In the guidance and counseling psychology department, the emphasis will be on establishing an intellectual bridge between eastern and western cultural heritage. As a result, they will have the opportunity to explore different views of counseling practices worldwide. At the same time, students can take the most recently formed classes that address current daily problems. In addition, the department would provide several elective courses according to the student's interests and future specialization needs.
The program values the essence of personal, cultural, and spiritual resources and would like to use them as a tool for teaching and the inner discovery of the students. Besides, by learning current theories, techniques, and practices, students would be encouraged to construct their knowledge and utilize their creativity and imagination to explore new opportunities for personal and professional development.
Assist. Prof. Mehmet Akın Bulut
School of Graduate Studies offers a Master of Guidance and Psychological Counseling. This program emphasizes the theory and technical competence required for future doctorate students and practitioners in the area or similar areas. Students are encouraged to develop a scientific approach, a professional attitude, and competence in counseling within the scientific-applicable model.
In the Department of Educational Sciences, the Master in Guidance and Psychological Counseling is a two-year program consisting of 24 credit hours (124 ECTS) of coursework spread over four semesters, including the preparation of a thesis and the oral defense of the thesis. Students are also required to do fieldwork as assigned on a non-credit basis. The successful completion of the program leads to the Master of Guidance and Psychological Counseling.
After completing your master's degree in counseling psychology, you can pursue your career as an independent researcher and apply for lecturer or research assistant positions in public or private universities. In addition, you can follow your doctoral studies inside and outside Turkey.
On the other hand, if you pursue your career as a practitioner, you can work in many different environments such as schools, counseling centers, courts, rehabilitation centers, family counseling centers, guidance and counseling psychology departments of colleges and universities, human resources departments, General Directorate of Security Guidance and Counselling Psychology Departments and nongovernmental organizations like the Turkish Red Crescent and the Turkish Green Crescent.
| IBN HALDUN UNIVERSITY SCHOOL OF GRADUATE STUDIES COUNSELING PSYCHOLOGY (%30 ENGLISH) WITH THESIS PROGRAM COURSE PLAN |
|||||
| I. Semester | |||||
| Course Code | Course Name | Hours | Credit | ECTS | |
| T | U | ||||
| CPSY 501 / CPSY 501E | Bilimsel Araştırma Yöntemleri ve Yayın Etiği / Research Methods and Publication Ethics | 3 | 0 | 3 | 8 |
| CPSY… | Program Seçmeli | 3 | 0 | 3 | 8 |
| CPSY… | Program Seçmeli | 3 | 0 | 3 | 8 |
| CPSY… | Program Seçmeli | 3 | 0 | 3 | 8 |
| Dil Dersleri | |||||
| Total Credit | 12 | 32 | |||
| II. Semester | |||||
| Course Code | Course Name | Hours | Credit | ECTS | |
| T | U | ||||
| CPSY 500 / CPSY 500E | Seminer / Seminar | 3 | 0 | 0 | 6 |
| CPSY 502 / CPSY 502E | İstatistik / Statistics | 3 | 0 | 3 | 8 |
| CPSY… | Program Seçmeli | 3 | 0 | 3 | 8 |
| CPSY… | Program Seçmeli | 3 | 0 | 3 | 8 |
| CPSY… | Program Seçmeli | 3 | 0 | 3 | 8 |
