Information
Code | PDR783 |
Name | Psychoediation Groups |
Term | 2023-2024 Academic Year |
Semester | . Semester |
Duration (T+A) | 3-0 (T-A) (17 Week) |
ECTS | 6 ECTS |
National Credit | 3 National Credit |
Teaching Language | Türkçe |
Level | Yüksek Lisans Dersi |
Type | Normal |
Mode of study | Yüz Yüze Öğretim |
Catalog Information Coordinator |
Course Goal / Objective
The aim of this course is to know the concept of psychoeducational group, its place and characteristics among other types of groups; To understand the processes of preparing a psychoeducational group program, creating and running psychoeducational groups.
Course Content
The concept of psychoeducation; the place of the psychoeducational group among other types of groups; sharacteristics of the psychoeducation group; determination of the subject, general purpose and target audience of the psychoeducation group program; stating the rationale and importance of the psychoeducational group program; determining the goals of the group psychoeducation program; structuring the content in the psychoeducational group program; stages of the psychoeducation group; psychoeducation group session stages; some techniques that can be used in the psychoeducation group; identification of group members; leadership in the psychoeducation group; therapeutic factors in the group; some problematic behaviors among members of the psychoeducation group; ethical and professional issues regarding psychoeducational groups.
Course Precondition
None.
Resources
American Counseling Association (2014). Code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf Erişim tarihi: 10.04.2021 Anderson, A. J. (2001). Psychoeducation-group therapy for the dually diagnosed. International Journal Psychosocial Rehabilitation, 5, 77–78. Brown, N. W. (2004). Psychoeducational groups: Process and practice (2nd. ed.). New York: Routledge. Chen, M-W., & Rybak C. J. (2018). Group leadership skills: Interpersonal process in group counseling and therapy (2nd ed.). Thousand Oaks: Sage Publications, Inc. Corey, M. S., Corey, G., & Corey, C. C. (2016). Psikolojik danışmada gruplar: Süreç ve uygulama (Çev. Ed. F. Aysan, S. Balcı Çelik ve A. Uz Baş). Ankara: Nobel Akademik Yayıncılık. Çivitci, A. (2020). Grup psikoeğitimi (3. bas.). Ankara: Pegem Akademi Yayıncılık. DeLucia-Waack, J. L. (2006). Leading psychoeducational groups for children and adolescents. Thousand Oaks, CA: Sage. Furr, S. R. (2000). Structuring the group experience: A format for designing psychoeducational groups. The Journal for Specialists in Group Work, 25(1), 29–49. Gladding, S. T. (2008). Group work: A counseling specialty (5th ed.). Columbus, OH: Merrill Prentice Hall. Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills (8th ed.). Boston: Cengage learning. Jones, K. D., & Robinson III, E. H. M. (2000). Psychoeducational groups: A model for choosing topics and exercises appropriate to group stage. The Journal for Specialists in Group Work, 25(4), 356–365. Demir, A., & Koydemir, S. (2012). Grupla psikolojik danışma. Ankara: Pegem Akademi Yayıncılık. Morganet, R. S. (2005). Yaşam becerileri ergenler için grupla psikolojik danışma uygulamaları (Çev. S. Güçray, A. Kaya, M. Saçkes). Ankara: Pegem A Yayıncılık. Thomas, R. V., & Pender, D. A. (2008). Association for specialists in group work: Best practice guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111-117. Trotzer J. P. (2004). Conducting a group: Guidelines for choosing and using activities. In DeLucia-Waack J. L., Gerrity D., Kalodner C. R., & Riva M. T. (Eds.), Handbook of group counseling and psychotherapy (pp.76–90). Thousand Oaks, CA: Sage Publications Ltd. Wilson, F. R., Rapin, L. S., & Haley-Banez, L. (2000). Association for Specialists in Group Work: Professional standards for the training of group workers. The Journal for Specialists in Group Work, 25(4), 327–342. Yalom, I. (2002). Grup psikoterapisinin teori ve pratiği (Çev. A. Tangör ve Ö. Karaçam). İstanbul: Kabalcı Yayınevi.
Notes
Theses and articles about psychoeducational groups.
