Psychologıcal Guidance and Counseling | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | RPDP404 | ||||||||
Course Name: | Post Traumatic Counseling | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. ELİF NAZLI AKBAŞ | ||||||||
Course Lecturer(s): |
Öğr.Gör. ELİF NAZLI AKBAŞ |
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Course Assistants: |
Course Objectives: | The definition, scope and types of trauma, individual, familial and social consequences of trauma life, possible psychological disorders caused by trauma. |
Course Content: | Definition, scope and types of trauma (natural disasters, traumas created by human, trauma by proxy, secondary trauma, etc.); the reactions that can be seen in children, adolescents and adults after trauma and the factors affecting them, individual, familial and social consequences of trauma life, possible psychological disorders caused by trauma (post-traumatic stress disorder, acute stress disorder etc.); approaches and intervention methods to prevent the negative effects of trauma on humans; trauma related state policies and trauma victims the qualifications and qualifications of the psychological counselor who will work with traumatized persons. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | The Traumatic Experiences | |
2) | The reactions to Traumatic Experiences | |
3) | The Effects of Trauma on Individuals and Families | |
4) | The factors Determining Traumatic Incidence | |
5) | The role and Importance of Schools in Return to Normal Life after a Traumatic Event | |
6) | The characteristics of Resistant to Traumatic Events | |
7) | The theories of Posttraumatic Stress Disorder | |
8) | Midterm Exam | |
9) | The posttraumatic growth | |
10) | The Post-Traumatic Stress Disorder in healthcare staff | |
11) | Expert Assistance After Trauma | |
12) | Working with Children | |
13) | Outlines of Working with Parents | |
14) | Outline of Working with Teachers | |
15) | Final Exam |
Course Notes / Textbooks: | Herbert, C. (2016) Travma Sonrası Psikolojik Tepkileri Anlamak. İstanbul: Psikonet Yayınları Ruzek, J. I., Follette, V. C. (2018 ) Travmaya Yönelik Bilişsel-Davranışçı Terapiler. İstanbul : Litera Yayıncılık |
References: | Herbert, C. (2016) Travma Sonrası Psikolojik Tepkileri Anlamak. İstanbul: Psikonet Yayınları Ruzek, J. I., Follette, V. C. (2018 ) Travmaya Yönelik Bilişsel-Davranışçı Terapiler. İstanbul : Litera Yayıncılık |
Learning Outcomes | 1 |
2 |
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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. |
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. | 1 |
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) | 2 |
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. | 3 |
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. | 2 |
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. | 2 |
8) | P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. | 1 |
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. | 5 |
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. | 5 |
11) | P11. Being able to understand the individuals by using techniques of individual recognition. | 5 |
12) | P12. Being capable of developing and evaluating psychological guidance and counseling programmes. | 5 |
Expression | |
Lesson | |
Reading | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Midterms | 1 | % 35 |
Final | 1 | % 55 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 45 | |
PERCENTAGE OF FINAL WORK | % 55 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 32 |