| Dil Dersleri | |||||
| Total Credit | 12 | 38 | |||
| III. Semester | |||||
| Course Code | Course Name | Hours | Credit | ECTS | |
| T | U | ||||
| CPSY 599 | Yüksek Lisans Tezi | 0 | 0 | 0 | 30 |
| Total Credit | 0 | 30 | |||
| IV. Semester | |||||
| Course Code | Course Name | Hours | Credit | ECTS | |
| T | U | ||||
| CPSY 599 | Yüksek Lisans Tezi | 0 | 0 | 0 | 30 |
| Total Credit | 0 | 30 | |||
| Overall Total Credit | 24 | 130 | |||
| COMPULSORY COURSES | |||||
| Course Code | Course Name | Hours | Credit | ECTS | |
| T | U | ||||
| CPSY 500 / CPSY 500E | Seminer / Seminar | 3 | 0 | 0 | 6 |
| CPSY 501 / CPSY 501E | Bilimsel Araştırma Yöntemleri ve Yayın Etiği / Research Methods and Publication Ethics | 3 | 0 | 3 | 8 |
| CPSY 502 / CPSY 502E | İstatistik / Statistics | 3 | 0 | 3 | 8 |
| DEPARTMENTAL ELECTIVE COURSES | |||||
| Course Code | Course Name | Hours | Credit | ECTS | |
| T | U | ||||
| CPSY 504 | Grupla Psikolojik Danışma Kuram ve Uygulamaları | 3 | 0 | 3 | 8 |
| CPSY 504E | Group Counseling Theory and Practices | 3 | 0 | 3 | 8 |
| CPSY 505 | Kariyer Danışmanlığı | 3 | 0 | 3 | 8 |
| CPSY 505E | Career Counseling | 3 | 0 | 3 | 8 |
| CPSY 506 | Çocuklarla Grup Danışmanlığı | 3 | 0 | 3 | 8 |
| CPSY 506E | Group Counseling with Children | 3 | 0 | 3 | 8 |
| CPSY 507 | İleri Psikolojik Danışma Kuramları | 3 | 0 | 3 | 8 |
| CPSY 507E | Advanced Counseling Theories | 3 | 0 | 3 | 8 |
| CPSY 508 | Kadın ve Cinsiyet Psikolojisi | 3 | 0 | 3 | 8 |
| CPSY 508E | Female Psychology and Gender | 3 | 0 | 3 | 8 |
| CPSY 509 | Kişilik Teorileri | 3 | 0 | 3 | 8 |
| CPSY 509E | Personality Theories | 3 | 0 | 3 | 8 |
| CPSY 510 | Evlilik ve Aile Danışmanlığı | 3 | 0 | 3 | 8 |
| CPSY 510E | Marriage and Family Counseling | 3 | 0 | 3 | 8 |
| CPSY 511 | Çocuklarla Psikolojik Danışma | 3 | 0 | 3 | 8 |
| CPSY 511E | Individual Psychological Counseling with Children | 3 | 0 | 3 | 8 |
| CPSY 512 | İleri Ergenlik Psikolojisi | 3 | 0 | 3 | 8 |
| CPSY 512E | Advanced Adolescence Psychology | 3 | 0 | 3 | 8 |
| CPSY 513 | Kültüre Duyarlı Psikolojik Danışma Yaklaşımları | 3 | 0 | 3 | 8 |
| CPSY 513E | Culturally Sensitive Counseling Approaches | 3 | 0 | 3 | 8 |
| CPSY 514 | Çocuk Psikopatolojisi | 3 | 0 | 3 | 8 |
| CPSY 514E | Child Psychopathology | 3 | 0 | 3 | 8 |
| CPSY 515 | Bilişsel Davranışçı Terapi | 3 | 0 | 3 | 8 |
| CPSY 515E | Cognitive-Behavioral (CBT) Therapy | 3 | 0 | 3 | 8 |
| CPSY 516 | Kriz Yönetimi ve Travma Psikolojisi | 3 | 0 | 3 | 8 |
| CPSY 516E | Crisis Management and Trauma Psychology | 3 | 0 | 3 | 8 |
| CPSY 517 | Bireysel Psikolojik Danışma Uygulamaları | 3 | 0 | 3 | 8 |
| CPSY 517E | Individual Psychological Counseling Practices | 3 | 0 | 3 | 8 |
| CPSY 518 | Oyun Terapisi | 3 | 0 | 3 | 8 |
| CPSY 518E | Play Therapy | 3 | 0 | 3 | 8 |
| CPSY 519 | Baş Etme Yöntemleri | 3 | 0 | 3 | 8 |
| CPSY 519E | Coping Skills | 3 | 0 | 3 | 8 |
| CPSY 520 | İleri Psikopatoloji | 3 | 0 | 3 | 8 |
| CPSY 520E | Advanced Behavior Disorders (Psychopathology) | 3 | 0 | 3 | 8 |
| CPSY 521 | Kişilik Testleri ve Değerlendirme | 3 | 0 | 3 | 8 |
| CPSY 521E | Personality Tests and Evaluation | 3 | 0 | 3 | 8 |
| CPSY 522 | Psikolojik Danışmada Çağdaş Yaklaşımlar | 3 | 0 | 3 | 8 |
| CPSY 522E | Contemporary Approaches in Psychological Counseling | 3 | 0 | 3 | 8 |
| CPSY 523 | Yaşlılık Danışmanlığı | 3 | 0 | 3 | 8 |
| CPSY 523E | Counseling with the Elderly (Gerontological Counseling) | 3 | 0 | 3 | 8 |
