| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | FRM301B3 | | Compulsory | 3 | 5 | 4 |
|
| Level of Course Unit |
| First Cycle |
| Objectives of the Course |
| To contribute to the development of students' knowledge, understanding and attitudes regarding guidance. To understand the relationship between guidance services and learning methods at school. |
| Name of Lecturer(s) |
|
| Learning Outcomes |
| 1 | ls able to explain the primary terms in the field of psychological counselling and guidance | | 2 | Appreciates the importance and function of psychological counselling and guidance in the field of education | | 3 | Distinguishes the similarities and differences between service areas of psychological counselling and guidance | | 4 | Gains an insight into the branch of psychological counselling and guidance. | | 5 | Helps teachers enhance their abilities at performing their duties. |
|
| Mode of Delivery |
| Second Education |
| Prerequisites and co-requisities |
| None |
| Recommended Optional Programme Components |
| None |
| Course Contents |
| Basic concepts, student personality services, the place of psychological counseling and guidance within these services, principles of guidance, its development, types of psychological counseling and guidance, services, techniques, organization and personnel, new developments in the field, student recognition techniques, counselor-teacher cooperation. , guidance duties to be performed by the teacher. |
| Weekly Detailed Course Contents |
|
| 1 | Definition of guidance - Purposes of guidance - Principles of guidance - Importance of guidance - Basic concepts about guidance | | | | 2 | Guidance and student personality services - Guidance and education - Types of guidance | | | | 3 | Educational guidance - Purposes in educational guidance - Importance and principles of educational guidance - Teacher roles in educational guidance - Problem areas in educational guidance | | | | 4 | Vocational guidance - Field and importance of vocational guidance - Vocation and career - Career education and development - Factors affecting career choice (career development) - Theories about vocational development (career development) - Vocational information | | | | 5 | Vocational guidance - Tools used in career selection - Multiple intelligence and career choice - Career choice for gifted people - Vocational (career) counseling - Vocational guidance and career selection process in the Turkish education system | | | | 6 | Personal guidance - Individual problematic and adaptation - Individual differences - Self-confidence development - Self-esteem development - Coping with stress - Harmful habits in schools | | | | 7 | Individual recognition techniques - The importance of knowing the individual - Aspects of the individual that need to be known - Qualitative recognition methods | | | | 8 | Midterm Exam | | | | 9 | Individual recognition techniques - Quantitative recognition methods | | | | 10 | Eğitimde çoklu zeka kuramı - Ç.Z.K.'nın tanımı ve gelişimi - Ç.Z.K.'nın özellikleri - Öğrencilerin zeka alanlarının belirlenmesi | Konu anlatımı | | | 11 | Rehberlik ve Özel Eğitim - Özel eğitime muhtaç olma durumu - Okul fobisi - Zihinsel gelişim farklılıkları - Otistik çocuklar - Down sendromlu çocuklar - Hiperaktif çocuklar - Epileptik çocuklar | Konu anlatımı | | | 12 | Rehberlik ve iletişim - İletişim becerilerinin gereği ve önemi - İletişim düzeyleri - Sözel ve sözel olmayan iletişim - İletişim ve empati | Konu anlatımı | | | 13 | Rehberlikte örgüt ve personel | Konu anlatımı | | | 14 | Okul rehberlik programlarının geliştirilmesi | Konu anlatımı | | | 15 | Genel değerlendirme | Konu anlatımı | | | 16 | Final | Konu anlatımı | |
|
| Recommended or Required Reading |
| Kaya, A . 2004; Psikolojik Danışma ve Rehberlik, Anı Yayınları, Ankara
Can, G. 2005; Psikolojik Danışma ve Rehberlik, Pegem Yayınları, Ankara
Yeşilyaprak, B. 2002; Eğitimde Rehberlik Hizmetleri, Nobel Yayın Dağıtım, Ankara
Kuzgun, Y. 2004; İlköğretimde Rehberlik, Nobel Yayın Dağıtım, Ankara |
| Planned Learning Activities and Teaching Methods |
|
| Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
|
| Workload Calculation |
|
| Midterm Examination | 1 | 1 | 1 |
| Final Examination | 1 | 2 | 2 |
| Attending Lectures | 14 | 2 | 28 |
| Question-Answer | 14 | 2 | 28 |
| Self Study | 14 | 2 | 28 |
| Individual Study for Mid term Examination | 1 | 14 | 14 |
| Individual Study for Final Examination | 1 | 20 | 20 |
|
| Contribution of Learning Outcomes to Programme Outcomes |
|
| * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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