Guidance and Psychological Counseling
General Description
The foundations of the Faculty of Education at Bursa Uludağ University date back to the Bursa Teacher Training Institute, established in 1958. Converted into the Faculty of Education affiliated with Uludağ University in 1982 under the Higher Education Law No. 2547, this longstanding institution has trained tens of thousands of teachers to date.The Department of Guidance and Psychological Counseling (GPC) was established in 1993 within the Department of Educational Sciences and graduated its first undergraduate students in 1997. The curriculum has been updated in 1997–1998, 2006, 2009, 2012, and 2018 under the coordination of the Council of Higher Education (YÖK). The current programme, in effect since the 2018–2019 academic year, is structured under three categories: Field Education Courses (45–50%), Teaching Profession Knowledge Courses (30–35%), and General Culture Courses (15–20%). The department carries out its educational activities with a total of 12 academic staff members, comprising 3 professors, 5 associate professors, 2 assistant professors, and 2 research assistants.
The programme is a 240 ECTS credit undergraduate programme corresponding to the First Cycle qualification level within the Bologna Process framework. Students who successfully fulfil all programme requirements are awarded the Bachelor´s Degree in Guidance and Psychological Counseling and earn the title of Psychological Counselor.
First Cycle
4
Specific Admission Requirements
Applicants must hold a high school diploma or equivalent and must have obtained a sufficient score in the Higher Education Institutions Examination (YKS) administered by ÖSYM.
5
Specific arrangements for the recognition of prior learning
The provisions in “Regulation on Transfer among Associate and Undergraduate Degree Programs, Double Major, and Subspecialty and the Principals of Credit Transfer among Institutions in Higher Education Institutions” are applied.
6
Qualification Requirements and Regulations
To obtain a bachelor´s degree in Guidance and Psychological Counseling, students must successfully complete all compulsory and elective courses stipulated by the programme (240 ECTS in total) and achieve a Cumulative Grade Point Average (CGPA) of at least 2.00 out of 4.00 (applicable to students enrolled from 2014 onwards).
7
Profile of The Programme
The aim of the Guidance and Psychological Counseling Undergraduate Programme is to train psychological counselors who possess the knowledge, skills, and attitudes required to deliver psychological counseling and guidance services in support of individuals´ personal, social, educational, and vocational development in accordance with scientific standards; who have internalized the ethical principles of the profession; and who are able to follow developments in the field, conduct research, and engage in critical thinking.
Mission: To train psychological counselors equipped with the professional competencies (knowledge, skills, and attitudes) and ethical principles necessary to provide services that contribute to individuals´ personal, social, educational, and vocational development; and to contribute to the theoretical and applied knowledge base of the field through original scientific research.
Vision: To be a leading department that is recognized at national and international levels, follows and shapes scientific developments in the field, and contributes to the psychological health and well-being of its graduates and society.
8
Key Learning Outcomes - TYYÇ - TAY Relationship
8.1
|
1.
Explains the fundamental concepts and principles related to the field of Guidance and Psychological Counseling (GUID).
|
|
2.
Supports individuals in self-actualization and psychological well-being through a multidisciplinary approach, taking into account the new paradigms in the field of Guidance and Psychological Counseling (GUID).
|
|
3.
Understands the roles and responsibilities related to guidance and psychological counseling services within the Ministry of National Education (MoNE) system.
|
|
4.
Applies the theoretical and practical knowledge acquired in the field of GUID by adapting it to the needs of the institution in which they work (such as education, health, industry, justice, family counseling centers, employment offices, etc.).
|
|
5.
Applies the skills of the GUID field—ranging from personal-social guidance to career guidance, and from educational guidance to basic counseling skills—by adapting them to the individuals served and the specific conditions.
|
|
6.
Evaluates the characteristics (physical, cognitive, emotional, and social), developmental tasks, and adjustment problems specific to different developmental periods of individuals.
|
|
7.
Designs, implements, evaluates, and updates GUID programs appropriate for different educational levels and school types, based on the goals and principles of the comprehensive developmental guidance approach.
|
|
8.
