| Teaching Staff
|
Dr. Sevilay AYDEMİR |
| Language of Instruction |
Türkçe (Turkish) |
| Type Of Course |
Compulsory |
| Prerequisites |
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| Recommended Optional Programme Component |
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| Course Objectives |
The aim of this course is to develop skills in planning the school guidance program and preparing a time plan by knowing the basic principles and concepts of guidance program development.
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| Course Content |
Basic concepts related to education programs Basic approaches and models in program development in guidance The structure of the Comprehensive School Psychological Counseling program (content, structural elements, program elements, processes, time planning, resources) Stages of preparation, implementation and evaluation of the School Psychological Counseling program Presentation of the prepared school Psychological Counseling programs
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| Learning Outcomes (LO) |
1 Explains the basic concepts related to the education program (program, training program, plan-annual, course, daily-program, curriculum, teaching program, syllabus, hidden program, guidance program, program development) 2 Basic approaches, models and effective methods in program development in guidance. explains the features of a program 3 explains the elements of a comprehensive guidance program 4 compares a comprehensive guidance program with other models 5 knows the stages of preparing a school PDR program 6 discusses the guidance program implemented in schools in terms of program models 7 prepares the time planning of a school comprehensive guidance program
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| Mode of Delivery |
Face to face |
| Course Outline |
| Week |
Topics |
| 1. Week |
Basic concepts of training programs
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| 2. Week |
Overview of program development in guidance, school PDR models
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| 3. Week |
Structure of the comprehensive school PDR program model (Content, identification of guidance needs)
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| 4. Week |
Structure of the comprehensive school PDR program model (Structural elements, program elements and processes)
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| 5. Week |
Structure of the comprehensive school PDR program model (Time planning, resources), evaluation of the comprehensive school PDR program model
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| 6. Week |
School PDR program preparation, implementation and evaluation stages
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| 7. Week |
Presentation of the school PDR program prepared by students
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| 8. Week |
Presentation of the school PDR program prepared by students
|
| 9. Week |
Presentation of the school PDR program prepared by students
|
| 10. Week |
Presentation of the school PDR program prepared by students
|
| 11. Week |
Presentation of the school PDR program prepared by students
|
| 12. Week |
Presentation of the school PDR program prepared by students
|
| 13. Week |
Presentation of the school PDR program prepared by students
|
| 14. Week |
Presentation of the school PDR program prepared by students
|
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| Assessment |
| |
Percentage(%) |
| Mid-term (%) |
40 |
| Quizes (%) |
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| Homeworks/Term papers (%) |
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| Practice (%) |
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| Labs (%) |
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| Projects/Field Work (%) |
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| Seminars/Workshops (%) |
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| Final (%) |
60 |
| Other (%) |
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| Total(%) |
100 |
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| Course Book (s) and/or References |
Nazlı, Serap. (2011). Comprehensive Developmental Guidance Model, Anı publishing house, Ankara. Turkish Erkan, Serdar. (2017). Program development in psychological counseling and guidance. Pegem Academy, Ankara.
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| Work Placement(s) |
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| The Relationship between Program Qualifications (PQ) and Course Learning Outcomes (LO) |
learning outcomes | Program Qualifications: | PQ1 | PQ2 | PQ3 | PQ4 | PQ5 | PQ6 | PQ7 | PQ8 | PQ9 | PQ10 | PQ11 | PQ12 | PQ13 | PQ14 | PQ15 | LO1 | 3 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 3 | 1 | 1 | 1 | 1 | 2 | LO2 | 3 | 1 | 1 | 1 | 1 | 3 | 1 | 1 | 1 | 4 | 1 | 1 | 1 | 1 | 2 | LO3 | 3 | 1 | 1 | 1 | 1 | 3 | 1 | 1 | 1 | 4 | 1 | 1 | 1 | 1 | 3 | LO4 | 3 | 1 | 1 | 1 | 1 | 3 | 1 | 1 | 1 | 4 | 1 | 1 | 1 | 1 | 4 | LO5 | 3 | 1 | 1 | 1 | 1 | 4 | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 5 | LO6 | 3 | 1 | 1 | 1 | 1 | 4 | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 5 | LO7 | 3 | 1 | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 5 |
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