| Course Objectives: |
The differences between pedagogy and andragogy differences, the main features of adult learners, the types of parental education, the history of parental education, the effectiveness of parental education, the principles of parental education, the principles of parental attitudes, parental attitudes, is aimed to be learned.
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| Course Content: |
Pedagogy-andragogy differences, basic characteristics of adult learners, types of parent education, history of parent education, efficacy studies in parent education, parent education guidelines, topics, parental attitudes, healthy family communication and discipline methods .
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| Week |
Subject |
Related Preparation |
| 1) |
Family Role, Turkish Family Structure and Qualifications, Definition of Family, Family Types by Family Function and Structural Characteristics, Goals of Family Education |
None |
| 2) |
Spouse Selection and Qualities sought in Spouses, Importance of choosing a spouse, Characteristics sought in spouses in choosing spouses, Pre-Marriage Friendship, Engagement Period, Effective Communication Styles, Peer-to-Peer Communication, Parent-Child Communication |
None |
| 3) |
The Place of Family Relationships in the Child's Psychological Development, Relationships Between Siblings, 2 Dispersed Family and Child, Child whose Mother or Father Died, Disease, Hospital and Child |
None |
| 4) |
Adopted Child, Abused and Neglected Child, Working Mother and Child, Individuals Living with Family and Child |
None |
| 5) |
Adopted Child, Abused and Neglected Child, Working Mother and Child, Individuals Living with Family and Child |
None |
| 6) |
Adult Education and Characteristics, Adult Development and Psychology, Principles of Adult Education, Differences Between Child and Adult in Terms of Education |
None |
| 7) |
Midterm |
None |
| 8) |
Developmental Periods of the Child and Acquisition in Each Period, Expected Skills and Behaviors (In terms of Self-care, Social, Emotional, Cognitive, Language, Motor, Physical, Sexual and Aesthetic Development), What Educators at School and Parents Should Do at Home. Suggestions for Children Who Cannot Win These Skills. |
None |
| 9) |
Behavioral Disorders and Treatment Methods That Can Be Observed During Childhood (Nail Eating, Finger Sucking, Permanent Fear or Anxiety, Aggression, Sub-Wetting etc.) |
None |
| 10) |
Guidance Services for Parents, Guidance for Parents, Educational Activities for Parents, Family Counseling |
None |
| 11) |
Guidance Services for Parents, Guidance for Parents, Educational Activities for Parents, Family Counseling |
None |
| 12) |
Studies on Parent Education in Our Country and in the World, Associations and Organizations Conducting These Studies,. Health and Social Security Services for the Family |
None |
| 13) |
Studies on Parent Education in Our Country and in the World, Associations and Organizations Conducting These Studies, Family-Oriented Health and Social Security Services |
None |
| 14) |
Final exam |
None |
| |
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. |
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| 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) |
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| 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). |
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| 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. |
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| 5) |
P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. |
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| 6) |
P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. |
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| 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. |
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| 8) |
P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. |
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| 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. |
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| 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. |
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| 11) |
P11. Being able to understand the individuals by using techniques of individual recognition. |
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| 12) |
P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
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ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
