In the department of guidance and counseling psychology, the emphasis will be on establishing an intellectual bridge between eastern and western cultural heritage. They will have the opportunity to explore different views of counseling practices all over the world. At the same time, students will be able to take the most recently formed classes which address daily current problems. The department would provide several elective classes according to the students’ interests and future specialization needs.
The program values the essence of personal, cultural, and spiritual resources and would like to use it as a tool for teaching and the inner discovery of the students. Besides, by learning the most current theories, techniques, and practices students would encourage to construct their knowledge and utilize their creativity and imaginations to explore new opportunities for personal as well as professional development.
Assist. Prof. Ebru Morgül
School of Graduate Studies offers Master of Guidance and Psychological Counseling. This program emphasizes both the theory and technical competence required for future doctorate students as well as 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. You can pursue 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.
Visit the MA Programs Application Requirements page.
Visit the department page for Teaching Staff.
Visit the curriculum page.
Preparation of research designs specific to psychological counseling and a research proposal. To investigate research articles from different research types, qualitative and quantitative. To examine a sample of each research design such as Correlational, T-test, Anova, Manova, Longitudinal, Regression, Factor Analysis, Field Study, 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 that must be followed during and after the research, such as ethical principles that should be observed in publications, subject choices, informed consent, collection of data, the confidentiality of data, 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 difficult counselee, and group practices.
Career development theories, career development in childhood and adolescence, intervention in adult occupational crises, 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 features and contents of support and education groups to be established in different cases (anxiety, depression, mourning, trauma, social skills, aggression, etc.).
Widely used psychological counseling theories 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 the application of these theories on psychological theories. Psychological diagnosis and psychological treatment are negative effects of stereotypes. Gender and social gender-sensitive psychological counseling and psychotherapies. The effects 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, examination 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 techniques. Ethical principles in family counseling.
Adaptation of psychological counseling theories and techniques to children, play therapy, art therapy, and other methods. 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 processes, 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. Natural disasters and traumas are caused by humans and their differences. 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 practices with individual supervision within the framework of a specific psychological counseling theory.
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. Identifying and using personal and environmental factors. Coping skills include cognitive restructuring, relaxation techniques, and active ways of coping. Being resistant. The course examines how people stand against difficulties and how they 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, impulsive disorders, and their diagnosis are taught.
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 field. 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 current theories (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. Basic works of the theorists and their approaches are introduced.
Psycho-dynamically oriented psychological assessment instruments based on reflection techniques, which are frequently used in children and adolescents, are taught and interpreted.
The use of cognitive psychology as an application form in the process of therapy 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, taking into consideration the age groups of the clients.
It is one of the cognitive methods. It is the study of the life stories of the artists, the writers, the politicians, the civil society leaders, revolutionaries, scientists, and religious leaders, who have left a mark in 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 important historical events in their lives, analyzing the individual’s life stories, and interpreting and learning their experiences of individual change and transformation.
They are the interviews in which it is aimed at understanding the stages of life from childhood to old age, examining the events that are important 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 have a review of his own life story. It is a research method that can be used mostly in elderly individuals.
It is the examination of the subjective life experiences which cannot be examined with the curious and quantitative methods by making deep interviews with direct individuals. It is the method used to investigate the experience of the individual directly experiencing first hand and their reflection on them. Rather, 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, 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. 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 tolerance, and use of these teachings in psychological counseling.
Investigation of personality types and patterns of criminal offenses such as types of guilt and offense, 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, role, 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 traditional 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. Reading previously written travel notes and trip notes and sharing individual 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 aims to examine 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, and 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 gifted students.
To recognize people who are different from the majority, to recognize their lives, traditions, beliefs, and systems. To recognize 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 elderly people, disabled people, and people in different social groups, to learn about the people in different 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 discussion. 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 information that the client expresses as non-verbal or behavioral in individual counseling activities. To raise awareness of the cues of physical illnesses that may affect the client’s particular psychological and social situation. Making it easier to assess the applicant’s suitability for work in cases of collective bargaining 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 appropriate selection of players, scenarios, and make-up materials to be used in common 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 easily 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, basic 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. In consideration of personality knowledge, the students are expected to recognize personality disorders and predict how these disorders affect individuals’ lives and behaviors.