Provides consultation and coordination with authorities regarding the education, development, and life adaptation of disadvantaged individuals (such as those who are poor, immigrants, refugees, or have disabilities, etc.) in the institutions they work in.
|
|
9.
Psychological counselors fulfill the roles and responsibilities related to different areas of expertise within the GUID field (such as school counseling, career counseling, family counseling, rehabilitation counseling, mental health counseling, etc.).
|
|
10.
Plans and implements the necessary individual and group interventions related to different areas of expertise within the GUID field (such as school counseling, career counseling, family counseling, rehabilitation counseling, mental health counseling, etc.).
|
|
11.
Evaluates the impact of teaching principles and techniques on students' physical, cognitive, emotional, social, and character development.
|
|
12.
Evaluates the impact of classroom management approaches and teachers' attitudes and behaviors on students' physical, cognitive, emotional, social, and character development.
|
|
13.
Plans and implements culture-sensitive social responsibility projects and activities for individuals and groups, aimed at developing social life and environmental awareness.
|
|
14.
Selects, applies, and evaluates appropriate techniques for identifying individuals in studies within the GUID field.
|
|
15.
Prepares a research project related to the field, conducts the research, and presents the research results in the form of a report.
|
|
16.
Adopts the professional values and ethical principles required by the GUID field and demonstrates attitudes and behaviors in accordance with them.
|
|
17.
Expresses thoughts at the level of knowledge and skills in an effective and understandable manner in the Turkish language, using written and oral communication.
|
8.2
Key Learning Outcomes - TYYÇ Relationship
| 1 |
Explains the fundamental concepts and principles related to the field of Guidance and Psychological Counseling (GUID).
|
1.1 |
2.1 |
- |
4.1, 4.2, 4.3 |
5.1, 5.4, 5.5 |
6.1 |
| 2 |
Supports individuals in self-actualization and psychological well-being through a multidisciplinary approach, taking into account the new paradigms in the field of Guidance and Psychological Counseling (GUID). |
1.1 |
2.1, 2.2 |
3.1, 3.2 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.4, 5.5 |
6.1, 6.2 |
| 3 |
Understands the roles and responsibilities related to guidance and psychological counseling services within the Ministry of National Education (MoNE) system. |
1.1 |
2.1 |
3.2 |
4.1, 4.2, 4.3 |
5.1, 5.5 |
6.1, 6.2 |
| 4 |
Applies the theoretical and practical knowledge acquired in the field of GUID by adapting it to the needs of the institution in which they work (such as education, health, industry, justice, family counseling centers, employment offices, etc.). |
1.1 |
2.1, 2.2 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.4, 5.5 |
6.1, 6.2 |
| 5 |
Applies the skills of the GUID field—ranging from personal-social guidance to career guidance, and from educational guidance to basic counseling skills—by adapting them to the individuals served and the specific conditions. |
1.1 |
2.1, 2.2 |
3.1, 3.2 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.5 |
6.1, 6.2 |
| 6 |
Evaluates the characteristics (physical, cognitive, emotional, and social), developmental tasks, and adjustment problems specific to different developmental periods of individuals. |
1.1 |
2.1, 2.2 |
3.1, 3.2 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.5 |
6.1, 6.2 |
| 7 |
Designs, implements, evaluates, and updates GUID programs appropriate for different educational levels and school types, based on the goals and principles of the comprehensive developmental guidance approach. |
1.1 |
2.1, 2.2 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.3, 5.4, 5.5 |
6.1, 6.2 |
| 8 |
Provides consultation and coordination with authorities regarding the education, development, and life adaptation of disadvantaged individuals (such as those who are poor, immigrants, refugees, or have disabilities, etc.) in the institutions they work in. |
1.1 |
2.1, 2.2 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.3, 5.4, 5.5 |
