{"id":432,"date":"2024-01-21T17:07:46","date_gmt":"2024-01-21T14:07:46","guid":{"rendered":"https:\/\/egitim.solaunitas.com\/?page_id=432"},"modified":"2026-09-12T08:58:47","modified_gmt":"2026-09-12T05:58:47","slug":"noro-gelisim-alanlari-izotomi","status":"publish","type":"page","link":"https:\/\/egitim.solaunitas.com\/az\/egitimler\/bireysel-egitimler-icf-kocluk\/noro-gelisim-alanlari-izotomi\/","title":{"rendered":"N\u00f6ro Geli\u015fim Alanlar\u0131"},"content":{"rendered":"
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\r\n \u00c7OCUK VE ERGENLERLE \u00c7ALI\u015eAN PROFESYONELLER \u0130\u00c7\u0130N\r\n <\/div>\r\n\r\n

\r\n N\u00f6rogeli\u015fim Alanlar\u0131
\r\n ve \u0130zotomi<\/span>\r\n <\/h1>\r\n\r\n

\r\n \u00c7ocuk ve ergenlerin davran\u0131\u015flar\u0131n\u0131n ard\u0131ndaki geli\u015fimsel yap\u0131y\u0131\r\n anlamay\u0131; g\u00fc\u00e7l\u00fc y\u00f6nleri, geli\u015fim alanlar\u0131n\u0131 ve bunlar\u0131n birbiriyle\r\n ili\u015fkisini b\u00fct\u00fcnsel bir bak\u0131\u015fla de\u011ferlendirmeyi \u00f6\u011frenin.\r\n <\/p>\r\n\r\n

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\r\n Bir raporu okumadan \u00f6nce,
\r\n geli\u015fimi okumay\u0131 \u00f6\u011frenin.\r\n <\/div>\r\n <\/div>\r\n\r\n \r\n
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\r\n Canl\u0131 Online\r\n <\/div>\r\n\r\n
\r\n 12 veya 16 Saat\r\n <\/div>\r\n\r\n
\r\n 4 Saatlik Oturumlar\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\r\n DAVRANI\u015eIN ARKASINDA NE VAR?\r\n <\/div>\r\n\r\n

\r\n Davran\u0131\u015f bize
\r\n her \u015feyi s\u00f6ylemez.\r\n <\/h2>\r\n\r\n

\r\n Bir \u00e7ocu\u011fu ya da ergeni yaln\u0131zca davran\u0131\u015flar\u0131 \u00fczerinden de\u011ferlendirmek,\r\n \u00e7o\u011fu zaman geli\u015fimin as\u0131l dinamiklerini g\u00f6r\u00fcnmez hale getirir.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n \u201cTembel\u201d\r\n <\/div>\r\n\r\n
\r\n \u201cDikkatsiz\u201d\r\n <\/div>\r\n\r\n
\r\n \u201c\u0130steksiz\u201d\r\n <\/div>\r\n\r\n
\r\n \u201cDa\u011f\u0131n\u0131k\u201d\r\n <\/div>\r\n\r\n
\r\n \u201cPotansiyelini kullanm\u0131yor\u201d\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n

\r\n Bu ifadelerin her biri bir sonucu tarif ediyor olabilir.\r\n Ancak sonu\u00e7, neden de\u011fildir.\r\n <\/p>\r\n\r\n

\r\n N\u00f6rogeli\u015fimsel bak\u0131\u015f a\u00e7\u0131s\u0131, g\u00f6r\u00fcn\u00fcr davran\u0131\u015ftan hareket ederek\r\n \u00e7ocu\u011fun ya da ergenin nas\u0131l d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fc, organize oldu\u011funu,\r\n motive oldu\u011funu, \u00f6\u011frendi\u011fini ve \u00e7evresiyle nas\u0131l ili\u015fki kurdu\u011funu<\/strong>\r\n anlamaya \u00e7al\u0131\u015f\u0131r.\r\n <\/p>\r\n\r\n

