Rehberlik ve Psikolojik Danışmanlık Lisans Diploması

ISCO 08

ISCO 08

• The objective of the Bachelor's Program in Guidance and Psychological Counseling is to train counselors who, after four years of theoretical and practical education, are proficient not only in the mechanical and technical aspects of the profession but also in its more subtle dimensions such as sincerity, dedication, ethics, role modeling, and leadership. The program aims to produce well-equipped psychological counselors who can generate and apply knowledge in their field, continuously develop themselves, solve problems, approach situations from different perspectives, and demonstrate creative and critical thinking.

• Education and training are conducted full-time. Throughout the fourth year, students complete their "Teaching Practice" courses at practice schools designated by the department.

• Explains the development of human physical, emotional, cognitive, moral, and personality traits throughout life within the framework of developmental theories. Identifies situations that disrupt development and applies coping methods for problems encountered during developmental stages.
• Designs, develops, and applies guidance and psychological counseling programs and activities suitable for the institution in which they work, aimed at the development of teachers, administrators, parents, and individuals.
• Explains the professional ethical rules and legal obligations that must be followed while providing guidance services and is aware of practicing the profession within this framework.
• Uses research skills to solve problems encountered in professional life, and applies technological infrastructure and informatics skills in monitoring professional developments, literature review, research, and data analysis.
• Identifies pathological conditions, distinguishes normal from abnormal behaviors, and refers clients to relevant units when necessary.
• Collaborates with colleagues, teachers, administrators, families, civil society organizations, and other individuals and institutions to contribute to the development and learning of students, conducting projects and organizing activities.
• Understands how learning occurs in educational settings, knows effective learning strategies, and applies effective classroom and school management for an effective learning process.
• Has basic knowledge about special education, identifies individuals who require special education, creates individualized education programs, and refers them to appropriate institutions.
• Knows basic counseling skills and explains the stages, methods, and techniques used in individual and group counseling processes.
• Knows the theories used in vocational, educational, and personal guidance for students.
• Knows the necessary tests and non-test techniques to collect information about students, understand them, and help them understand themselves, and explains the processes of applying, evaluating, and interpreting frequently used tests and non-test techniques.
• Is aware of various societal problems and develops sensitivity towards them, and participates in community service activities such as organizing conferences, panels, and congresses aimed at informing society. Can design projects to address societal problems and evaluate their outcomes.
• Demonstrates the knowledge and skills acquired in the field of guidance and counseling, linking academic content with interdisciplinary subjects, research, and inquiry methods. Can explain the stages of preparing a research report and use basic statistical techniques.
• Understands the elements and processes of program development and evaluation. Can explain program development models and design programs.
• Explains the basic concepts, principles, techniques, views on human nature, and counseling processes of classical and contemporary Personality and Counseling Theories.
• Explains the working principles, planning, and follow-up processes of the school counseling service and can plan, implement, and evaluate class guidance activities. Can conduct psychoeducational activities aimed at a group of students or parents on a specific topic.

Knowledge

• Possessing advanced theoretical and practical knowledge supported by up-to-date textbooks, practice tools, and other resources in the field.

Skills

• Ability to use the advanced theoretical and practical knowledge acquired in the field.
• Ability to interpret and evaluate data, identify, analyze problems, and develop evidence-based solutions using the advanced knowledge and skills acquired in the field.

Competence to Work Independently and Take Responsibility

• Ability to independently conduct an advanced study related to the field.
• Ability to take responsibility individually and as a team member to solve complex and unforeseen problems encountered in practice.
• Ability to plan and manage activities aimed at the development of individuals under their responsibility within the framework of a project.

Learning Competence

• Ability to critically evaluate the advanced knowledge and skills acquired in the field.
• Ability to identify learning needs and guide one's learning.
• Ability to develop a positive attitude toward lifelong learning.

Communication and Social Competence

• Ability to inform relevant individuals and institutions about issues related to the field and to express thoughts and solutions to problems both in writing and verbally.
• Ability to share thoughts and solutions to problems related to the field with both experts and non-experts, supported by quantitative and qualitative data.
• Ability to organize and implement projects and activities for the social environment with a sense of social responsibility.
• Ability to follow information in the field and communicate with colleagues using at least a B1 level of a foreign language according to the Common European Framework of Reference for Languages.
• Ability to use information and communication technologies, together with the software required by the field, at least at the Advanced Level of the European Computer Driving License.

Field-Specific Competence

• Ability to act in accordance with societal, scientific, cultural, and ethical values during the collection, interpretation, application, and dissemination of data related to the field.
• Possessing sufficient awareness of the universality of social rights, social justice, quality culture, preservation of cultural values, environmental protection, and occupational health and safety.

(1) In a semester, students are given at least one midterm exam, one final exam and a final exam for each course, except for graduation projects, projects, internships and similar courses. If deemed appropriate, the instructor may evaluate homework, laboratory and similar studies as midterm exams and the results are announced to students via ÖBYS within the period specified in the academic calendar. While students are given a success grade at the end of each semester, the results of the midterm exam, final exam or final exam, their work during the semester and their attendance to the course are taken into consideration. The relevant instructor is authorized to determine the weights. The instructor announces the evaluation criteria to the students at the beginning of the semester and informs the relevant department/program head. All documents related to the course are submitted to the department/program head at the end of the semester.

(2) For courses such as graduation projects or projects in a semester, the course success letter grades resulting from the evaluations are determined by the boards to be established by the relevant administrative board in the faculty/vocational school, department/programs, if deemed necessary.

