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

General course introduction information

Course Code:

RPDP322

Course Name:

Guidance and Pyschological Counseling Curriculum Development

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	2

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 :

Dr.Öğr.Üyesi AYSEMİN DURAN

Course Lecturer(s):

Dr.Öğr.Üyesi AYSEMİN DURAN

Course Assistants:

Course Objective and Content

Course Objectives:

Curriculum development in education, basic concepts, models; relationship with school Guidance and Counseling programs, school
History of Guidance and Counseling programs and school Guidance and Counseling program models, planning of school Guidance and Counseling programs, design of school Guidance and Counseling programs and program activities (services); implementation and evaluation of school Guidance and Counseling programs; development and implementation of psycho-education programs.

Course Content:

Basic concepts of educational program
Curriculum , educational program, target, content, educational status, evaluation
· Curriculum development models
· Tyler Curriculum model, Taba model,
· School guidance Curriculum models
· KOPDRPM, result based guidance model,
Developmental counseling and guidance model,
ASCA national model, strategic comprehensive model,
Powers-based school counseling model

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Describe curriculum elements
2) Describe curriculum development
3) Explain curriculum deveolopment desing
4) Explain curriculum development models in guiding and counseling
5) Analize school guiding and counseling curriculum
2 - Skills
Cognitive - Practical
1) Desing a guiding and counseling curriculum for a school level
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
1) Explain relationship between counsiling- guiding and curriculum development
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	School guidance program student competencies	Required readings
1)	Curriculum, educational program, target, content, educational status, evaluation	Related readings
2)	Tyler's curriculum model, Taba model,	Related readings
3)	Tyler's curriculum model, Taba model,	Related readings
4)	KOPDRPM, result-based guidance model, developmental psychological counseling and guidance model, ASCA national model, strategic comprehensive model, powers-based school counseling model, areas / activities / partners model	Related readings
5)	KOPDRPM, result-based guidance model, developmental psychological counseling and guidance model, ASCA national model, strategic comprehensive model, powers-based school counseling model, areas / activities / partners model	related readings
6)	Cognitive domain taxonomy, affective field taxonomy, psi-comotor field taxonomy	related readings
7)	School guidance programs by type of school	related readings
8)	School guidance programs by type of school	related readings
9)	School guidance programs, preventive-developmental guidance, remedial services, support services	related readings
10)	School guidance programs by type of school	related readings
11)	Program evaluation, target-oriented model, difference model, model-independent model, respondent model, educational mastery and criticism model, four-level model	related readings
12)	Gysbers and Henderson's evaluation model, Rye and Sparks evaluation model, MEASURE model	related readings
13)	Gysbers and Henderson's evaluation model, Rye and Sparks evaluation model, MEASURE model	related readings
14)	Presentation of guidance curriculum proposal	Presentation

Sources

Course Notes / Textbooks:	• Sönmez, V. (2008). Program Geliştirmede Öğretmen Elkitabı. Ankara: Anı Yayıncılık. • Erkan, S. (2017). Psikolojik Danışma ve Rehberlikte Program Geliştirme. Ankara: Pegem Akademi. • Nazlı, S. (2016). Kapsamlı Gelişimsel Rehberlik Programı. Ankara: Anı Yayıncılık.
References:	• Sönmez, V. (2008). Program Geliştirmede Öğretmen Elkitabı. Ankara: Anı Yayıncılık. • Erkan, S. (2017). Psikolojik Danışma ve Rehberlikte Program Geliştirme. Ankara: Pegem Akademi. • Nazlı, S. (2016). Kapsamlı Gelişimsel Rehberlik Programı. Ankara: Anı Yayıncılık.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	5	6	4	7
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.	4
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).	1
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.	2
5)	P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development.	2
6)	P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures.	4
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.	4
8)	P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling.	2
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.	3
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.	5

Learning Activity and Teaching Methods

Field Study
Group study and homework
Project preparation
Report Writing
Application (Modelling, Design, Model, Simulation, Experiment etc.)

Assessment & Grading Methods and Criteria

Homework
Group project
Presentation
Reporting

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 25
Midterms	1	% 25
Final	1	% 30
Paper Submission	1	% 20
total		% 100
PERCENTAGE OF SEMESTER WORK		% 70
PERCENTAGE OF FINAL WORK		% 30
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	3	3	9
Total Workload			9