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\r\n ASIL SORU\r\n <\/div>\r\n\r\n
\r\n \u201cNe yap\u0131yor?\u201d de\u011fil,
\r\n \u201cBu davran\u0131\u015f\u0131n arkas\u0131nda ne var?\u201d<\/span>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\r\n N\u00d6ROGEL\u0130\u015e\u0130MSEL BAKI\u015e\r\n <\/div>\r\n\r\n

\r\n Her gen\u00e7 ayn\u0131 \u015fekilde geli\u015fmez.\r\n <\/h2>\r\n\r\n

\r\n N\u00f6rogeli\u015fimsel yakla\u015f\u0131m, \u00e7ocuk ve ergenleri tek bir \u00f6zellik,\r\n ba\u015far\u0131 d\u00fczeyi ya da davran\u0131\u015f \u00fczerinden de\u011ferlendirmek yerine;\r\n geli\u015fimin farkl\u0131 alanlar\u0131n\u0131n birbirleriyle nas\u0131l etkile\u015fim i\u00e7inde\r\n oldu\u011funu anlamaya odaklan\u0131r.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n G\u00fc\u00e7l\u00fc Alanlar\r\n <\/h3>\r\n\r\n

\r\n Gencin do\u011fal olarak daha rahat kulland\u0131\u011f\u0131, \u00f6\u011frenmesini,\r\n ili\u015fkilerini ve performans\u0131n\u0131 destekleyen geli\u015fimsel kaynaklar\u0131 fark etmek.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n Geli\u015fim Alanlar\u0131\r\n <\/h3>\r\n\r\n

\r\n Zorlanman\u0131n hangi geli\u015fimsel s\u00fcre\u00e7lerden kaynakland\u0131\u011f\u0131n\u0131\r\n anlamak ve davran\u0131\u015f\u0131 daha do\u011fru bir ba\u011flama yerle\u015ftirmek.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n Alanlar Aras\u0131 Etkile\u015fim\r\n <\/h3>\r\n\r\n

\r\n Bir geli\u015fim alan\u0131n\u0131n di\u011ferini nas\u0131l g\u00fc\u00e7lendirdi\u011fini\r\n veya zorla\u015ft\u0131rd\u0131\u011f\u0131n\u0131 g\u00f6rerek daha b\u00fct\u00fcnsel bir profil olu\u015fturmak.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n Potansiyel ve Performans\r\n <\/h3>\r\n\r\n

\r\n Bir gencin sahip oldu\u011fu potansiyel ile g\u00fcnl\u00fck ya\u015famda\r\n ortaya koydu\u011fu performans aras\u0131ndaki fark\u0131 anlamland\u0131rmak.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n Ama\u00e7, genci bir kategoriye yerle\u015ftirmek de\u011fil;\r\n \r\n onun kendine \u00f6zg\u00fc geli\u015fim profilini okuyabilmek.\r\n <\/span>\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\r\n E\u011e\u0130T\u0130M PROGRAMI\r\n <\/div>\r\n\r\n

\r\n D\u00f6rt g\u00fcnde geli\u015fimden
\r\n \u0130zotomi'ye.\r\n <\/h2>\r\n\r\n

\r\n Program\u0131n ilk \u00fc\u00e7 g\u00fcn\u00fcnde \u00e7ocuk ve ergen geli\u015fimini n\u00f6rogeli\u015fimsel\r\n bir perspektiften ele al\u0131yoruz. D\u00f6rd\u00fcnc\u00fc g\u00fcn ise bu bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131\r\n \u0130zotomi Envanteri ve raporlar\u0131 \u00fczerinde uyguluyoruz.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n 01\r\n <\/div>\r\n <\/div>\r\n\r\n
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\r\n 1. G\u00dcN \u00b7 4 SAAT\r\n <\/div>\r\n\r\n

