| Course Name: | FUNDAMENTALS OF GUIDANCE AND COUNSELING |
| Code | Course type | Regular Semester | Theoretical | Practical | Credits | ECTS |
| EDU 404 | 2 | 8 | 3 | - | 3 | 4 |
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| Name of Lecturer(s)-Academic Title: | Pashew Majeed - MA |
| Teaching Assistant: | Not Required |
| Course Language: | English |
| Course Type: | Non-area Elective |
| Office Hours | Mon. 3:00 pm, Wed. 3:00 pm, + Right After class |
| Contact Email: | [email protected]
Tel:3004
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| Teacher's academic profile: | Pashew is a Fulbright Alumni, with a M.Ed degree in Curriculum and Instruction. His research area revolves around Teacher Education and Recreational reading.
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| Course Objectives: | This course has been designed to introduce the concept, scope, and theories that govern the process of guidance and counselling in education. It will enable pre-service teachers to identify areas of guidance and counselling at the K12 level. The course will include both theoretical knowledge of guidance and counselling and the development of pre-service teachers\' counselling skills. It will strengthen their ability to exercise active listening skills, reflect on students’ problems, and help them choose potential solutions to their problems. |
| Course Description (Course overview): | Basic concepts, guidance and counseling of students, the place of guidance and counseling in helping students, fundamentals and developments of guidance and counseling, kinds of guidance and counseling, the services in counseling, techniques of counseling, the organization and personnel in counseling, student recognition techniques, directory-teacher cooperation, the guidance assignment of the teacher |
COURSE CONTENT| Week | Hour | Date | Topic | | 1 |
3 |
3-7/2/2019 |
Understanding Guidance and Counselling | | 2 |
3 |
10-14/2/2019 |
Understanding Guidance and Counselling |
| | 3 |
3 |
17-21/2/2019 |
Guidance in the School | | 4 |
3 |
24-28/2/2019 |
The need for guidance program in the school |
| | 5 |
3 |
3-7/3/2019 |
Counselling in Schools | | 6 |
3 |
26-28/3/2019 |
Theories of guidance and counselling •Carl Roger • Erik Erikson • Alfred Adler • B. F. Skinner |
| | 7 |
3 |
31/3-4/4/2019 |
Teacher As a counsellor, Qualities of a counsellor: Personal and professional | | 8 |
3 |
7-11/4/2019 |
Teacher As a counsellor, Qualities of a counsellor: Personal and professional |
| | 9 |
3 |
14-18/4/2019 |
Midterm Exam | | 10 |
3 |
21-25/4/2019 |
Steps and procedures of counselling - Techniques and Strategies for solving problems |
| | 11 |
3 |
28/4-2/5/2019 |
Steps and procedures of counselling - Techniques and Strategies for solving problems | | 12 |
3 |
5-9/5/2019 |
Steps and procedures of counselling - Staging interventions |
| | 13 |
3 |
12-16/5/2019 |
Challenges and common misconceptions in guidance and counselling | | 14 |
3 |
19-23/5/2019 |
Ethical considerations of guidance and counselling |
| | 15 |
3 |
26-30/5/2019 |
Initiating Guidance Program in the School (Needs assessment, Mission-Vision-Goal, Involving stakeholders, action plan) | | 16 |
3 |
9-13/6/2019 |
Final Exam |
| | 17 |
3 |
16-20/6/2019 |
Final Exam |
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COURSE/STUDENT LEARNING OUTCOMES | | | 1 | Demonstrate knowledge of the importance of guidance and counselling to teachers and students | | 2 | Critically analyze the concepts, scope, and theories that govern the process of guidance and counselling | | 3 | Use the principles and functions of guidance and counselling to ensure a safe learning environment in school | | 4 | Select and apply appropriate counselling techniques to solve students’ problems | | 5 | Initiate and plan for a guidance and counseling program in the school. |
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COURSE'S CONTRIBUTION TO PROGRAM OUTCOMES
(Blank : no contribution, I: Introduction, P: Profecient, A: Advanced ) | Program Learning Outcomes |
Cont. | | 1 | Demonstrate an understanding of the common body of knowledge in mathematics. | | | 2 | Demonstrates an understanding of pedagogical content knowledge, technology and perfectible assessment. | A | | 3 | Demonstrate the ability to think critically, research scientifically, and become modern and up-to-date. | P | | 4 | Understands the interrelationship of human development, cognition, and culture and their impact on learning. | A | | 5 | Demonstrate the ability to apply analytical and theoretical skills to model and solve mathematical problems. | | | 6 | Demonstrate the ability to effectively use a variety of teaching technologies and techniques and classroom strategies to positively influence student learning. | I | | 7 | Understands how to form connections among educators, families, and the larger community to promote equity and access to education for his/her students. | P | | 8 | Understands assessment and evaluation of student performance and learning and program effectiveness. | | | 9 | Communicates effectively and works collaboratively within the context of a global society. | |
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| Prerequisites (Course Reading List and References): | EDU202 Educational Psychology |
| Student's obligation (Special Requirements): | Students are required to; read the weekly readings, visit the Google Classroom class for lecture notes and files, participate in in and out of classroom discussions, and submit the assignments on time. |
| Course Book/Textbook: | The course text is a collection of book chapters and article put together delivered to the students in parts and/or put online in the classroom website. Student can download the readings from the class on the Google Classroom class and print it or use them online. |
| Other Course Materials/References: | Carol A. Dahir_ Carolyn Stone - The Transformed School Counselor-Cengage Learning (2015)
William L. Fibkins - The Emotional Growth of Teens_ How Group Counseling Intervention Works for Schools-Rowman & Littlefield Publishers (2014)
Robert D Myrick - Developmental Guidance and Counseling_ A Practical Approach-Educational Media (2011) |
| Teaching Methods (Forms of Teaching): | Lectures, Practical Sessions, Presentation, Assignments, Case Studies |
COURSE EVALUATION CRITERIA
| Method | Quantity |
Percentage (%) | | Participation | 1 | 10 | | Quiz | 2 | 5 | | Homework | 1 | 10 | | Project | 1 | 10 | | Midterm Exam(s) | 1 | 20 | | Final Exam | 1 | 40 |
| Total | 100 |
Examinations: Essay Questions, True-False, Multiple Choices, Short Answers |
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Extra Notes:
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ECTS (ALLOCATED BASED ON STUDENT) WORKLOAD| Activities | Quantity | Duration (Hour) | Total Work Load | | Contact Hours (Theoretical hours + Practical hours/2) x Weeks | | | 0 | | Hours for off-the-classroom study | | | 0 | | Study hours for the Midterm Exam | | | 0 | | Study hours for the Final Exam | | | 0 | | Other | | | 0 | | ECTS | | | 0 | | | | 0 | | | | 0 | | Total Workload | 0 | | ECTS Credit (Total workload/25) | 0 |
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