Pre-School Education
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

EGTP403

Course Name:

Guidance in Schools

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	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 :

Öğr.Gör. KÜBRA İPÇİ ÇELİK

Course Lecturer(s):

Öğr.Gör. KÜBRA İPÇİ ÇELİK

Course Assistants:

Course Objective and Content

Course Objectives:

The aim of this course is to teach the students the basic concepts and principles
related to counseling and guidance, development of psychological counseling
and guidance, counseling areas

Course Content:

The basic concepts and principles of Psychological Counseling and Guidance
(PCG), PCG's history, area and branches; research and evaluation methods used,
psychological counseling process, psychological counseling theories, school
counseling models (traditional and developmental), school counseling
approaches (crisis oriented, curative-remedy, preventive and developmental),
the purpose of traditional school counseling model, principles, traditional school
role and functions of a psychological counselor, the purpose, principles and
program of the developmental school counseling model (Comprehensive
Developmental Guidance Program), basic services / interventions and the roles
and functions of the developmental school counselor;

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) • to explains the basics of psychological counseling and guidance 2.1) • to define the aims of guidance 2.2) • to list the Principles of Guidance 2.3) • to know different areas of expertise in psychological counseling
2) • to explains the historical development of the psychological counselor
3) • to recognize the features of effective psychological counselor 4.1) • to realise different approaches related to psychological counseling.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Course description and discussion of course content
2)	The Place and Importance of Student Personality Services in Contemporary Education
3)	The basic concepts and principles of Guidance and Psychological Counseling
4)	Guidance service areas in schools
5)	School counseling approaches (crisis oriented, curative-remedial, preventive and developmental),
6)	School counseling approaches (crisis oriented, curative-remedial, preventive and developmental),
7)	Guidance and Psychological Counseling Classification according to problem areas
8)	Midterm Axam
9)	Individual Recognition and Individual Recognition Techniques
10)	Psychological counseling process, psychological counseling theories,
11)	Psychological counseling process, psychological counseling theories,
12)	The purpose, principles and program of the developmental school counseling model (Comprehensive Developmental Guidance Program),
13)	Organization and Evaluation of Guidance Services
14)	Organization and Evaluation of Guidance Services
15)	Final Exam

Sources

Course Notes / Textbooks:	Yeşilyaprak, B. (2013)Eğitimde Rehberlik Hizmetleri. Nobel Yayıncılık: Ankara Kaya, A. (2005). Psikolojik Danışma ve Rehberlik Anı Yayıncılık: Ankara
References:	Yeşilyaprak, B. (2013)Eğitimde Rehberlik Hizmetleri. Nobel Yayıncılık: Ankara Kaya, A. (2005). Psikolojik Danışma ve Rehberlik Anı Yayıncılık: Ankara

Course-Program Learning Outcome Relationship

Learning Outcomes	1	4	5
Program Outcomes
1) P1.Having the ability to use the native language correctly and effectively
2) P2. Being aware of personal differences.
3) P3. Having an understanding of the personal development characteristics and development process in early childhood.
4) P4. Being able to read, interpret and discuss academic studies on their field.
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems.
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development.
7) P7. Knowing a foreign language at least on a basic level.
8) P8. Being able to develop a positive attitude towards lifelong learning.
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary.
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken.
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children.
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation.
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose.
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions.
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based.

Course - Learning Outcome Relationship

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

	Program Outcomes	Level of Contribution
1)	P1.Having the ability to use the native language correctly and effectively	3
2)	P2. Being aware of personal differences.	5
3)	P3. Having an understanding of the personal development characteristics and development process in early childhood.	3
4)	P4. Being able to read, interpret and discuss academic studies on their field.	3
5)	P5. Following progressive sources about the field, and using said sources on resolving the possible problems.	3
6)	P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development.	1
7)	P7. Knowing a foreign language at least on a basic level.	1
8)	P8. Being able to develop a positive attitude towards lifelong learning.	3
9)	P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.	3
10)	P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary.	1
11)	P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken.	2
12)	P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children.	1
13)	P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation.	1
14)	P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.	2
15)	P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose.	1
16)	P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions.	2
17)	P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based.	2

Learning Activity and Teaching Methods

Expression
Lesson
Reading
Q&A / Discussion

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
Attendance	14	% 10
Midterms	1	% 35
Final	1	% 55
total		% 100
PERCENTAGE OF SEMESTER WORK		% 45
PERCENTAGE OF FINAL WORK		% 55
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Midterms	1	2	2
Final	1	2	2
Total Workload			32