\r\n Geli\u015fimi Okumak\r\n <\/h3>\r\n\r\n

\r\n N\u00f6rogeli\u015fimsel yakla\u015f\u0131m\u0131n temel \u00e7er\u00e7evesini kuruyor;\r\n \u00e7ocuk ve ergen geli\u015fimindeki bireysel farkl\u0131l\u0131klar\u0131 ve\r\n g\u00f6r\u00fcnen davran\u0131\u015f\u0131n ard\u0131ndaki geli\u015fimsel s\u00fcre\u00e7leri ele al\u0131yoruz.\r\n <\/p>\r\n\r\n

\r\n N\u00f6rogeli\u015fimsel bak\u0131\u015f \u00b7 Bireysel geli\u015fim farkl\u0131l\u0131klar\u0131 \u00b7\r\n G\u00fc\u00e7l\u00fc alanlar ve geli\u015fim alanlar\u0131 \u00b7 Davran\u0131\u015f ve geli\u015fim ili\u015fkisi \u00b7\r\n G\u00f6zlem ve geli\u015fim profili\r\n <\/div>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n 02\r\n <\/div>\r\n <\/div>\r\n\r\n
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\r\n 2. G\u00dcN \u00b7 4 SAAT\r\n <\/div>\r\n\r\n

\r\n N\u00f6rogeli\u015fim Alanlar\u0131n\u0131 Anlamak\r\n <\/h3>\r\n\r\n

\r\n Gencin \u00f6\u011frenme, d\u00fc\u015f\u00fcnme, organize olma, motive olma ve\r\n \u00e7evresiyle ili\u015fki kurma bi\u00e7imlerini geli\u015fimsel bir perspektiften\r\n de\u011ferlendirmeyi \u00f6\u011freniyoruz.\r\n <\/p>\r\n\r\n

\r\n \u00d6\u011frenme s\u00fcre\u00e7leri \u00b7 Organizasyon \u00b7 Dikkat \u00b7 Motivasyon \u00b7\r\n Sosyal ili\u015fkiler \u00b7 G\u00fcnl\u00fck ya\u015fam ve okul performans\u0131na yans\u0131malar\r\n <\/div>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n 03\r\n <\/div>\r\n <\/div>\r\n\r\n
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\r\n 3. G\u00dcN \u00b7 4 SAAT\r\n <\/div>\r\n\r\n

\r\n Profilden B\u00fct\u00fcne Ge\u00e7mek\r\n <\/h3>\r\n\r\n

\r\n N\u00f6rogeli\u015fim alanlar\u0131n\u0131 tek tek de\u011ferlendirmekten \u00e7\u0131kar\u0131p,\r\n farkl\u0131 alanlar\u0131n birbirleriyle ili\u015fkisini okuyarak b\u00fct\u00fcnsel\r\n bir geli\u015fim profili olu\u015fturuyoruz.\r\n <\/p>\r\n\r\n

\r\n Alanlar aras\u0131 etkile\u015fim \u00b7 G\u00fc\u00e7l\u00fc y\u00f6nler \u00b7 Geli\u015fim alanlar\u0131 \u00b7\r\n Potansiyel ve performans \u00b7 Motivasyon \u00b7 Vaka \u00fczerinden profil okuma\r\n <\/div>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
\r\n \u0130lk \u00fc\u00e7 g\u00fcn burada tamamlan\u0131r.<\/strong>\r\n Yaln\u0131zca N\u00f6rogeli\u015fim Alanlar\u0131 e\u011fitimine kat\u0131lmak isteyenler\r\n 12 saatlik program\u0131 bu noktada tamamlayabilir.\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n 04\r\n <\/div>\r\n <\/div>\r\n\r\n
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\r\n 4. G\u00dcN \u00b7 4 SAAT \u00b7 \u0130ZOTOM\u0130\r\n <\/div>\r\n\r\n

