Familiarize the student with the objectives of
psychological service in terms of upbringing and development and the role of
psychologist in guiding kindergarten children and teaching them values and
ideals and knowing the means of gathering information in psychological service.
Intended learning outcomes
:
A-
Knowledge & understand
a. 1Mention the definition of psychological
counselling and the concepts associated with it.
a. 2 Distinguish
the difference between individual and collective guidance and how to implement it
a. 3Explain the methods of guidance and
psychological guidance.
a. 4Classify the student's counselling services
for children.
a. 5Learn about psychological counselling
theories.
B-
Mental skills
b. 1Link
the psychological counselling course to the child's behavioral problems course.
b. 2Compare
psychological counselling strategies
b. 3Use
psychological counselling methods using children's stories and books.
b. 4Analyze
some models of psychological and behavioral problems in kindergarten children.
b. 5
Criticize the methods used to deal with the behavioral and psychological
problems of kindergarten children.
C-
Practical & professional skills
c.
1Distinguish between psychological and behavioral problems in kindergarten
children.
c. 2Diagnose
certain psychological and behavioral problems in kindergarten children.
c. 3Employ
play as an indicative method for dealing with children's presentations.
c. 4Use
the student's knowledge of psychological counselling skills to deal with
kindergartens.
c. 5 Design counselling programs to deal with
psychological and behavioral problems in kindergarten children.
D-
Generic and transferable skills
d.
1Use the skills of communication and communication editorially and orally.
d. 2Use
modern technical means in the search for information, concepts, principles,
rules and laws of the individual rapporteur.
d.
3Serve as a team through panel discussions in applications and resolving issues
and problems related to the rapporteur's individual.
d. 4Deliver
and make presentations relates to clarifying and explaining certain concepts,
laws and establishing theories of the rapporteur's individual.
d. 5Self-learn and
continuous learning
Teaching and learning methods
The course will be presented to the student
through lectures, panel discussions, or assignments and exercises, discussion
and dialogue
Methods of assessments
Methods
of evaluating students in this course(class
work 40% &
final 60%)
Class
work: is divided into written midterm, assignments and tasks
Week
Scientific topics
Readings / References / Notes
1
Psychological counselling: definition of psychological counselling,
psychological counselling upbringing
Objectives of psychological counselling, importance of psychological
counselling study, fields of psychological counselling, relationship between
psychological counselling and counselling, psychological counselling and
psychotherapy, need for psychological counselling
Psychologist:
General qualities of psychologist, role and functions of psychologist,
characteristic qualities of effective psychologist
3
Indicative interview: interview concept and characteristics,
the importance of indicative interview, objectives of indicative interview,
factors of success of indicative interview, elements of indicative interview,
directions of indicative interview
Types of Interview Guidance, Interview Skills
Guidance
The advantages and disadvantages of the
indicative interview
4
First Midterm Exam
5
Means of gathering
information for guidance: psychological tests and metrics, questionnaire,
observation, case study, case conference
Combined Record: Curriculum vitae
6
Theories in psychological counselling:
Analytical theory
B. Behavioral theory
C. Adler's theory
D. Self-centered guidance theory
E. Theory of factual guidance
7
Children's psychological counselling methods
Indirect guidance
Direct Guidance
Individual Guidance: Definition, Guide's Role in Individual Guidance
Cases where individual guidance is used: individual guidance stages
8
Second Midterm Exam
9
Collective Guidance: Definition, Collective Guidance and Collective
Guidance
The importance of collective guidance, the objectives of collective
guidance
Guiding Groups, Types of Guiding Groups
Construction of guiding groups, selection of members of the guiding
group
Size of guide group, duration of group guidance
Place of Collective Guidance, Group Leadership
Group Counselling, School Counseling
10
Guiding Play:
Defining Its Relevance - Aims - Methods
Guide to Play _
Role of Mentor -Parental Role -Play Room -Game Guidance Tools -Play Guidance
Limits
Guidance to play at
school - justification for using it - its forms
11
Procedures for the
implementation of the Children's Extension Program
Models of some psychological
problems in kindergarten children and guiding methods
12
Final Exam
Where books are
located
Author
Date of publication
Editon
Publisher
Reference
Private library
Catherine Gilderd
David Gilder
Translation by Samira Abu Al
National Cultural Project
Cairo
2005
Psychological counselling for children
Application perspective
Scheduled textbooks
College library
Dr. Saleh Ahmed Al-kh
Dar AL Masirah Jordan
2013
Psychological counselling for children at school its
foundations, theories and applications