6.1, 6.2 |
| 9 |
Psychological counselors fulfill the roles and responsibilities related to different areas of expertise within the GUID field (such as school counseling, career counseling, family counseling, rehabilitation counseling, mental health counseling, etc.). |
1.1 |
2.1, 2.2 |
3.1, 3.2 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.4, 5.5 |
6.1, 6.2 |
| 10 |
Plans and implements the necessary individual and group interventions related to different areas of expertise within the GUID field (such as school counseling, career counseling, family counseling, rehabilitation counseling, mental health counseling, etc.). |
1.1 |
2.1, 2.2 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.5 |
6.1, 6.2 |
| 11 |
Evaluates the impact of teaching principles and techniques on students' physical, cognitive, emotional, social, and character development. |
1.1 |
2.1, 2.2 |
3.1, 3.2 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.5 |
6.1 |
| 12 |
Evaluates the impact of classroom management approaches and teachers' attitudes and behaviors on students' physical, cognitive, emotional, social, and character development. |
1.1 |
2.1, 2.2 |
3.1, 3.2 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.5 |
6.1 |
| 13 |
Plans and implements culture-sensitive social responsibility projects and activities for individuals and groups, aimed at developing social life and environmental awareness. |
1.1 |
2.1, 2.2 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.3, 5.5 |
6.1, 6.2 |
| 14 |
Selects, applies, and evaluates appropriate techniques for identifying individuals in studies within the GUID field. |
1.1 |
2.1, 2.2 |
3.1, 3.2 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.5 |
6.1, 6.2 |
| 15 |
Prepares a research project related to the field, conducts the research, and presents the research results in the form of a report. |
1.1 |
2.1, 2.2 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3 |
5.1, 5.2, 5.4, 5.5 |
6.1, 6.2 |
| 16 |
Adopts the professional values and ethical principles required by the GUID field and demonstrates attitudes and behaviors in accordance with them. |
1.1 |
2.1 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3 |
5.1, 5.3 |
6.1, 6.2 |
| 17 |
Expresses thoughts at the level of knowledge and skills in an effective and understandable manner in the Turkish language, using written and oral communication. |
1.1 |
2.1 |
- |
- |
5.1, 5.2, 5.5 |
6.1 |
8.3
Key Learning Outcomes - TAY Relationship
| 1 |
Explains the fundamental concepts and principles related to the field of Guidance and Psychological Counseling (GUID).
|
1.1, 1.2, 1.3 |
2.1 |
- |
4.1, 4.4 |
5.4 |
6.2, 6.7 |
| 2 |
Supports individuals in self-actualization and psychological well-being through a multidisciplinary approach, taking into account the new paradigms in the field of Guidance and Psychological Counseling (GUID). |
1.1, 1.2, 1.3, 1.4, 1.5, 1.6 |
2.1, 2.2, 2.3 |
3.1, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.2, 5.4, 5.5, 5.6 |
6.1, 6.2, 6.6 |
| 3 |
Understands the roles and responsibilities related to guidance and psychological counseling services within the Ministry of National Education (MoNE) system. |
1.1, 1.4, 1.5, 1.6 |
2.1, 2.6 |
3.1 |
4.1, 4.4 |
5.2, 5.4 |
6.2, 6.4, 6.6, 6.7 |
| 4 |
Applies the theoretical and practical knowledge acquired in the field of GUID by adapting it to the needs of the institution in which they work (such as education, health, industry, justice, family counseling centers, employment offices, etc.). |
1.1, 1.2, 1.4, 1.5, 1.6 |
2.1, 2.2, 2.3, 2.6 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.4, 5.5, 5.6, 5.7 |
6.2, 6.3, 6.7 |
| 5 |
Applies the skills of the GUID field—ranging from personal-social guidance to career guidance, and from educational guidance to basic counseling skills—by adapting them to the individuals served and the specific conditions. |
1.1, 1.4, 1.5 |
2.1, 2.2, 2.3, 2.4, 2.5, 2.6 |
3.1, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.4, 5.5 |
6.1, 6.2, 6.7 |
| 6 |
Evaluates the characteristics (physical, cognitive, emotional, and social), developmental tasks, and adjustment problems specific to different developmental periods of individuals. |
1.1, 1.4, 1.5 |
2.1, 2.2, 2.3, 2.6 |
