individuals in special education needs and to teach communication and social skills.
  14. P14 To use values about universal nature of social rights, social justice, quality culture, preserving cultural values, health in work and environmental protection in job and daily life.
  15. P15 To make changes in line with all features of students and their needs.

Po-Lo Matrix

The PO-LO matrix has not been populated yet.