Rehberlik ve Psikolojik Danışmanlık (İngilizce) Lisans Diploması

ISCO 08

ISCO 08

The main goal of the Psychological Counseling and Guidance (PCG) program is to train "equipped psychological counselors" who will help individuals in various institutions such as education, health, social services, industry, security and justice institutions to develop healthy and cope with their problems. To train quality psychological counselors who contribute to PCG practices at national and international levels, have a creative and critical mindset, and can lead in their field. Another aim of the program is to contribute to the solution of social problems and social development by providing its graduates with theoretical and practical knowledge and research skills related to the PCG field.

Learning continues in the form of formal, face-to-face or distance courses. In carrying out applied courses, both the department-specific psychological counseling rooms within the faculty and the laboratories and learning areas within the school are used. In addition to all these, students also have the opportunity to attend schools for teaching practice and school experience in line with their internships, and to do internships in corporate companies according to their wishes.

• Counselors know the basic concepts of the field and use them correctly.
• Counselors know and use appropriate measurement and evaluation methods to support the development of students and clients, to reveal their potential and to provide need-oriented services; they can distinguish between types of evaluation in basic measurement and knows the basic concepts of standardized and non-standardized measurement.
• Counselors adopt lifelong development and learning as a principle to support the well-being of the individual and reflect this in all their professional practices, personal life philosophy and perspective on people.
• Counselors develop new skills by using technology and informatics skills; they can use technology in preparing developmental and comprehensive school psychological counseling programs, monitoring the literature, keeping records, research and data analysis.
• Counselors know cognitive and psychosocial development theories (physical, cognitive, emotional, moral, spiritual) and concepts about the developmental stages in the life cycle, are aware of the deep impact of psychosocial and cultural factors on human development, and can suggest solutions for developmental crises.
• Counselors know the concept of multiculturalism and recognize the cultural needs of certain groups (religion, ethnic origin, political stance, social classes based on socioeconomic level, language, sexual preference, belief system, age groups, individuals with special needs); facilitates each individual's access to the school counseling program; responds to cultural needs with appropriate interventions.
• Counselors know the process covering the stages of human change within the framework of psychological counseling theories; Demonstrates effective psychological counseling skills to assist clients in setting appropriate goals, achieving their goals, and increasing their capacity to cope with life situations.
• Counselors are bound by professional ethical rules and legal obligations and act accordingly; informs relevant persons in ethical dilemmas; maintains professional professional competence and development in accordance with ethics.
• Counselors design, implement and manage comprehensive and developmental psychological counseling programs; It offers group guidance activities, group psychological counseling practices, and individual psychological counseling services.
• Counselors know their professional and personal strengths, limitations and individual qualities; Has the necessary personality traits, knowledge and basic skills to be an effective professional, constantly renews professional knowledge, receives supervision when necessary; actively provides support for the strengthening of the profession; advocates for the profession.
• Counselors develop, implement and evaluate school crisis intervention programs in crisis situations such as suicide and natural disasters; It takes part in interdisciplinary disaster studies and provides psychological first aid services.
• Counselors provide guidance and consultation to individuals, parents, teachers, administrators, and institutions regarding developmental needs, problems, programs and activities at school; Develops programs for groups and accesses information resources.
• Counselors know and apply research methods and statistical analyses; shares and interprets research results with stakeholders; Uses research results in program evaluation.
• Counselors can understand the developmental characteristics of the individual's life periods, learning processes and behavioral patterns within the group.
• The counselor recognizes the legal basis regarding special education in force, identifies and guides individuals in need of special education.
• Counselors can have an understanding of the individual's normal and abnormal behaviors and the dynamics of their behavior.
• Understands the importance of consultation and supervision in psychological counseling and guidance services.
• Counselors have an understanding of group dynamics and process.
• Counselors adopt psychological counseling as a professional identity.

The holder has the key qualifications below at maximum capacity.