\r\n N\u00f6rogeli\u015fimden \u0130zotomi'ye\r\n <\/h3>\r\n\r\n

\r\n \u0130lk \u00fc\u00e7 g\u00fcn olu\u015fturdu\u011fumuz n\u00f6rogeli\u015fimsel \u00e7er\u00e7eveyi \u0130zotomi\r\n Envanteri ile bulu\u015fturuyoruz. \u0130zotomi raporunun yap\u0131s\u0131n\u0131,\r\n sonu\u00e7lar\u0131n nas\u0131l okunaca\u011f\u0131n\u0131 ve farkl\u0131 g\u00f6stergelerin nas\u0131l\r\n birlikte de\u011ferlendirilece\u011fini \u00f6rnekler \u00fczerinden inceliyoruz.\r\n <\/p>\r\n\r\n

\r\n \u0130zotomi yakla\u015f\u0131m\u0131 \u00b7 Envanter yap\u0131s\u0131 \u00b7 Rapor okuma \u00b7\r\n N\u00f6rogeli\u015fim alanlar\u0131n\u0131n rapordaki kar\u015f\u0131l\u0131klar\u0131 \u00b7\r\n G\u00f6stergeler aras\u0131 ili\u015fkiler \u00b7 \u00d6rnek rapor analizi\r\n <\/div>\r\n\r\n
\r\n Ama\u00e7 yaln\u0131zca sonu\u00e7lar\u0131 okumak de\u011fil;
\r\n raporun arkas\u0131ndaki genci g\u00f6rebilmek.<\/span>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\r\n KATILIM SE\u00c7ENEKLER\u0130\r\n <\/div>\r\n\r\n

\r\n \u0130htiyac\u0131n\u0131z kadar\u0131n\u0131 se\u00e7in.\r\n <\/h2>\r\n\r\n

\r\n Program\u0131n ilk \u00fc\u00e7 g\u00fcn\u00fc ba\u011f\u0131ms\u0131z bir N\u00f6rogeli\u015fim Alanlar\u0131 E\u011fitimi\r\n olarak tamamlanabilir. \u0130zotomi raporlar\u0131n\u0131 anlamak veya ICA\r\n yolculu\u011funda ilerlemek isteyen kat\u0131l\u0131mc\u0131lar d\u00f6rd\u00fcnc\u00fc g\u00fcne de\r\n kat\u0131larak program\u0131n tamam\u0131n\u0131 alabilir.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n 3 G\u00dcN \u00b7 12 SAAT\r\n <\/div>\r\n\r\n

\r\n N\u00f6rogeli\u015fim Alanlar\u0131\r\n <\/h3>\r\n\r\n

\r\n \u00c7ocuk ve ergen geli\u015fimini n\u00f6rogeli\u015fimsel bir perspektiften\r\n anlamak isteyen profesyoneller i\u00e7in program\u0131n ilk \u00fc\u00e7 g\u00fcn\u00fc.\r\n \u0130zotomi kullan\u0131c\u0131s\u0131 olman\u0131z gerekmez.\r\n <\/p>\r\n\r\n

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\r\n E\u011fitim \u00dccreti\r\n <\/div>\r\n\r\n
\r\n 12.000 TL\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n TAM PROGRAM\r\n <\/div>\r\n\r\n
\r\n 4 G\u00dcN \u00b7 16 SAAT\r\n <\/div>\r\n\r\n

\r\n N\u00f6rogeli\u015fim Alanlar\u0131
\r\n + \u0130zotomi\r\n <\/h3>\r\n\r\n

\r\n \u0130lk \u00fc\u00e7 g\u00fcnl\u00fck e\u011fitime ek olarak \u0130zotomi Envanteri ve\r\n rapor okuma g\u00fcn\u00fc. \u0130zotomi raporlar\u0131n\u0131 anlamak veya\r\n ICA yolculu\u011funda ilerlemek isteyen profesyoneller i\u00e7in.\r\n <\/p>\r\n\r\n