| CPSY 524 | Varoluşçu Psikoterapi | 3 | 0 | 3 | 8 |
| CPSY 524E | Existentialist Psychotherapy (Logo-therapy) | 3 | 0 | 3 | 8 |
| CPSY 525 | Çocuk ve Ergenlerde Projektif Değerlendirme | 3 | 0 | 3 | 8 |
| CPSY 525E | Projective Evaluation of Children and Adolescents | 3 | 0 | 3 | 8 |
| CPSY 526 | Bibliyoterapi | 3 | 0 | 3 | 8 |
| CPSY 526E | Bibliotherapy | 3 | 0 | 3 | 8 |
| CPSY 527 | Biyografi Analizi | 3 | 0 | 3 | 8 |
| CPSY 527E | Biography Analysis (Psychobiography) | 3 | 0 | 3 | 8 |
| CPSY 528 | Yaşam Öyküsü Araştırması | 3 | 0 | 3 | 8 |
| CPSY 528E | Life Story Research | 3 | 0 | 3 | 8 |
| CPSY 529 | Nitel Araştırma | 3 | 0 | 3 | 8 |
| CPSY 529E | Qualitative Research | 3 | 0 | 3 | 8 |
| CPSY 530 | Toplumda Şiddet | 3 | 0 | 3 | 8 |
| CPSY 530E | Violence in Society | 3 | 0 | 3 | 8 |
| CPSY 531 | Psikolojik Danışmada Mistik Yaklaşımlar | 3 | 0 | 3 | 8 |
| CPSY 531E | Mystical Approaches in Psychological Counseling | 3 | 0 | 3 | 8 |
| CPSY 532 | Kriminal Psikoloji | 3 | 0 | 3 | 8 |
| CPSY 532E | Criminal Psychology | 3 | 0 | 3 | 8 |
| CPSY 533 | Türk-İslam Kültüründe Aile | 3 | 0 | 3 | 8 |
| CPSY 533E | Family in Turkish-Islamic Culture | 3 | 0 | 3 | 8 |
| CPSY 534 | Seyahat Psikolojisi | 3 | 0 | 3 | 8 |
| CPSY 534E | Travel Psychology | 3 | 0 | 3 | 8 |
| CPSY 535 | Doğu Kültürlerinde Psikolojik Danışmanın Tarihi ve Uygulaması | 3 | 0 | 3 | 8 |
| CPSY 535E | History and Practice of Counseling Services in Eastern Cultures | 3 | 0 | 3 | 8 |
| CPSY 536 | Geleneksel Metinlerde İnsan Doğası | 3 | 0 | 3 | 8 |
| CPSY 536E | Human Nature in Traditional Texts | 3 | 0 | 3 | 8 |
| CPSY 537 | Üstün Yeteneklilerle Psikolojik Danışma | 3 | 0 | 3 | 8 |
| CPSY 537E | Psychological Counseling for Gifted Students | 3 | 0 | 3 | 8 |
| CPSY 538 | Çok Kültürlü Danışmanlık | 3 | 0 | 3 | 8 |
| CPSY 538E | Multicultural Counseling | 3 | 0 | 3 | 8 |
| CPSY 539 | Manevi Danışmanlık | 3 | 0 | 3 | 8 |
| CPSY 539E | Spiritual Counseling | 3 | 0 | 3 | 8 |
| CPSY 540 | İlm-i Sima | 3 | 0 | 3 | 8 |
| CPSY 540E | Science of Face (Face Reading) | 3 | 0 | 3 | 8 |
| CPSY 542 | Gestalt Terapi | 3 | 0 | 3 | 8 |
| CPSY 542E | Gestalt Therapy | 3 | 0 | 3 | 8 |
| CPSY 544 | Kişilik Bozuklukları | 3 | 0 | 3 | 8 |
| CPSY 544E | Personality Disorders | 3 | 0 | 3 | 8 |
| CPSY 545 | Montessori Eğitimi | 3 | 0 | 3 | 8 |
| CPSY 545E | Montessori Education | 3 | 0 | 3 | 8 |
| RLST 513 | Psikoloji Ekollerinde Din | 3 | 0 | 3 | 8 |
| RLST 514 | Din ve Ruh Sağlığı | 3 | 0 | 3 | 8 |
| RLST 518 | Manevi Bakım ve Danışmanlık | 3 | 0 | 3 | 8 |
| RLST 518E | Spiritual Care and Counseling | 3 | 0 | 3 | 8 |
| PSY 527 | İnsan Doğası Teorileri | 3 | 0 | 3 | 8 |
| PSY 527E | Theories of Human Nature | 3 | 0 | 3 | 8 |
| PSY 511 | Bilişsel Davranışçı Psikoterapi I | 3 | 0 | 3 | 8 |
| PSY 511E | Cognitive Behavioral Psychotherapy I | 3 | 0 | 3 | 8 |
| PSY 512 | Bilişsel Davranışçı Psikoterapi II | 3 | 0 | 3 | 8 |
| PSY 512E | Cognitive Behavioral Psychotherapy II | 3 | 0 | 3 | 8 |
| PSY 625 | Klinik Pozitif Psikoterapi | 3 | 0 | 3 | 8 |
| PSY 625E | Clinical PositivePsychotherapy | 3 | 0 | 3 | 8 |
| PSY 630 | Narrative Terapi | 3 | 0 | 3 | 8 |
| PSY 630E | Narrative Therapy | 3 | 0 | 3 | 8 |
| PSY 640 | Psikoterapi ve Kültür | 3 | 0 | 3 | 8 |
| PSY 640E | Psychotherapy and Culture | 3 | 0 | 3 | 8 |
| PSY 646 | Çift Terapileri | 3 | 0 | 3 | 8 |
| PSY 646E | Couple Therapies | 3 | 0 | 3 | 8 |