3.1, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.4, 5.5 |
6.2, 6.7 |
| 7 |
Designs, implements, evaluates, and updates GUID programs appropriate for different educational levels and school types, based on the goals and principles of the comprehensive developmental guidance approach. |
1.1, 1.2, 1.3, 1.4, 1.5, 1.6 |
2.1, 2.2 , 2.3, 2.4, 2.5, 2.6 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.3, 5.4, 5.5, 5.6 |
6.1, 6.2, 6.3, 6.6, 6.7 |
| 8 |
Provides consultation and coordination with authorities regarding the education, development, and life adaptation of disadvantaged individuals (such as those who are poor, immigrants, refugees, or have disabilities, etc.) in the institutions they work in. |
1.1, 1.2, 1.5, 1.6 |
2.1, 2.2, 2.3, 2.6 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.2, 5.3, 5.4, 5.5, 5.6, 5.8 |
6.1, 6.2, 6.4, 6.5, 6.6, 6.7 |
| 9 |
Psychological counselors fulfill the roles and responsibilities related to different areas of expertise within the GUID field (such as school counseling, career counseling, family counseling, rehabilitation counseling, mental health counseling, etc.). |
1.1, 1.2, 1.4, 1.5 |
2.1, 2.2, 2.3 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.4, 5.5, 5.6 |
6.1, 6.2, 6.7 |
| 10 |
Plans and implements the necessary individual and group interventions related to different areas of expertise within the GUID field (such as school counseling, career counseling, family counseling, rehabilitation counseling, mental health counseling, etc.). |
1.1, 1.4, 1.5 |
2.1, 2.2, 2.3, 2.4, 2.5, 2.6 |
3.1, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.4, 5.5, 5.7 |
5.4, 5.5, 5.7 |
| 11 |
Evaluates the impact of teaching principles and techniques on students' physical, cognitive, emotional, social, and character development. |
1.1, 1.4, 1.5 |
2.1, 2.2, 2.3, 2.4, 2.6 |
3.1, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.4, 5.5 |
6.2, 6.7 |
| 12 |
Evaluates the impact of classroom management approaches and teachers' attitudes and behaviors on students' physical, cognitive, emotional, social, and character development. |
1.1, 1.4, 1.5, 1.6 |
2.1, 2.2, 2.3, 2.4, 2.6 |
3.1, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.4, 5.5 |
6.2, 6.7 |
| 13 |
Plans and implements culture-sensitive social responsibility projects and activities for individuals and groups, aimed at developing social life and environmental awareness. |
1.1, 1.6 |
2.1, 2.2, 2.3, 2.5 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.1, 5.2, 5.3, 5.4, 5.5, 5.7 |
6.1, 6.2, 6.3, 6.5, 6.6, 6.7 |
| 14 |
Selects, applies, and evaluates appropriate techniques for identifying individuals in studies within the GUID field. |
1.1, 1.2, 1.4, 1.5 |
2.1, 2.2, 2.3, 2.6 |
3.1, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.4, 5.5, 5.6 |
6.2, 6.7 |
| 15 |
Prepares a research project related to the field, conducts the research, and presents the research results in the form of a report. |
1.1, 1.2, 1.3 |
2.1, 2.2, 2.3 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3, 4.4 |
5.4, 5.5, 5.6, 5.7 |
6.2, 6.7 |
| 16 |
Adopts the professional values and ethical principles required by the GUID field and demonstrates attitudes and behaviors in accordance with them. |
1.1, 1.2 |
2.1 |
3.1, 3.2, 3.3 |
4.1, 4.2, 4.3 |
5.3, 5.4 |
6.1, 6.2, 6.3, 6.6, 6.7 |
| 17 |
Expresses thoughts at the level of knowledge and skills in an effective and understandable manner in the Turkish language, using written and oral communication. |
1.1 |
2.1 |
3.1 |
4.1 |
5.4, 5.5, 5.7 |
6.1, 6.2 |
9
Occupational Profiles of Graduates With Examples
Graduates of the GPC Undergraduate Programme may be employed as Psychological Counselors in the following settings: public and private schools at all levels (primary, secondary, and high school) affiliated with the Ministry of National Education; Guidance and Research Centers (RAM); university psychological counseling and guidance centers; special education and rehabilitation institutions; social service organizations; institutions under the Ministry of Justice (correctional facilities, probation services); units affiliated with the Ministry of Labor and Social Security; human resources and employee assistance programs in the private sector; and private counseling centers and clinics.