(3) Workplace practices or internships are implemented according to the principles determined by the Senate. All students, including those who have passed all courses in the education-training program, who have not completed or failed their internship work by the beginning of each semester must renew their registration on the dates specified in the academic calendar and register for workplace practices or internships.

(4) Midterm exams, end-of-semester exams and end-of-semester make-up exams, their dates and results are announced to the student on ÖBYS.

(5) Students who have a grade below C from the courses they are registered in at the end of the relevant semester, except those who have fulfilled the graduation requirement, can participate in the end-of-semester make-up exam. The highest grade obtained at the end of the relevant semester is the success grade.

Success grades

ARTICLE 17 – (1) Students are given one of the following letter grades by the course instructor for each course they are registered for:

a) Grade Coefficient

A 4.0

A- 3.7

B+ 3.3

B 3.0

B- 2.7

C+ 2.3

C 2.0

C- 1.7

D+ 1.3

D 1.0

D- 0.7

F 0.0

b) In addition, from the following letter grades;

1) P: Course in progress,

2) E: Incomplete mid-term work,

3) V: Withdrawn from the course,

4) Y: Successful,

5) Z: Unsuccessful

are defined as follows.

(2) A student who receives F or Z grades from any course is considered to have failed that course.

(3) A student who cannot take the mid-term exam of a course is given a grade of F.

(4) A student who takes the mid-term exams but has deficiencies in his/her mid-term studies is given a grade of E. The student must complete the deficiencies within ten days from the date of the mid-term exam of that course. The head of the relevant department/program decides on the extension of this period upon the student's application and the approval of the relevant faculty member and notifies the SAD. A student who completes the required studies within this period is given a passing grade, while the grade of a student who cannot complete the required studies is converted to an F.

(5) A grade of V is given to a student who withdraws from the course.

(6) In the event that students who have transferred, left or graduated from other higher education institutions register to the University and request exemption, a passing grade is given to the courses they have previously taken, which are considered equivalent in accordance with the grade conversions accepted by the Senate.

(7) The principles for converting grades from other systems to the University grading system are determined by the Senate.

To oversee the quality of higher education programs;

- YÖK is responsible for planning, organizing, managing and supervising education and training and other activities in higher education institutions.

- "University Monitoring and Evaluation Reports" of higher education institutions prepared within the framework of the criteria determined by YÖK are published every year. The reports prepared according to these reports, including quantitative and qualitative evaluations of higher education institutions, are shared with the public by YÖK.

- "Foundation Higher Education Institutions Report" containing academic, administrative and financial data of foundation higher education institutions is published annually by CoHE. These reports, which include quantitative and qualitative evaluations of foundation higher education institutions, are shared with the public by YÖK. Quality assurance of undergraduate programs in higher education is ensured according to the "Procedures and Principles for Ensuring Quality Assurance of Higher Education Diploma Programs":

1. Creation and Approval of Curricula: YÖK determines the minimum standards and criteria required for the opening of undergraduate departments and programs in higher education institutions.

1.1. The curriculum of undergraduate programs in higher education institutions and the learning outcomes that each program will provide to the student are determined by the senates of higher education institutions in accordance with the basic principles determined by YÖK on these issues.

1.2. The curricula of the National Core Curricula are adopted by the relevant Council of Deans and implemented by higher education institutions with the approval of the Council of Higher Education.

2. Assessment and Evaluation: The measurement and evaluation of the learning outcomes of each undergraduate program is carried out according to the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles determined by YÖK on these issues.

3. Certification: Students enrolled in undergraduate programs, if they successfully complete the course credits and other obligations determined by higher education institutions; receive a bachelor's diploma.

4. Self-Assessment-External Evaluation: Higher education institutions, in the context of continuous monitoring, enter the "Institutional Internal Evaluation Reports" of the previous year into the Information System prepared by the Higher Education Quality Council (YÖKAK) at the beginning of each year. YÖKAK shares the "Institutional Feedback Report" prepared for the external evaluation of higher education institutions with the public. In addition, accreditation decisions issued by accreditation bodies authorized or recognized by YÖKAK also indicate that the quality assurance of the qualifications of the programs is ensured. YÖKAK conducts regular review activities regarding the qualifications determined in accordance with the legislation.

Students are admitted to the Guidance and Psychological Counseling Program through the central placement exam conducted by ÖSYM within the specified quotas. Based on their ÖSYM scores, preferences for higher education programs, and the program's quotas and conditions, candidates are placed in the PDR Program by ÖSYM. Registration is completed according to the calendar determined by ÖSYM.

1. Students enrolled in the Guidance and Psychological Counseling Program, in accordance with the regulations of the Undergraduate Education and Examination Regulations, have the opportunity to pursue double major and minor programs of their choice starting from the Fall Semester of the 2013-2014 Academic Year.

2. Students who successfully complete the double major program alongside the Guidance and Psychological Counseling Program are awarded a second diploma, and those who complete the minor program are given a minor certificate.

3. Graduates with a bachelor's degree can continue to master's programs and, if they meet the relevant requirements, can pursue doctoral programs.

1. Higher Education Law No. 2547

1.1. Regulation on the Principles of Transferring Between Associate and Undergraduate Programs, Double Major, Minor and Inter-Institutional Credit Transfer in Higher Education Institutions

1.2. Regulation on the Continuation of Graduates of Vocational Schools and Open Education Associate Degree Programs to Undergraduate Education

2. Law No. 2547 on Higher Education (Additional Article-35)

2.1. Regulation on Higher Education Quality Assurance and Higher Education Quality Board

The qualification is valid indefinitely.