Preparation of research designs specific to psychological counseling and a research proposal. To investigate research articles from different research types, qualitative and quantitative. Examine a sample of each research design such as Correlational, T-test, Anova, Manova, Longitudinal, Regression, Factor Analysis, Field Study, and Mixed Patterns.
Basic concepts of scientific research techniques and applications. Data collection techniques and methods, sampling types, research types, patterns and features, research suggestions, steps and application, writing suggestions, and article review. The ethical rules must be followed during and after the research, such as moral principles that should be observed in publications, subject choices, informed consent, data collection, data confidentiality, use of scientific articles, and references. In addition, topics such as the division of labor between authors, contribution presentations, and author rank in the article writing phase, include teaching in line with APA standards.
Methods of statistical techniques and their introduction, descriptive and experimental research methods, parametric and non-parametric techniques, introduction to the SPSS program, and its use in applications.
Introducing psychological counseling approaches with groups, concepts related to counseling with groups, stages of the group, resistance, transference, exercises, dealing with the problematic counselee, and group practices.
Career development theories, career development in childhood and adolescence, intervention in adult occupational crises, and career counseling with different job preferences.
Group counseling with children, features and group dynamics of group leaders, building a group, ethical principles to be followed when working with children, and parts and contents of support and education groups to be established in different cases (anxiety, depression, mourning, trauma, social skills, aggression, etc.).
Widely used and contemporary psychological counseling theories (Cultural Psychology, Feminist Psychology, Post-modern approaches, etc.). Techniques and methods are specific to these theories—counseling theories and ethics.
Differences in gender and gender concepts and the influence of stereotypes on gender roles, psychological counseling theories, and gender stereotypes on applying these theories to psychological theories. Psychological diagnosis and psychological treatment are adverse effects of stereotypes. Gender and social gender-sensitive psychological counseling and psychotherapies. The results of the advisor and the advisor's gender on counseling processes. Feminist contributes to the science of psychology and the psychological counseling process.
Contemporary personality theories, personality characteristics to be consulted, examination of the personality characteristics of the counselee and communication in the counseling process, and analysis of the personality structure in Turkish culture. Discussion of personality traits and some concepts (endurance, competence, etc.) leading to integration problems.
Structural theory, strategic theory, intergenerational theory, experiential theory, cognitive and feminist family counseling theories, methods, and techniques in family counseling. Family counseling process, initial interview, determination of goals, measurement, and evaluation of longitudinal effects, terminating and monitoring principles and practices—ethical principles in family counseling.
