
| Course Code | : RPD372 |
| Course Type | : Area Elective |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 2 |
| Prt. | : 0 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 4 |
The aim of this course is to enable students to understand the developmental characteristics of childhood and adolescence from a counseling perspective, to recognize the developmental, academic, social, emotional, and behavioral problems experienced by children and adolescents, and to learn appropriate counseling approaches for addressing these issues. The course covers the fundamental principles and techniques of counseling children and adolescents, including the establishment of a therapeutic relationship, counseling interview skills, assessment methods, and intervention strategies. Furthermore, the course aims to help students develop the ability to collaborate effectively with children, adolescents, families, and school stakeholders, to plan counseling services in accordance with ethical principles and cultural sensitivity, and to acquire fundamental professional knowledge and skills related to counseling practices with children and adolescents.
This course covers the developmental characteristics of childhood and adolescence, individual, familial, school-related, and environmental factors affecting child and adolescent mental health, as well as common developmental, emotional, behavioral, social, and academic problems experienced by children and adolescents. The course examines the theoretical foundations of counseling children and adolescents, fundamental counseling principles and techniques, the establishment of a therapeutic relationship, developmentally appropriate interviewing skills, assessment procedures, and case conceptualization processes. In addition, the use of play, creative activities, storytelling, art-based interventions, and other developmentally appropriate techniques within the counseling process is explored. Issues related to collaboration with families, school-based interventions, multidisciplinary teamwork, ethical principles, and cultural sensitivity in counseling children and adolescents are also discussed. Through case studies, practical activities, and current scientific literature, students are provided with opportunities to develop counseling skills for working with children and adolescents, plan appropriate intervention strategies, and acquire professional knowledge and competencies relevant to counseling practice.
| Prof. Ali Serdar SAĞKAL |
| 1. | To be able to explain the developmental characteristics of childhood and adolescence from a counseling perspective. |
| 2. | To be able to identify and assess developmental, emotional, behavioral, social, and academic problems experienced by children and adolescents. |
| 3. | To be able to use effective communication, interviewing, and therapeutic relationship-building skills in counseling children and adolescents. |
| 4. | To be able to plan and implement appropriate counseling interventions and strategies based on the needs of children and adolescents. |
| 5. | To be able to collaborate with children, adolescents, families, and school stakeholders and provide counseling services in accordance with ethical principles and cultural sensitivity. |
| 6. | To be able to examine current scientific research and practices in the field of counseling children and adolescents and utilize evidence-based approaches in professional practice. |
| 1. | Adcock, S. S., & Tucker, C. (2021). Çocuk ve ergenlerle psikolojik danışma (T. M. Çaykuş & D. M. Siyez, Çev. Ed.). Nobel Akademik Yayıncılık. |
| 2. | Geldard, K., Geldard, D., & Foo, R. Y. (2017). Counselling children: A practical introduction (5th ed.). Sage. |
| 3. | Geldard, K., Geldard, D., & Yin Foo, R. (2013). Counselling adolescents: The proactive approach for young people (3rd ed.). Sage. |
| 4. | Vernon, A. (2015). Counseling children and adolescents (5th ed.). Love Publishing. |
| 5. | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2018). Clinical interviewing (6th ed.). Wiley. |
| 6. | Sweeney, D. S., & Homeyer, L. E. (Eds.). (2015). The handbook of group play therapy (2nd ed.). Routledge. |
| 7. | Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). Routledge. |
| 8. | Ray, D. C. (2011). Advanced play therapy: Essential conditions, knowledge, and skills for child practice. Routledge. |
| 9. | Santrock, J. W. (2024). Life-span development (19th ed.). McGraw-Hill Education. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 2 | 2 | 56 |
| Term Project | 1 | 0 | 6 | 6 |
| Individual Work | 14 | 0 | 2 | 28 |
| Midterm Examination | 1 | 3 | 1 | 4 |
| Final Examination | 1 | 5 | 1 | 6 |
| TOTAL WORKLOAD (hours) | 100 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | |
OÇ-1 | 5 | 2 | 2 | 1 | 2 | 1 | 1 | 1 | ||
OÇ-2 | 1 | 5 | 1 | 3 | 3 | 2 | 2 | 2 | 4 | 1 |
OÇ-3 | 2 | 2 | 1 | 1 | 4 | 5 | 2 | 1 | 3 | 1 |
OÇ-4 | 1 | 4 | 2 | 3 | 5 | 5 | 3 | 1 | 4 | 1 |
OÇ-5 | 2 | 3 | 1 | 1 | 4 | 4 | 4 | 1 | 3 | 2 |
OÇ-6 | 1 | 2 | 1 | 2 | 1 | 1 | 5 | 3 | 1 | |