Information Package / Course Catalogue - Adnan Menderes University

General Information Unit Staff Academic Information Programme Outcomes Course Structure Diagram Contact Information

Person Responsible for Information Package

Prof. Ceren SAYGI GERÇEKER

Prof. İrade ABBASOVA

Prof. Onur TOPOĞLU

Prof. Sadullah Serkan ŞEKER

Prof. Yalçın ÖZDEMİR

Assoc. Prof. Ayşe ELİTOK KESİCİ

Assoc. Prof. Devrim Demir YEŞİLPINAR

Assoc. Prof. Esra ÇETİN

Assoc. Prof. Evin ERDEN TOPOĞLU

Assoc. Prof. İbrahim GÖKDAŞ

Assoc. Prof. Mehmet ALTIN

Ins. Aslı GÜVEN

Ins. Aytekin KANDEMİR

Ins. Çağdaş AKINCI

Ins. Kadriye Olcay ŞAHİN

Ins. Zeynep GERGİN

Lec. Ayşe YILMAZ

Lec. Betül ALTAY ÖZTÜRK

Lec. Fulya TORUN

Lec. Nurtaç ÜSTÜNDAĞ KOCAKUŞAK

Lec. Tahir YILMAZ

Lec. Vasfi ÇİLİNGİR

Res. Assist. Hüseyin YEMEN

Counselling in Schools

Course Code	: EBB451
Course Type	: Required
Couse Group	: First Cycle (Bachelor's Degree)
Education Language	: Turkish
Work Placement	: N/A

Theory	: 2
Prt.	: 0
Credit	: 2
Lab	: 0
ECTS	: 3

Objectives of the Course

The primary aim of this course is to provide students with knowledge about the historical development, fundamental concepts, and significance of school counseling and guidance services within the modern educational process. Additionally, students will gain an understanding of the goals and principles of counseling and guidance services. The course also aims to equip students with essential skills in applying guidance services in academic, social, emotional, and career development areas. Furthermore, students will learn about individual and group counseling processes, working with students with special needs, techniques for understanding individuals, and the planning, development, implementation, and evaluation of guidance programs.

Course Content

This course begins with the importance of schools in individual and societal life and examines the historical development, fundamental concepts, principles, and application areas of guidance and counseling services in the modern educational process. It focuses on guidance services in academic, social, emotional, and career development areas, the different types of guidance and counseling services, and the planning, implementation, and evaluation of these services in schools. The course aims for prospective teachers to understand individual and group counseling processes. Additionally, it covers topics such as working with students with special needs, techniques for understanding individuals, tests and non-test techniques used in guidance and counseling, teacher-school counselor collaboration, and personnel organization in guidance services.

Name of Lecturer(s)

Ins. Hasan Can OKTAYLAR

Learning Outcomes

1.	Understands the importance of collaboration between teacher and student personality services: Recognizes the impact of effective collaboration between teacher and student personality services on student development.
2.	Understands the historical development of school guidance and counseling services: Learns how guidance and counseling services have evolved and changed throughout history.
3.	Analyzes the role and importance of guidance and counseling services in the modern educational process: Examines the role of guidance and counseling within the contemporary education system.
4.	Explains the fundamental concepts, goals, and principles of guidance and counseling services: Gains in-depth knowledge about what counseling is, its purpose, and the principles of its application.
5.	Describes guidance and counseling services in academic, social, emotional, and career development areas: Understands how guidance and counseling services provide support to students academically, socially, and emotionally.
6.	Recognizes the tests and non-test techniques used in guidance and counseling services: Acquires knowledge about the various psychological tests and techniques used in understanding individuals.
7.	Understands guidance and counseling services for students with special needs: Studies methods for working with students with special needs and addressing their unique requirements.
8.	Analyzes the planning, implementation, and evaluation processes of guidance and counseling services in schools: Learns how these services are organized and conducted within school settings.

Recommended or Required Reading

1.	Can, G. (2005). Psikolojik danışma ve rehberlik. Ankara: Pegem Yayınları.
2.	Kaya, A . (2004). Psikolojik danışma ve rehberlik. Ankara: Anı Yayınları.
3.	Kuzgun, Y. (2004). İlköğretimde rehberlik. Ankara: Nobel Yayın Dağıtım.
4.	Yeşilyaprak, B. (2002). Eğitimde rehberlik hizmetleri. Ankara: Nobel Yayın Dağıtım.
5.	Deniz, M. E., & Erözkan, A. (Ed.). (2022). Psikolojik Danışma ve Rehberlik (14. baskı). Pegem Akademi Yayıncılık.
6.	Gladding, S. T. (2021). Psikolojik danışma: Kapsamlı bir meslek (9. baskı). Nobel Akademik Yayıncılık.
7.	Işık, Ş. (Ed.). (2022). Okullarda Psikolojik Danışma ve Rehberlik. Pegem Akademi Yayıncılık.
8.	Kuzgun, Y. (2021). Rehberlik ve Psikolojik Danışma (9. baskı). Nobel Akademik Yayıncılık.

Weekly Detailed Course Contents

Week 1 - Theoretical

The importance of schools in individual and societal life. Introduction to mental health in schools at different educational levels within the modern education process, the historical development of guidance, and fundamental concepts.

Week 2 - Theoretical

Student personality services in modern education, the place and importance of guidance and counseling services in schools.

Week 3 - Theoretical

The purpose, understanding, and basic principles of guidance and counseling services, main types of services.

Week 4 - Theoretical

Academic development area (Educational Guidance) I, Preschool and Primary school level.

Week 5 - Theoretical

Academic development area (Educational Guidance) II, Middle school and High school level.

Week 6 - Theoretical

Social and emotional development area (Personal-social Guidance) I, Preschool and Primary school level.

Week 7 - Theoretical

Social and emotional development area (Personal-social Guidance) II, Middle school and High school level.

Week 8 - Theoretical

Career development area (Vocational Guidance) I, Preschool and Primary school level.

Week 9 - Theoretical

Career development area (Vocational Guidance) II, Middle school and High school level.

Week 10 - Theoretical

Basic principles and theories of individual and group counseling.

Week 11 - Theoretical

Individual assessment services, tests, and non-test techniques.

Week 12 - Theoretical

Counseling and guidance services for students with special needs.

Week 13 - Theoretical

Planning, program development, implementation, and evaluation of guidance and counseling services in schools.

Week 14 - Theoretical

Personnel organization, roles, responsibilities, and processes in guidance and counseling services.

Assessment Methods and Criteria

Type of Assessment	Count	Percent
Midterm Examination	1	%40
Final Examination	1	%60

Workload Calculation

Activities	Count	Preparation	Time	Total Work Load (hours)
Lecture - Theory	14	2	2	56
Midterm Examination	1	10	1	11
Final Examination	1	10	1	11
TOTAL WORKLOAD (hours)				78

Contribution of Learning Outcomes to Programme Outcomes

	PÇ-1	PÇ-2	PÇ-3	PÇ-4	PÇ-5	PÇ-6	PÇ-7	PÇ-8	PÇ-9	PÇ-10
OÇ-1	5	5	5			4	3	5	5	5
OÇ-2	4	4				4	4
OÇ-3	3		2				4	4
OÇ-4	5	5
OÇ-5				5	5	5
OÇ-6
OÇ-7
OÇ-8