10
Access to Further Studies
Graduates who successfully complete their undergraduate education may apply to postgraduate programmes provided they obtain a valid score in the Academic Personnel and Graduate Education Entrance Examination (ALES) and demonstrate a sufficient level of foreign language proficiency.
Postgraduate education opportunities are also offered within the department. The Master´s Programme was established in 1994 and the Doctoral Programme in 2011. Applicants to the master´s programme must hold a bachelor´s degree in GPC or Psychology; applicants to the doctoral programme must hold a thesis-based master´s degree from the GPC Department.
11
Examination Regulations, Assessment and Grading
In order to register for courses at the beginning of the semester and to be eligible to sit the end-of-semester examination, students must have attended at least 70% of lectures and at least 80% of practical sessions.
At least one midterm examination and one end-of-semester examination are administered for each course. Scores obtained from assessment instruments such as assignments, laboratory exams, and quizzes may also be included within the midterm grade. The contribution of the midterm to the final grade is 40%, and the contribution of the end-of-semester examination is 60%. All examinations are graded out of 100.
To pass a course, students must score at least 40 in the end-of-semester examination and achieve a course average of at least 50. Students who receive a letter grade of AA, BA, BB, CB, or CC are considered to have passed the course. DC and DD are conditional pass grades; students receiving these grades are considered successful only if their CGPA is at least 2.00.
12
Graduation Requirements
To successfully complete the programme, students must pass all courses stipulated by the programme (240 ECTS) and achieve a CGPA of at least 2.00 out of 4.00.
Full-Time
14
Address and Contact Details
Eğitim Bilimleri Bölüm Başkanı
Prof. Dr. Nagihan Oğuz Duran
nagihan@uludag.edu.tr
RPD Anabilim Dalı Başkanı
Doç. Dr. Asuman Yüksel
asumany@uludag.edu.tr
Bologna Birim Koordinatörü
Dr. Öğr. Üyesi Meltem Yıldız
meltemyildiz@uludag.edu.tr
Bologna Birim Koordinatör Yrd.
Arş. Gör. Firdevs Öztürk
firdevsozturk@uludag.edu.tr
Rehberlik ve Psikolojik Danışmanlık Anabilim Dalı Başkanlığı
Bursa Uludağ Üniversitesi Eğitim Fakültesi, Eğitim Bilimleri Bölümü Görükle Yerleşkesi, B Blok — Nilüfer / BURSA
Tel: +90 (224) 294 09 42
Faks: +90 (224) 294 21 99
E-posta: ulupdr@uludag.edu.tr
Students enrolled in the GPC Undergraduate Programme have access to all facilities on the Bursa Uludağ University Görükle Campus, including the central library, dining hall, dormitories, sports facilities, and student clubs. The departmental library within the Faculty of Education, computer laboratories, the group psychological counseling practice room, and camera and recording equipment provided to students for various courses are also available to programme students. The department operates with 12 academic staff members: 3 professors, 5 associate professors, 2 assistant professors, and 2 research assistants. Together with the faculty members of the other programmes within the Department of Educational Sciences — Curriculum and Instruction, and Educational Administration, Inspection, Planning and Economics — the total number of academic staff in the department reaches twenty-four. Students may meet with faculty members during designated office hours.
