Course Objectives:
To develop students' knowledge and skills about psychological trauma and its reflections in educational environments.
Course Content:
Definition, scope and types of trauma, post-traumatic reactions especially in classroom environments, children and adolescents, the consequences of trauma, post-traumatic stress disorder, trauma intervention methods Psychological counseling qualifications and competencies, psychological counseling in trauma.
Course Methodology:
1. Lecture 2. Case Study 3. Problem Solving 4. Discussion 5. Video 6. Group work
Course Evaluation Methods:
1. Written exam 2. Multiple choice 3. Filling in the blanks 4. True & False 5. Oral exam 6. Portfolio
Vertical Tabs
Dersin Öğrenme Çıktıları
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| 1)Students gain information about the basic literature on trauma and its effect on brain development and memory. | 1,2,3,7,9 | 1,2,3 | 1,2,3,4,6 |
| 2) Students learn the latest evidence-based practices regarding trauma in children, adolescents, and adults. | 1,2,3,7,9 | 1,2,3 | 1,2,3,4,6 |
| 3) Students discuss individual differences in exposure to trauma and development of traumatic stress. | 1,2,3,7,9 | 1,2,3 | 1,2,3,4,6 |
| 4) Students students will be able to summarize the effects of different types of trauma and describe acute responses to trauma. | 1,2,3,7,9 | 1,2,3 | 1,2,3,4,6 |
| 5) Students will be able to analyze school policies with trauma knowledge. | 1,2,3,7,9 | 1,2,3 | 1,2,3,4,6 |
Dersin Akışı
| COURSE WORK CALENDAR | ||
| Weeks | Topics | Preparation |
| 1 | Introduction to the course, basic concepts | |
| 2 | Traumatic experiences, nervous system and brain | |
| 3 | Traumatic experiences, nervous system and brain | |
| 4 | Types of trauma | |
| 5 | Negative childhood experiences, attachment and trauma | |
| 6 | Separation, Divorce and Death | |
| 7 | Midterm | |
| 8 | Consequences of trauma | |
| 9 | Resilience and post-traumatic growth | |
| 10 | Approach to trauma, the role of teachers in trauma-sensitive schools and practices | |
| 11 | Approach to trauma, the role of teachers in trauma-sensitive schools and practices | |
| 12 | Student presentations | |
| 13 | Student presentations | |
| 14 | Student presentations and general evaluation | |
Kaynaklar
| RESOURCES | |
|
Susan E.Craig- Travmaya Duyarlı Okullar. Sola Unitas.
Van der Kolk, B. A. (2015). The body keeps the score: Brain, mind, and body in the healing of Trauma. Penguin Books. |
|
Materyal Paylaşımı
Shared in classroom and electronically.
Değerlendirme Sistemi
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-Term | - | - |
| Presentations | 2 | 50 |
| Final | 1 | 50 |
| Total | 100 | |
| Contribution Of Final Examination To Overall Grade | 50 | |
| Contribution Of In-Term Studies To Overall Grade | 50 | |
| Total | 100 | |
Dersin Program Çıktılarına Katkısı
| COURSE'S CONTRIBUTION TO PROGRAM | ||||||
| Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | ||
| Having knowledge of past, basic though and principles of the PCG, and implementing PCG | X | |||||
| Comprehending meaning and importance of the coordination, consultation/consulting and supervision in the PCG field, and implementing them | X | |||||
| Having knowledge of ethical rules accepted by national and international PCG associations, and implementing them | X | |||||
| Learning to accept everyone as they are / with all kind of features by the multicultural approach | X | |||||
| Learning theories/information about cultural awareness, cultural social justice, solution of conflicts, and other cultural behaviors; for development and health of human soul, mind and body, and implementing them | X | |||||
| Learning theories related to the development, learning and personality development so as to facilitate positive development and wellness of individual for his/her life time, and implementing them | X | |||||
| Understanding the environmental factors affecting normal and abnormal behaviors, psychopathology, disability conditions and crisis during his/her development process, | X | |||||
| Learning and implementing the career consulting, processes, techniques and sources, career development and decision-making model so as to include those applied to certain groups in the global economy | X | |||||
| Learning psychological consulting theories, being aware and use of intervention techniques suitable for counselees in practice | X | |||||
| Learning group process, roles and behaviors of group members, group working, therapeutic factors, and principles and techniques of group dynamics containing developmental stages | X | |||||
AKTS İş Yükü Tablosu
| ECTS / WORK LOAD TABLE | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 15x Total course hours) | 15 | 3 | 45 |
| Prestudy | 15 | 6 | 90 |
| Midterm | - | - | - |
| Presentation | 2 | 5 | 10 |
| Final | 1 | 10 | 10 |
| Total Work Load | 155 | ||
| Total Work Load / 25 (h) | 6,2 | ||
| ECTS Credit of the Course | 6 | ||