Adaptation of psychological counseling theories and techniques to children, play therapy, art therapy, and other methods. I am working with special topics (homeless children, being alone at home, divorce, mourning, trauma, etc.). Ethical and legal issues in counseling with children.
Theories that explain the adolescence period, the issues of gender identity acquisition, friends and family relations, closeness, autonomy, identity acquisition, and adolescence problems will be covered within the dimensions of physical, cognitive, social, and psychological development during adolescence.
Relationship between culture and psychology. Culture-sensitive theories and their implications. Cultural sensitivity development, effects of culture on psychological counseling processes and the therapeutic relationship.
Behavioral problems in childhood, emotional and emotional problems, etiology, prevalence, treatment approaches, prevention, and preventive approaches. Referral cases.
The development of CBT. Schema and cognitive systems, information processing mechanisms, meta-cognitive, and emotional processes. Relations between emotion and thought. Counseling processes according to CBT approaches, the role of the counselor, methods, and techniques used. Termination of the counseling and monitoring of its effectiveness.
What is the crisis, and how is it coped with? Crisis counseling is different from normal counseling processes. Measures of suicide and suicide risks. Limits of the psychological counselors' responsibilities at the time of crisis. Humans and their differences cause natural disasters and traumas. Diagnosis and treatment process of post-traumatic stress disorder and comorbid problems. The cultural dimension of trauma. The course includes issues such as post-traumatic growth.
The practice of individual psychological counseling processes, techniques, and procedures with personal supervision within a specific psychological counseling theory framework.
The basic principles and practice of play therapy. Axline and Klien Models, Dora Klaff and Jungian Sand Therapy. It is taught to use play therapy in preschool, school-age, adolescents, and adults.
Individual strategies of coping and identifying and using personal and environmental factors. Coping skills include cognitive restructuring, relaxation techniques, and active coping methods. They are being resistant. The course examines how people stand against difficulties and maintain their spiritual integrity.
The history, definition, and classification of behavioral disorders. Axis 1, and 2, according to DSM V classification, are introduced. Axis 3, 4, and 5 diagnoses are learned. The writing of the GAF report is taught. Anxiety disorders, dissociative disorders, post-traumatic disorders and mood disorders, personality disorders, sexual dysfunctions, and impulsive disorders and their diagnosis are introduced.
The most used personality tests are introduced in the field of psychological counseling. The Information is given about the application and reporting of the tests applied in the area. They are taught how to be used and reported. Information about test ethics and expertise is given.
Recent developments in psychological counseling. Contemporary theories were brought to the field. In-depth study of selected modern ideas (Sensitive to the culture counseling theories, Feminist theories, post-modern theories, etc.).
Old age problems and their psychological interventions are discussed. Counseling methods specific to old age, such as reminiscence therapy, are discussed.
With the emergence of the existentialist psychotherapy approach, the theorists and their works in this area are taught. The basic principles of existential therapy and their use in psychological counseling are taught. The preliminary results of the theorists and their approaches are introduced.
Psycho-dynamically oriented psychological assessment instruments based on reflection techniques, frequently used in children and adolescents, are taught and interpreted.
The use of cognitive psychology as an application form in the therapy process of books and other written sources, the provision of these resources as homework, and discussion with the counselor in counseling sessions. In the personal reflection of the material being read, based on sharing the impact, feelings, thoughts, and emotions that the reading has left on the reader by the client. Books are selected based on the theme to be developed, considering the clients' age groups.
It is one of the cognitive methods. It studies the life stories of artists, writers, politicians, civil society leaders, revolutionaries, scientists, and religious leaders, who have left a mark on history and their field. It is an approach to analyzing, interpreting, and understanding the historical and social conditions that shape their lives and their ideology, identifying the sources of influence, examining critical historical events in their lives, analyzing the individual's life stories, and interpreting and learning their experiences of personal change and transformation.
They are the interviews aimed at understanding the stages of life from childhood to old age, examining the critical events in their lives, their successes and failures, and how they interpret them. It can be completely spontaneous or semi-structured. It's based on interviews made by the researcher. In a sense, it requires the individual to review his life story. It is a research method that can be used primarily on elderly individuals.