| 1. Semester |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| GZK0001 |
INFORMATION TECHNOLOGIES |
Compulsory |
3 |
0 |
0 |
5 |
| MBZ0001 |
INTRODUCTION TO EDUCATION |
Compulsory |
2 |
0 |
0 |
3 |
| MBZ0003 |
EDUCATIONAL SOCIOLOGY |
Compulsory |
2 |
0 |
0 |
3 |
| RPD1001 |
INTRODUCTION TO PSYCHOLOGY |
Compulsory |
2 |
0 |
0 |
5 |
| RPD1003 |
CULTURAL ANTROPOLOGY |
Compulsory |
2 |
0 |
0 |
5 |
| RPD1005 |
CAREER PLANNING |
Compulsory |
1 |
0 |
0 |
1 |
| RPD1007 |
LITERATURE REVIEW AND REPORT WRITING |
Compulsory |
2 |
0 |
0 |
3 |
| ATA101 |
ATATURK'S PRINCIPALS AND HISTORY OF REVOLUTIONS I |
Compulsory |
2 |
0 |
0 |
2 |
| TUD101 |
TURKISH LANGUAGE I |
Compulsory |
2 |
0 |
0 |
2 |
| YAD101 |
FOREIGN LANGUAGE I |
Compulsory |
2 |
0 |
0 |
2 |
| Total |
|
31 |
| 2. Semester |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| MBZ0002 |
EDUCATIONAL PHILOSOPHY |
Compulsory |
2 |
0 |
0 |
3 |
| MBZ0007 |
TEACHING TECHNOLOGIES |
Compulsory |
2 |
0 |
0 |
3 |
| RPD1002 |
DEVELOPMENTAL PSYCHOLOGY 1 |
Compulsory |
2 |
0 |
0 |
6 |
| RPD1004 |
PHYSIOLOGICAL PSYCHOLOGY |
Compulsory |
2 |
0 |
0 |
6 |
| RPD1006 |
GUIDANCE AND PSYCHOLOGICAL COUNSELING IN SCHOOLS |
Compulsory |
2 |
0 |
0 |
6 |
| ATA102 |
ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTIONS II |
Compulsory |
2 |
0 |
0 |
2 |
| TUD102 |
TURKISH LANGUAGE II |
Compulsory |
2 |
0 |
0 |
2 |
| YAD102 |
FOREIGN LANGUAGE II |
Compulsory |
2 |
0 |
0 |
2 |
| Total |
|
30 |
| 3. Semester |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| MBZ0006 |
RESEARCH METHODS IN EDUCATION |
Compulsory |
2 |
0 |
0 |
3 |
| MBZ0008 |
PRINCIPLES AND METHODS OF INSTRUCTION |
Compulsory |
2 |
0 |
0 |
3 |
| RPD2001 |
DEVELOPMENTAL PSYCHOLOGY II |
Compulsory |
2 |
0 |
0 |
3 |
| RPD2003 |
LEARNING PSYCHOLOGY |
Compulsory |
2 |
0 |
0 |
3 |
| RPD2005 |
SOCIAL PSYCHOLOGY |
Compulsory |
2 |
0 |
0 |
3 |
| RPD2009 |
NON-TEST TECHNIQUES |
Compulsory |
3 |
0 |
0 |
3 |
|
Click to choose optional courses.
|
|
|
|
|
12 |
| Total |
|
30 |
| 4. Semester |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| GKZ0002 |
COMMUNITY SERVICE APPLICATIONS |
Compulsory |
1 |
2 |
0 |
4 |
| MBZ0005 |
HISTORY OF TURKISH EDUCATION |
Compulsory |
2 |
0 |
0 |
3 |
| RPD2002 |
PERSONALITY THEORIES |
Compulsory |
2 |
0 |
0 |
2 |
| RPD2004 |
LIFE SPAN DEVELOPMENT AND ADJUSTMENT |
Compulsory |
2 |
0 |
0 |
2 |
| RPD2006 |
CHARACTER AND VALUE EDUCATION |
Compulsory |
2 |
0 |
0 |
3 |
| RPD2010 |
BASIC STATISTICS |
Compulsory |
2 |
0 |
0 |
4 |
|
Click to choose optional courses.