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\r\n E\u011fitim \u00dccreti\r\n <\/div>\r\n\r\n
\r\n 15.000 TL\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
\r\n \u0130lk \u00fc\u00e7 g\u00fcnl\u00fck program ba\u011f\u0131ms\u0131z olarak tamamlanabilir. D\u00f6rd\u00fcnc\u00fc g\u00fcn,\r\n n\u00f6rogeli\u015fimsel bilgiyi \u0130zotomi Envanteri ve raporlar\u0131 \u00fczerinden\r\n uygulamak isteyen kat\u0131l\u0131mc\u0131lar i\u00e7indir.\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\r\n E\u011e\u0130T\u0130M TAR\u0130HLER\u0130\r\n <\/div>\r\n\r\n

\r\n 1\u20132 ve 8\u20139 Nisan 2027\r\n <\/h2>\r\n\r\n

\r\n E\u011fitim d\u00f6rt g\u00fcn boyunca canl\u0131 ve \u00e7evrim i\u00e7i olarak ger\u00e7ekle\u015ftirilir.\r\n Her e\u011fitim g\u00fcn\u00fc 4 saatlik bir oturumdan olu\u015fur.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n 1. G\u00dcN\r\n <\/div>\r\n\r\n
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\r\n Nisan 2027 \u00b7 Per\u015fembe\r\n <\/div>\r\n\r\n
\r\n N\u00f6rogeli\u015fim Alanlar\u0131
\r\n 4 Saat<\/strong>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n 2. G\u00dcN\r\n <\/div>\r\n\r\n
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\r\n Nisan 2027 \u00b7 Cuma\r\n <\/div>\r\n\r\n
\r\n N\u00f6rogeli\u015fim Alanlar\u0131
\r\n 4 Saat<\/strong>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n Nisan 2027 \u00b7 Per\u015fembe\r\n <\/div>\r\n\r\n
\r\n N\u00f6rogeli\u015fim Alanlar\u0131
\r\n 4 Saat<\/strong>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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<\/div>\r\n\r\n
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\r\n 4. G\u00dcN \u00b7 \u0130ZOTOM\u0130\r\n <\/div>\r\n\r\n
\r\n 09\r\n <\/div>\r\n\r\n
\r\n Nisan 2027 \u00b7 Cuma\r\n <\/div>\r\n\r\n
\r\n \u0130zotomi Envanteri
\r\n ve Rapor Okuma
\r\n 4 Saat<\/strong>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
\r\n\r\n \r\n 1, 2 ve 8 Nisan:\r\n <\/strong>\r\n N\u00f6rogeli\u015fim Alanlar\u0131 \u00b7 12 saat\r\n\r\n   |  \r\n\r\n \r\n 1, 2, 8 ve 9 Nisan:\r\n <\/strong>\r\n N\u00f6rogeli\u015fim Alanlar\u0131 + \u0130zotomi \u00b7 16 saat\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n Di\u011fer e\u011fitim tarihlerini de inceleyin\r\n <\/div>\r\n\r\n
\r\n Sola Unitas Academy'nin yakla\u015fan t\u00fcm e\u011fitimlerini e\u011fitim takviminde g\u00f6rebilirsiniz.\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n \r\n T\u00fcm E\u011fitim Takvimini \u0130ncele \u2192\r\n <\/a>\r\n\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\r\n E\u011e\u0130T\u0130M\u0130N KAZANDIRDIKLARI\r\n <\/div>\r\n\r\n

\r\n Bu e\u011fitimden
\r\n neyle ayr\u0131lacaks\u0131n\u0131z?\r\n <\/h2>\r\n\r\n

\r\n Ama\u00e7, \u00e7ocuk ve ergenlere ili\u015fkin daha fazla kavram bilmek de\u011fil;\r\n g\u00f6rd\u00fc\u011f\u00fcn\u00fcz davran\u0131\u015f\u0131 daha do\u011fru anlamland\u0131rabilece\u011finiz\r\n b\u00fct\u00fcnsel bir d\u00fc\u015f\u00fcnme \u00e7er\u00e7evesi geli\u015ftirmektir.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n 01\r\n <\/div>\r\n\r\n