1. Literacy qualification
2. Multiple language qualification
3. Qualification in mathematics, science, technology and engineering Digital qualification
4. Personal, social and learning competence
5. Citizenship qualification
6. Entrepreneurship qualification
7. Cultural awareness and expression qualification

• According to BAU Bachelor's Degree Program Education Regulations, Article 23, 1st and 4th provisions, “there must be at least one midterm exam and one semester/year end exam among the evaluation activities of each course”.
• Requirements to take the resit exam are devised by the Senate. If the course instructor deems appropriate, semester/year activities such as homeworks and laboratary projects can be assessed as a part of the semester/year end grade.
• The course instructor decides student’s course grade by considering student’s midterm grade, semester/ year end grade, semester/year performance, and attendance.
• Semester/year end exam must constitute at least 40% of the course grade; and course instructor is authorised to determine the weight of midterm exam and semester/year end exam, and to convert these grades to course grade.
• Regulations regarding the evaluation process are clearly stated on the course syllabus and announced to students at the beginning of the semester/year.
• Student’s course grade is decided by taking student’s all activities during the semester/year into consideration and by applying relative evaluation system.

The following items summarize the general point of view regarding the quality assurance of the BAU PDR undergraduate program.

1.YÖK is responsible for planning, organizing, managing and supervising education and training and other activities in higher education institutions. "University Monitoring and Evaluation Reports" of higher education institutions prepared within the framework of the criteria determined by YÖK are published every year. The reports prepared according to these reports, including quantitative and qualitative evaluations of higher education institutions, are shared with the public by YÖK. "Foundation Higher Education Institutions Report" containing academic, administrative and financial data of foundation higher education institutions is published annually by CoHE. These reports, which include quantitative and qualitative evaluations of foundation higher education institutions, are shared with the public by YÖK.

2. Quality assurance of undergraduate programs in higher education is ensured according to the "Procedures and Principles for Ensuring Quality Assurance of Higher Education Diploma Programs" and YÖKAK conducts regular review activities regarding the qualifications determined in accordance with the legislation. For example, the measurement and evaluation of learning outcomes is carried out according to the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles set by YÖK.

3. Internal Evaluation-External Evaluation: Higher education institutions, in the context of continuous monitoring, enter the "Institutional Internal Evaluation Reports" of the previous year into the Information System prepared by the Higher Education Quality Council (YÖKAK) at the beginning of each year. YÖKAK shares the "Institutional Feedback Report" prepared for the external evaluation of higher education institutions with the public. In addition, accreditation decisions made by accreditation bodies recognized in the field of educational sciences, such as the Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD), show that the quality assurance of the qualifications of the programs is ensured. In addition, the Quality and Accreditation Team of the Department of ITIT works in cooperation with the Quality Commission of our university for all quality studies

The acceptance of the program is done based on the central university entrance exam which is made by Higher Education Council. Foreign students are accepted to the program with internationally accepted high school diplomas or recognized exam results. Acceptance of ex-change students are done with the bilateral agreements signed by Bahcesehir University and partner universities. Guest students enroll to the program with approval of related academic unit. Students should certify their English Language Proficiency.

Students who have undergraduate degree in Counseling and Guidance work in a public and private schools which are part of the Ministry of Education as a school counselor. Other working areas are Ministry of Health, Ministry of Justice, Social Services, Turkish Armed Forces, Police Academy, Human Resources Department of companies, Special Education institutions.

1. Law no. 2547 on Higher Education
   1. Regulation on the Principles of Transition between Associate and Undergraduate Degree Programs, Double Major, Minor and Credit Transfer Between Institutions in Higher Education Institutions
   2. Regulation on the Continuation of Vocational Schools and Open Education Associate Degree Programme Graduates to Undergraduate Education
2. Law no. 2547 on Higher Education (bylaw-35)
   1. Higher Education Quality Assurance and Higher Education Quality Directive

The qualification is valid at all times.