|
|
|
|
|
12 |
| Total |
|
30 |
| 5. Semester |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| MBZ0009 |
TURKISH EDUCATIONAL SYSTEM AND SCHOOL MANAGEMENT |
Compulsory |
2 |
0 |
0 |
3 |
| MBZ0010 |
MEASUREMENT AND EVALUATION IN EDUCATION |
Compulsory |
2 |
0 |
0 |
3 |
| RPD3001 |
BEHAVIOURAL DISORDERS I |
Compulsory |
2 |
0 |
0 |
2 |
| RPD3003 |
PSYCHOLOGICAL TESTING |
Compulsory |
1 |
2 |
0 |
3 |
| RPD3005 |
PRINCIPLES AND TECHNIQUES OF COUNSELING |
Compulsory |
2 |
0 |
0 |
3 |
| RPD3007 |
COUNSELING THEORIES |
Compulsory |
2 |
0 |
0 |
2 |
| RPD3009 |
VOCATIONAL GUIDANCE |
Compulsory |
2 |
0 |
0 |
2 |
|
Click to choose optional courses.
|
|
|
|
|
12 |
| Total |
|
30 |
| 6. Semester |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| MBZ0011 |
MORAL AND ETHICS IN EDUCATION |
Compulsory |
2 |
0 |
0 |
3 |
| MBZ0012 |
CLASSROOM MANAGEMENT |
Compulsory |
2 |
0 |
0 |
3 |
| RPD3002 |
BEHAVIOURAL DISORDERS 2 |
Compulsory |
2 |
0 |
0 |
2 |
| RPD3006 |
GROUP COUNSELING |
Compulsory |
2 |
0 |
0 |
3 |
| RPD3008 |
APPLIED VOCATIONAL GUIDANCE |
Compulsory |
1 |
2 |
0 |
4 |
| RPD3010 |
SPIRITUAL COUNSELING |
Compulsory |
2 |
0 |
0 |
3 |
|
Click to choose optional courses.
|
|
|
|
|
12 |
| Total |
|
30 |
| 7. Semester |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| MBRPD01 |
GPC APPLICATIONS IN SCHOOLS 1 |
Compulsory |
2 |
6 |
0 |
10 |
| MBZ0014 |
SPECIAL EDUCATION AND INCLUSION |
Compulsory |
2 |
0 |
0 |
3 |
| RPD4003 |
ETHICS IN COUNSELING AND LEGAL ISSUES |
Compulsory |
2 |
0 |
0 |
2 |
| RPD4005 |
PROGRAM DEVELOPMENT IN GUIDANCE |
Compulsory |
2 |
0 |
0 |
2 |
| RPD4007 |
INDIVIDUAL COUNSELING PRACTICE I |
Compulsory |
1 |
2 |
0 |
3 |
| RPD4009 |
POSITIVE PSYCHOLOGY |
Compulsory |
2 |
0 |
0 |
2 |
|
Click to choose optional courses.
|
|
|
|
|
8 |
| Total |
|
30 |
| 8. Semester |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| MBRPD02 |
GPC APPLICATIONS IN SCHOOLS II |
Compulsory |
2 |
6 |
0 |
10 |
| REH4108 |
RECOGNITION AND ASSESSMENT OF CHILDREN IN EARLY CHILDHOOD EDUCATION |
Compulsory |
2 |
0 |
0 |
3 |
| RPD4004 |
POSTTRAUMATIC PSYCHOLOGICAL COUNSELING |
Compulsory |
2 |
0 |
0 |
3 |
| RPD4006 |
SEMINAR IN GUIDANCE AND PSYCHOLOGICAL COUNSELING |
Compulsory |
1 |
2 |
0 |
3 |
| RPD4008 |
INDIVIDUAL COUNSELING PRACTICE II |
Compulsory |
1 |
2 |
0 |
3 |
|
Click to choose optional courses.
