Master of Arts in Educational Administration and Supervision non-thesis
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

General course introduction information

Course Code:

EGT-566

Course Name:

Management of Guidance Services in Schools

Course Semester:

Fall
Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	8

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Department Elective

Course Level:

Master

TR-NQF-HE:7. Master`s Degree

QF-EHEA:Second Cycle

EQF-LLL:7. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Prof. Dr. AYTAÇ GÖĞÜŞ

Course Lecturer(s):

Course Assistants:

Course Objective and Content

Course Objectives:

Gains Knowledge and Skills on Preventive Guidance, Risky Student Behaviors and Protective Factors in Management in Educational Organizations.

Course Content:

1. Contemporary Education Process and Guidance and Psychological Counseling (RPD) Services 2. Definition and Basic Principles of Guidance and Psychological Counseling (RPD) 3. Developmental RPD Approach 4. Preventive Guidance Concept and Approach 5. Risky and Harmful Student Behaviors A. Aggressiveness , Violence, Bullying And Prevention B. Suicide And Prevention C. Drug Use And Prevention D. Eating Disorders And Prevention E. Adolescent Pregnancy And Prevention 6. Protective Factors In Management A. Self Value And Prevention B. Coping Skills And Prevention C. Communication Skills And Prevention D. Problem Solving Skills And Prevention E. Decision Making Skills And Prevention F. Anger Control And Prevention

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
2 - Skills
Cognitive - Practical
1) Communication skills, decision-making skills, anger control, etc. gain knowledge and skills on issues.
2) Gain knowledge and skills on protective factors in management.
3 - Competences
Communication and Social Competence
Learning Competence
1) Knows the risky and harmful student behaviors that may occur in schools
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Contemporary Education Process And Guidance And Psychological Counseling Services	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
2)	Definition and Basic Principles of Guidance and Psychological Counseling (RPD) Concepts	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
3)	Developmental GPC Approach	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
4)	Preventive Guidance Concept and Approach	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
5)	Risky and Harmful Student Behaviors	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
6)	Aggression, Violence, Bullying And Prevention, Suicide And Prevention	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
7)	Midterm
8)	Midterm
9)	Adolescent Pregnancy And Prevention	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
10)	Protective Factors in Management	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
11)	Self Esteem And Prevention	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
12)	Stress Coping Skills And Prevention	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
13)	Communication Skills And Prevention	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
14)	Problem Solving Skills And Prevention	Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın
15)	Final exam

Sources

Course Notes / Textbooks:

Yeşilyaprak, Binnur. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Yayın
Can, Gürhan.(Ed).(2004). Psikolojik Danışma ve Rehberlik Hizmetleri Ankara: Pegem Yayıncılık
Akboy, Rengin ve İkiz, Ebru (2007). Psikolojik Danışma ve Rehberlikte Çağdaş Bir Anlayış. Ankara: Nobel Yayın

References:

Serdar, Erkan ve Kaya, Alim (Ed). Deneysel Olarak Sınanmış Grupla Psikolojik Danışma ve Rehberlik Programları I. Ankara:Pegem Yayıncılık.
• Serdar, Erkan ve Kaya, Alim (Ed).(2009). Deneysel Olarak Sınanmış Grupla Psikolojik Danışma ve Rehberlik Programları II. Ankara:Pegem Yayıncılık.
• Serdar, Erkan ve Kaya, Alim (Ed). (2009). Deneysel Olarak Sınanmış Grupla Psikolojik Danışma ve Rehberlik Programları III. Ankara:Pegem Yayıncılık.
• Yüksel-Şahin, Fulya (2010). “İletişim Becerilerine Genel Bir Bakış”, Kişilerarası İlişkiler ve Etkili İletişim. (Ed: Alim Kaya). Ankara: Pegem Yayıncılık.
• Hotaman, Davut ve Yüksel-Şahin, Fulya. “Okulun Ögelerine ve Bazı Değişkenlere Göre İlköğretim Öğrencilerinin Saldırganlık Düzeylerinin İncelenmesi”. E-Journal of New World Sciences Academy (NWSA). 4 (3), 833-858. (2009)

Course-Program Learning Outcome Relationship

Learning Outcomes	1	3	2
Program Outcomes
1) To understand the aims and principles of the Turkish National Education System.
2) To be able to learn about the history and development of management science, to learn the management and characteristics of educational organization.
3) Learning the roles and managerial abilities of managers.
4) To have information about what supervision is, educational supervision principles and skills and abilities.
5) To be able to construct the problems related to EYD within the framework of scientific problem solving and to propose solutions to the problems of the education system by using quantitative and qualitative research methods.
6) Ability to apply research skills in research methodology and field literature, which can carry out independent studies in the field of education management and supervision, and to achieve productive results in interdisciplinary studies.
7) To be able to mobilize people, manage the dynamics of social relations and apply the leadership skills required by their social and educational environments.
8) By analyzing the reflections of internationally emerging educational policies on national educational policies, they can develop new perspectives at national level.

Course - Learning Outcome Relationship

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

	Program Outcomes	Level of Contribution
1)	To understand the aims and principles of the Turkish National Education System.
2)	To be able to learn about the history and development of management science, to learn the management and characteristics of educational organization.	3
3)	Learning the roles and managerial abilities of managers.	4
4)	To have information about what supervision is, educational supervision principles and skills and abilities.
5)	To be able to construct the problems related to EYD within the framework of scientific problem solving and to propose solutions to the problems of the education system by using quantitative and qualitative research methods.	4
6)	Ability to apply research skills in research methodology and field literature, which can carry out independent studies in the field of education management and supervision, and to achieve productive results in interdisciplinary studies.
7)	To be able to mobilize people, manage the dynamics of social relations and apply the leadership skills required by their social and educational environments.	4
8)	By analyzing the reflections of internationally emerging educational policies on national educational policies, they can develop new perspectives at national level.

Learning Activity and Teaching Methods

Expression
Reading

Assessment & Grading Methods and Criteria

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

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Midterms	2	% 60
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	16	3	48
Study Hours Out of Class	16	4	64
Midterms	2	40	80
Final	1	40	40
Total Workload			232