\r\n Davran\u0131\u015f\u0131n arkas\u0131n\u0131 g\u00f6rebilmek\r\n <\/h3>\r\n\r\n

\r\n G\u00f6r\u00fcn\u00fcr davran\u0131\u015f\u0131 yaln\u0131zca bir sonu\u00e7 olarak de\u011fil,\r\n alt\u0131nda farkl\u0131 geli\u015fimsel s\u00fcre\u00e7lerin bulunabilece\u011fi\r\n bir i\u015faret olarak de\u011ferlendirebilmek.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n 02\r\n <\/div>\r\n\r\n

\r\n Geli\u015fim profilini okuyabilmek\r\n <\/h3>\r\n\r\n

\r\n G\u00fc\u00e7l\u00fc y\u00f6nleri ve geli\u015fim alanlar\u0131n\u0131 birbirinden ba\u011f\u0131ms\u0131z\r\n \u00f6zellikler olarak de\u011fil, ayn\u0131 geli\u015fim profilinin\r\n par\u00e7alar\u0131 olarak de\u011ferlendirebilmek.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

\r\n\r\n
\r\n 03\r\n <\/div>\r\n\r\n

\r\n Alanlar aras\u0131ndaki ili\u015fkiyi kurabilmek\r\n <\/h3>\r\n\r\n

\r\n \u00d6\u011frenme, dikkat, organizasyon, motivasyon ve ili\u015fkisel\r\n s\u00fcre\u00e7lerin birbirlerini nas\u0131l destekleyebildi\u011fini\r\n ya da zorla\u015ft\u0131rabildi\u011fini g\u00f6rebilmek.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

\r\n\r\n
\r\n 04\r\n <\/div>\r\n\r\n

\r\n Potansiyel ile performans\u0131 ay\u0131rabilmek\r\n <\/h3>\r\n\r\n

\r\n Bir gencin sahip oldu\u011fu potansiyel ile g\u00fcnl\u00fck ya\u015famda,\r\n okulda ya da ili\u015fkilerinde ortaya koydu\u011fu performans\r\n aras\u0131ndaki fark\u0131 daha sa\u011fl\u0131kl\u0131 yorumlayabilmek.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n 05\r\n <\/div>\r\n\r\n

\r\n Daha do\u011fru sorular sorabilmek\r\n <\/h3>\r\n\r\n

\r\n \u201cNeden b\u00f6yle davran\u0131yor?\u201d sorusunun \u00f6tesine ge\u00e7erek,\r\n geli\u015fimi anlamaya ve gencin ihtiya\u00e7lar\u0131n\u0131 ke\u015ffetmeye\r\n yard\u0131mc\u0131 olacak daha i\u015flevsel sorular geli\u015ftirebilmek.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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<\/div>\r\n\r\n
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\r\n 06 \u00b7 \u0130ZOTOM\u0130\r\n <\/div>\r\n\r\n

\r\n Raporun arkas\u0131ndaki genci g\u00f6rebilmek\r\n <\/h3>\r\n\r\n

\r\n \u0130zotomi raporundaki g\u00f6stergeleri tek tek okumak yerine,\r\n n\u00f6rogeli\u015fimsel \u00e7er\u00e7eve i\u00e7inde bir araya getirerek\r\n b\u00fct\u00fcnsel bir geli\u015fim profiline d\u00f6n\u00fc\u015ft\u00fcrebilmek.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