|
|
|
|
|
8 |
| Total |
|
30 |
| 3. Semester Optional Courses |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| GKS0010 |
CULTURE AND LANGUAGE |
Optional |
2 |
0 |
0 |
4 |
| GKS0019 |
TURKISH HISTORY OF CIVILIZATION |
Optional |
2 |
0 |
0 |
4 |
| GKS0020 |
TURKISH FOLK MUSIC |
Optional |
2 |
0 |
0 |
4 |
| MBS0002 |
CHILD PSYCHOLOGY |
Optional |
2 |
0 |
0 |
4 |
| MBS0004 |
EDUCATION LAW |
Optional |
2 |
0 |
0 |
4 |
| MBS0007 |
DRAMA IN EDUCATION |
Optional |
2 |
0 |
0 |
4 |
| MBS0009 |
PROGRAM DEVELOPMENT IN EDUCATION |
Optional |
2 |
0 |
0 |
4 |
| MBS0010 |
PROJECT DEVELOPMENT IN EDUCATION |
Optional |
2 |
0 |
0 |
4 |
| MBS0011 |
CRITICAL AND ANALYTICAL THINKING |
Optional |
2 |
0 |
0 |
4 |
| MBS0016 |
MICRO TEACHING |
Optional |
2 |
0 |
0 |
4 |
| MBS0017 |
MUSEUM EDUCATION |
Optional |
2 |
0 |
0 |
4 |
| MBS0018 |
OUT OF SCHOOL LEARNING ENVIRONMENTS |
Optional |
2 |
0 |
0 |
4 |
| MBS0021 |
SUSTAINABLE DEVELOPMENT AND EDUCATION |
Optional |
2 |
0 |
0 |
4 |
| MBS0024 |
SOCIAL SKILLS INSTRUCTION IN INCLUSION |
Optional |
2 |
0 |
0 |
4 |
| RPD0005 |
PREVENTIVE COUNSELING AND GUIDANCE |
Optional |
2 |
0 |
0 |
4 |
| RPD0008 |
MENTAL HEALTH IN SCHOOL |
Optional |
2 |
0 |
0 |
4 |
| 4. Semester Optional Courses |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| RPD0001 |
COUNSELING IN CHILDREN AND ADOLESCENCE |
Optional |
2 |
0 |
0 |
4 |
| RPD0002 |
BRIEF COUNSELING |
Optional |
2 |
0 |
0 |
4 |
| 5. Semester Optional Courses |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| PRJ3001 |
PROJECT CULTURE |
Optional |
1 |
0 |
0 |
1 |
| RPD0008 |
PARENTAL EDUCATION |
Optional |
2 |
0 |
0 |
4 |
| RPD0012 |
SOCIAL SKILLS TEACHING |
Optional |
2 |
0 |
0 |
4 |
| 6. Semester Optional Courses |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| RPD0003 |
CRISIS INTERVENTION |
Optional |
2 |
0 |
0 |
4 |
| RPD0016 |
ADULT EDUCATION AND LIFELONG LEARNING |
Optional |
2 |
0 |
0 |
4 |
| 7. Semester Optional Courses |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| RPD0007 |
CULTURE SENSITIVE COUNSELING |
Optional |
2 |
0 |
0 |
4 |
| RPD0015 |
NEW PSYCHOLOGICAL COUNSELING APPROACHES AND MODELS |
Optional |
2 |
0 |
0 |
4 |
| RPD0026 |
FAMILY COUNSELING |
Optional |
2 |
0 |
0 |
4 |
| RPD0027 |
PSYCHOLOGY OF AFFILIATION |
Optional |
2 |
0 |
0 |
4 |
| 8. Semester Optional Courses |
| Course Code |
Course Title |
Type of Course |
T1 |
U2 |
L3 |
ECTS |
| RPD0013 |
APPLIED BEHAVIOR ANALYSIS |
Optional |
2 |
0 |
0 |
4 |
| RPD0025 |
GENDER EQUALITY |
Optional |
2 |
0 |
0 |
4 |
