Psychologıcal Guidance and Counseling
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

RPDP212

Course Name:

Non-test Techniques

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
1	2	2	3

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Compulsory

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Prof. Dr. AYTAÇ GÖĞÜŞ

Course Lecturer(s):

Prof. Dr. AYTAÇ GÖĞÜŞ

Course Assistants:

Course Objective and Content

Course Objectives:	The purpose of this course is to identify individual differences; to use techniques of individual recognition, and develop skills toward non-test techniques in specific.
Course Content:	Individual And İndividualism, İndividual Differences, Process Of Description Of İndividual, Test And Other Test Technics, Observation, Likert, Event Report, Who İs This, Aoto Biography, Scale, İnventory, Psychodrama And Socio-Drama, Play Therapy, Tests And Classification, Compare Of Ability And Success

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) 1) Explain the purposes of using non-test techniques from individual recognition techniques.
2) 4) List the ways to increase the validity and reliability of non-test techniques.
2 - Skills
Cognitive - Practical
1) 2) Selects and applies appropriate non-test techniques to recognise the individual.
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility
1) 3) Interprets the results of non-test techniques appropriately and shares them with relevant persons.

Lesson Plan

Week	Subject	Related Preparation
1)	Introduction to nontest techniques in guidance and counseling	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 1. Bölüm, 1- 20.
2)	Process Of Description Of İndividual, Test And Other Test Technics	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 3. Bölüm, 21- 48.
3)	Individual Differences	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 2. Bölüm, 21- 48.
4)	Non-test techniques based on self-expression	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 7. Bölüm, 49- 76.
5)	Non-test techniques based on self-expression	Sunum Otobiyografi yazma ve analizi
6)	Non-test techniques based on observation	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 4. Bölüm, 77- 90.
7)	Observation Techniques	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 4. Bölüm, 77- 90.
8)	MİDTERM & Non-test techniques based on self-expression	Işıkoğlu, N. (2005). Eğitimde nitel araştırma. Eğitim Araştırmaları, (20), 158- 165.
9)	Non-test techniques based on self-expression	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 6. Bölüm, 49- 76.
10)	Interviews	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 6. Bölüm, 91-112.
11)	Social distance in the group	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 7. Bölüm, 113-128. Aysan, F. (2004). İlköğretim 4. ve 5. sınıflarda okuyan öğrencilerin sosyal becerileri ve okul uyumu ile depresyon düzeyleri arasındaki ilişkinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 4(8), 91- 107.
12)	Play and Role Making	Çakmakçı, E. & Özabacı, N. (2013). Drama yolu ile karar verme becerisinin kazandırılması. Elektronik Sosyal Bilimler Dergisi, 12(44), 18- 30. Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 6. Bölüm, 91-112.
13)	Non-test techniques based on interaction - Student Files	Camadan, F. & Sezgin, F. (2012). İlköğretim okulu müdürlerinin okul rehberlik hizmetlerine ilişkin görüşleri üzerine nitel bir araştırma. PDR: Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(38), 199- 211.
14)	Non-test techniques based on others ideas	Karataş, Z. & Yavuzer, Y. (2015). Bireyi tanımada test dışı teknikler. Ankara, Nobel Yayıncılık. 7. Bölüm, 129- 148. Vural Akar, R. & Cenkseven, F. (2005). Eğitim araştırmalarında örnek olay (vaka) çalışmaları: tanımı, türleri, aşamaları ve raporlaştırılması. Süleyman Demirel Üniversitesi Burdur Eğitim Fakültesi Dergisi, 6(10), 126- 139.

Sources

Course Notes / Textbooks:	Bireyi Tanıma Test Dışı Teknikler Zeynep Karataş & Yasemin Yavuzer, Nobel Yayınları, 2015
References:	Bireyi Tanıma Teknikleri Cengiz Şahin (Editör), Pegem Akademi, 2015, Ankara Bireyi Tanıma Teknikleri İbrahim Ethem Özgüven, 2012 Nobel \| 10. Basım, ISBN : 9786051333182 Danışma ve Rehberlikte Test Dışı Teknikler Atılgan Erözkan 2014 Mentis ISBN: 9789944189095

Course-Program Learning Outcome Relationship

Learning Outcomes	1	4	2	3
Program Outcomes
1) P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field.
2) P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1)
3) P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level).
4) P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems.
5) P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development.
6) P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures.
7) P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development.
8) P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling.
9) P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills.
10) P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches.
11) P11. Being able to understand the individuals by using techniques of individual recognition.
12) P12. Being capable of developing and evaluating psychological guidance and counseling programmes.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field.	3
2)	P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1)
3)	P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level).
4)	P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems.
5)	P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development.
6)	P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures.	3
7)	P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development.	3
8)	P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling.	3
9)	P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills.	3
10)	P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches.	4
11)	P11. Being able to understand the individuals by using techniques of individual recognition.	4
12)	P12. Being capable of developing and evaluating psychological guidance and counseling programmes.	4

Learning Activity and Teaching Methods

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	5	% 30
Midterms	1	% 30
Final	1	% 40
total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Homework Assignments	5	10	50
Midterms	1	10	10
Jury	1	10	10
Total Workload			98