It is the examination of subjective life experiences that cannot be examined with curious and quantitative methods by conducting in-depth interviews with direct individuals. It is the method used to investigate the knowledge of the individual directly experiencing first hand and their reflection on them. Instead, it deals with the life experiences of people who are different from the mainstream and who differ in some way from others. It is a method used to focus on issues such as being discriminated against, being a woman, and being religious and ethnically different. It is more of a search for meaning. It tries to understand how these victims make sense of their victimization and try to understand it.
Violence in the family, violence against women, violence against children, sexual abuse and abuse, discrimination, peer bullying, cyber violence and cyberbullying, information technology, internet addiction, and mobbing are the common violence in society. Therefore, it is aimed to take measures to prevent their occurrence and to develop intervention techniques for the improvement of victims.
Investigation of the teachings based on the well-accepted and supposed Sufism and tolerance in the society, such as Mevlana, Hacı Bektaş Veli, and Yunus Emre, and discussion in the context of multiculturalism, social acceptance and patience, and use of these teachings in psychological counseling.
Investigation of personality types and patterns of criminal offenses such as types of guilt and crime, behavior and antisocial personality disorder, pedophilia, sexual abuse, rapists and serial killers and the factors that uncover them, the incidents of violence in the society, and their trends.
It is aimed to teach about the structure of our traditional family and its importance, sharing and solidarity within the family, roles, and duties of the family members, change in the family, protective and developing features of the traditional family, traditional family values, and problem-solving skills, change in the conventional family, conversion to core family includes topics such as problem areas of the family.
To examine the effects of multiculturalism, travel, recreation, recognition of local culture, meeting new people and developing relationships, seeing new places and art, culture, literature, and individual relations in these areas, improving people, changing and improving themselves and reading previously written travel notes and trip notes and sharing personal experiences.
This course aims to examine the perspective of people from eastern sources. It deals with the point of view of Russian, Korean, Traditional Chinese, Japanese, Indian and Arab people in their cultures. It is examined traditional and, at the same time, modern helping and counseling techniques in these cultures.
This course examines the perspective of human and human nature in traditional Turkish and Islamic sources and human relations. Mathnawi, Bostan and Gulistan, Mukaddme, and the Discovery of the Hearts compare them with modern theories.
The curriculum includes the definition of giftedness, the physical, emotional, mental, and moral characteristics of gifted students, their needs, and the counseling and consultation of talented students.
It recognizes people who are different from the majority and acknowledges their lives, traditions, beliefs, and systems. To identify the roles and functions of women, men, children, and the elderly in these cultures. It is aimed to define education, culture, and belief practices. In this context, It includes the process for older adults, disabled people, and people in different social groups to learn about the people in other social groups, create awareness, and help them.
In this module, students will be familiar with discussions regarding the place of spirituality and religion in counseling relationships. Both secular and religious approaches to counseling will be brought into the debate. In addition, students will be able to learn how to handle religious and spiritual material encountered in counseling and how to work with religiously committed clients in cultural contexts.
To provide awareness for evaluating the client's non-verbal or behavioral information in individual counseling activities. To raise awareness of the cues of physical illnesses that may affect the client's psychological and social situation—making it easier to assess the applicant's suitability for work in collective bargaining cases such as psycho-technical examination or recruitment. To provide training at the level of judicial and security personnel who can give training in daily work such as suicide tendency and false expression in forensic work. To provide the knowledge that can be consulted for the appropriate selection of players, scenarios, and make-up materials to be used in traditional media in activities such as social media, advertising, publishing, and central/local selection preparations—giving the ability to enable individuals to understand each other's characteristics more efficiently and to develop appropriate behavior patterns in family-oriented work, such as choice of spouse and communication between family members. Ensure that educators and guidance teachers in the school know to provide the most appropriate career planning according to the abilities and limitations of the students.
In this module, the students learn the historical foundations of Gestalt Therapy, basic theoretical concepts of Gestalt Therapy, therapeutic aims of Gestalt Therapy, contact and contact inhibitions, fundamental applications of Gestalt Therapy, and Gestalt Group Therapy experience.
The course aims to inform the students about the concept of personality, theories on personality, factors that affect the development of personality, the concept of personality disorder, types of personality disorders, and interactions of personality disorders with other psychopathologies. Considering personality knowledge, the students are expected to recognize personality disorders and predict how these disorders affect individuals' lives and behaviors.
pdr@ihu.edu.tr