| 1 | Basic concepts, historical development, aims and principles of guidance | 3] sh.6-11 |
| 2 | Factors that cause the development of counselling | [4] sh.20-22 |
| 3 | Guidance services (orientation, monitoring, consultation, planning, psychological counselling etc.) | 2} sh. 18-22 |
| 4 | Guidance according to its functions | 4]sh.39-41 |
| 5 | Educational guidance services | [1] sh.118-154 |
| 6 | Vocational guidance services and career planning | [1] sh.208-260 |
| 7 | Aims of guidance and activity examples according to education levels | [5]sh. 66-70 |
| 8 | Developmental guidance services and differences from traditional guidance | [6]sh.107-148 |
| 9 | Guidance activities in primary education | [5]sh. 66-70 |
| 10 | The importance of recognising the individual and the features to be recognised | [6} sh. 174-178 |
| 11 | Understands and applies tests and non-test techniques from individual recognition techniques | [6]sh. 181-185 |
| 12 | Theories and principles of psychological counselling | [1] sh. 302-3048 |
| 13 | Organisational structure of guidance services | [6]sh. 211-228 |
| 14 | Activities that the class counsellor should do in guidance services | [3] sh.267-290 |