Menu
General Information | Program Learning Outcomes | Teaching & Learning Metods | Cours Structure & ECTS Credits | Course & Learning Outcomes
Learning Outcomes - NQF-HETR Relation | Learning Outcomes - Fields of Education Relation (Academic) | Learning Outcomes - Fields of Education Relation (Vocational)

129 GUIDANCE AND PSYCHOLOGICAL COUNSELING

GENERAL INFORMATION
The Counseling and Guidance Program offer both undergraduate programs since 2002-2003 educational term and graduate programs since 2005-2006 educational term. Since the first graduates of the program in 2006, it has developed both in quality and quantity. The instructional activities take place in a democratic and collaborative atmosphere with a dynamic staff who is expert in their fields. There are two full associate professor, six assistant professors, one instructor and one research assistant at the department. Besides the theoretical knowledge, the program serves the practical education of counseling both in daytime and evening class education. There are three undergraduate and one graduate classes; three individual counseling and two group counseling rooms.

Objective
The Department of Counseling and Guidance aims to raise qualified counselors, to contribute and lead the new developments in the counseling field. Scientific studies which were directed by the department, aim to seek for solutions in the counseling field, and to generalize and raise the quality of the guidance and psychological counseling applications. Thus, Counseling and Guidance Department meets the liability of social service with sharing the research results with considered necessary societies. The main objective of the education applications in the Counseling and Guidance to raise selfless counselors who could replicate him/her self and have scientific attitudes.


Admission Requirements
Succeed at the Higher Education Council, Measurement, Selection and Placement Center, university entrance exam.

Graduation Requirements
The program consists of an quadrennial edıcational progress which include eight semesters. Students are required to pass all the courses with a minimum 2.30 GPA and meet the 162 course credit for the graduation.

Career Opportunties
Graduates could be employed as a counselor in the public schools and counseling and research centers which were appurtenant to The Ministry of National Education, in the private schools and private training centers, and in the counseling centers at the universities. Moreover, graduates could be employed in the special education-rehabilitation centers, in the human resource units at the industrial corporations, and in the child and family courts which were appurtenant to The Ministry of Justice.

Qualification Awarded
Guidance And Psychological Counseling

Level of Qualification
First Cycle (Bachelor's Degree)

Recognition of Prior Learning


Qualification Requirements and Regulations
The program consists of an quadrennial edıcational progress which include eight semesters. Students are required to pass all the courses with a minimum 2.30 GPA and meet the 162 course credit for the graduation.

Access to Further Studies
Candidates who have successfully completed their undergraduate studies can study in post-graduate programs provided that they receive valid grades from ALES and have sufficient knowledge of English.

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
HEAD OF DEPARTMENT Prof. Dr. ABDURRAHMAN TANRIÖĞEN+90 258 296 1044 atogen@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Asts. Prof. Dr. AYDAN ORDU+90 258 296 1061 akursunoglu@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Assoc. Prof. Dr. FATMA ÇOBANOĞLU+90 258 296 1074 fcobanoglu@pau.edu.tr


PROGRAM LEARNING OUTCOMES
1Knows the basic concepts of psychological counseling and guidance.
2Provides psychological help in accordance with the principles and techniques of counseling.
3Has the perspective of counseling in accordance with the theories and approaches of counseling
4Knows when, to whom and what kind of services will be provided in the process of evaluating the need for psychological help.
5Can perform applications that make it easier for individuals to identify themselves and make appropriate decisions in their career development process
6Knows in which situations he/she will benefit from supervision and consultation services.
7Uses individual identification techniques for individuals to identify and understand themselves.
8While providing psychological counseling and guidance services, he/she is sensitive to the cultural characteristics of the individual and society.
9Applies guidance services according to the development periods of the target audience and individual differences.
10Develops individual and group intervention programs.
11Provides appropriate information and guidance to individuals and families in need of special education.
12Knows that conduct psychological counseling and guidance services in accordance with ethical principles, rules and laws.
13Advocates the profession of psychological counseling and guidance.
14Knows the educational system, educational program and organizational structure of the school.
15Has an understanding of the normal and abnormal behavior of the individual and the dynamics of the behavior.
16Has an understanding of the history, philosophy and current situation of the psychological counseling profession.
17Evaluates the effectiveness of counseling and guidance services.
18Provides individuals the psychological counseling and guidance services they need in personal, professional and educational fields in a planned, programmed and organized manner.
19Has an understanding of science and scientific knowledge, research methods and statistical analysis techniques.
TEACHING & LEARNING METHODS
NameComments
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
PerformanceIn this method, the teacher performs activities such as experiments and demonstrations in front of the class, students try to learn by looking and watching. This method is usually applied where there are limited facilities and in dealing with dangerous experimental situations.
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Scenario-based teaching Although it is similar to the Case Study method, there is a fictional approach in the scenario. The subject can be presented by inserting it in to a fiction and can also lead the student’s to producing their own scenarios.
Role Playing Role-playing is a learning way which helps students to express their own feelings and thoughts by playing the role of other personalities. It is necessary that students use creative thinking to succeed. Students put themselves in someone’s place by purifying themselves from their actual
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
InterviewThis is when the teacher brings in (writers, artists, designers, writers, illustrators, etc.) because he/she is not equipped with the adequate facilities to do with certain issues or situations. It is a technique that triggers the senses of students. In some cases, students interview certain people
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

Learning Outcomes - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
SKILLS  01
SKILLS  02
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
    

Learning Outcomes - Fields of Education Relation (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
INFORMATION  01
INFORMATION  02
INFORMATION  03
INFORMATION  04
INFORMATION  05
INFORMATION  06
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
SKILLS  05
SKILLS  06
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04