Course Learning Outcomes
Order | Course Learning Outcomes |
---|---|
LO01 | Understanding the place and importance of the psychoeducation group among other group types |
LO02 | Knowing the characteristics of the psychoeducation group |
LO03 | Understand how to determine the subject, general purpose and target audience of the psychoeducation group program. |
LO04 | Understand how to state the rationale and importance of the psychoeducational group program. |
LO05 | Knowing how to set goals in a psychoeducation group program |
LO06 | Understanding how to structure content in a psychoeducation program |
LO07 | Knowing the phases and session stages of the psychoeducation group |
LO08 | Knowing how some techniques can be used in a psychoeducation group |
LO09 | Understand how to identify psychoeducational group members |
LO10 | Understanding psychoeducation group leadership characteristics |
LO11 | Gruptaki terapötik faktörlerin psikoeğitim grubundaki rolünü kavrama |
LO12 | Knowing how to deal with difficult behaviors of members in the psychoeducation group |
LO13 | Understand ethical and professional issues regarding the psychoeducational group |
Relation with Program Learning Outcome
Order | Type | Program Learning Outcomes | Level |
---|---|---|---|
PLO01 | Bilgi - Kuramsal, Olgusal | On the basis of the Educational Sciences BA degree qualificatons, improves his/her knowledge in the same field at the level of expertise. | 3 |
PLO02 | Bilgi - Kuramsal, Olgusal | Understands the multi-dimensional causes of a problem and evaluates the problem as a whole | 1 |
PLO03 | Bilgi - Kuramsal, Olgusal | Analyzes a scientific article in the field of educational sciences. | 3 |
PLO04 | Bilgi - Kuramsal, Olgusal | Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. | 3 |
PLO05 | Bilgi - Kuramsal, Olgusal | Uses and develops individual assessment techniques. | |
PLO06 | Bilgi - Kuramsal, Olgusal | Solves a problem in the context of educational sciences in a scientific perspective. | 2 |
PLO07 | Bilgi - Kuramsal, Olgusal | Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. | |
PLO08 | Bilgi - Kuramsal, Olgusal | Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. | 4 |
PLO09 | Beceriler - Bilişsel, Uygulamalı | Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. | 3 |
PLO10 | Beceriler - Bilişsel, Uygulamalı | Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications. | 3 |
PLO11 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. | 2 |
PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Has a good command of foreign language to be able to follow the foreign resources related to the field. | |
PLO13 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. | |
PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. | |
PLO15 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Provides the support of the institution employees to make the applications concerning educational sciences successful. | |
PLO16 | Yetkinlikler - Öğrenme Yetkinliği | Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. | 2 |
PLO17 | Yetkinlikler - Öğrenme Yetkinliği | Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. | |
PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. | 4 |
PLO19 | Yetkinlikler - Öğrenme Yetkinliği | Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. | 4 |
PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Makes prediction about the partner behaviors through the applications concerning the field of expertise. | 2 |
Week Plan
Week | Topic | Preparation | Methods |
---|---|---|---|
1 | Psychoeducation and other types of groups | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
2 | Characteristics of the psychoeducation group | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
3 | Determining the subject, purpose and target audience of the psychoeducation group | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
4 | Structuring the content of the psychoeducation group program | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
5 | Phases and session phases of the psychoeducation group | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
6 | Methods and techniques that can be used in psychoeducation groups | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
7 | Determination of group members | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
8 | Mid-Term Exam | Preparing for the Exam | Ölçme Yöntemleri: Ödev, Proje / Tasarım |
9 | Leadership in psychoeducation group | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
10 | Therapeutic factors in the psychoeducation group | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
11 | Difficult behavior of members in the psychoeducation group | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
12 | Ethical and professional issues regarding the psychoeducational group | Reading recommended resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
13 | Farklı yaş gruplarına yönelik psikoeğitim programları- Çocuklar | Reading recommended resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Örnek Olay |
14 | Psychoeducational programs for different age groups - Adolescents and Young Adults | Reading recommended resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Örnek Olay |
15 | Psychoeducational programs for different age groups - Adults | Reading recommended resources | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Örnek Olay |
16 | Term Exams | Preparing for the Exam | Ölçme Yöntemleri: Proje / Tasarım, Ödev |
17 | Term Exams | Preparing for the Exam | Ölçme Yöntemleri: Proje / Tasarım, Ödev |
Student Workload - ECTS
Works | Number | Time (Hour) | Workload (Hour) |
---|---|---|---|
Course Related Works | |||
Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
Out of Class Study (Preliminary Work, Practice) | 14 | 7 | 98 |
Assesment Related Works | |||
Homeworks, Projects, Others | 1 | 5 | 5 |
Mid-term Exams (Written, Oral, etc.) | 1 | 5 | 5 |
Final Exam | 1 | 8 | 8 |
Total Workload (Hour) | 158 | ||
Total Workload / 25 (h) | 6,32 | ||
ECTS | 6 ECTS |