\r\n\r\n
\r\n E\u011e\u0130T\u0130M\u0130N TEMEL HEDEF\u0130\r\n <\/div>\r\n\r\n
\r\n Bir \u00e7ocu\u011fu ya da ergeni daha h\u0131zl\u0131 tan\u0131mlamak de\u011fil,\r\n onu daha derinlikli anlayabilmek.\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
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\r\n N\u00d6ROGEL\u0130\u015e\u0130MDEN \u0130ZOTOM\u0130'YE\r\n <\/div>\r\n\r\n

\r\n Bir rapor,
\r\n ancak do\u011fru \u00e7er\u00e7evede
\r\n anlam kazan\u0131r.\r\n <\/h2>\r\n\r\n

\r\n \u0130zotomi, yaln\u0131zca bir sonu\u00e7 ekran\u0131 ya da puanlar b\u00fct\u00fcn\u00fc de\u011fildir.\r\n Raporun anlam\u0131; geli\u015fim alanlar\u0131n\u0131n, g\u00fc\u00e7l\u00fc y\u00f6nlerin, motivasyonun\r\n ve bireysel farkl\u0131l\u0131klar\u0131n birlikte de\u011ferlendirilmesiyle ortaya \u00e7\u0131kar.\r\n <\/p>\r\n\r\n

\r\n Bu nedenle program\u0131n d\u00f6rd\u00fcnc\u00fc g\u00fcn\u00fc, ilk \u00fc\u00e7 g\u00fcnde \u00f6\u011frenilen\r\n n\u00f6rogeli\u015fimsel bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131n \u0130zotomi Envanteri ve raporlar\u0131\r\n \u00fczerinde nas\u0131l kullan\u0131laca\u011f\u0131n\u0131 g\u00f6stermeye ayr\u0131l\u0131r.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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\r\n 4. G\u00dcNDE NE YAPIYORUZ?\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n Raporun yap\u0131s\u0131n\u0131 anl\u0131yoruz\r\n <\/div>\r\n\r\n
\r\n \u0130zotomi raporunun temel yap\u0131s\u0131n\u0131, g\u00f6stergelerini\r\n ve b\u00f6l\u00fcmler aras\u0131ndaki ili\u015fkiyi ele al\u0131yoruz.\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n G\u00f6stergeleri birlikte okuyoruz\r\n <\/div>\r\n\r\n
\r\n Tek bir sonuca odaklanmak yerine, farkl\u0131 g\u00f6stergelerin\r\n birbirini nas\u0131l destekledi\u011fini ya da dengeledi\u011fini inceliyoruz.\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n Raporun arkas\u0131ndaki genci g\u00f6r\u00fcyoruz\r\n <\/div>\r\n\r\n
\r\n Say\u0131lar\u0131 ve g\u00f6stergeleri yeniden ger\u00e7ek ya\u015famla,\r\n g\u00f6zlemle ve geli\u015fim profiliyle ili\u015fkilendiriyoruz.\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
\r\n\r\n
<\/div>\r\n\r\n
\r\n Ama\u00e7 yaln\u0131zca sonu\u00e7lar\u0131 okumak de\u011fil;\r\n \r\n raporun arkas\u0131ndaki genci g\u00f6rebilmek.\r\n <\/span>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\r\n K\u0130MLER \u0130\u00c7\u0130N?\r\n <\/div>\r\n\r\n

\r\n \u00c7ocuk ve ergenleri
\r\n daha derinlikli anlamak isteyenler i\u00e7in.\r\n <\/h2>\r\n\r\n

\r\n E\u011fitim, \u00e7ocuk ve ergenlerle \u00e7al\u0131\u015fan ya da onlar\u0131n geli\u015fim\r\n s\u00fcre\u00e7lerine e\u015flik eden profesyoneller i\u00e7in tasarlanm\u0131\u015ft\u0131r.\r\n \u0130zotomi kullan\u0131c\u0131s\u0131 olmak, ilk \u00fc\u00e7 g\u00fcnl\u00fck N\u00f6rogeli\u015fim Alanlar\u0131\r\n b\u00f6l\u00fcm\u00fcne kat\u0131lmak i\u00e7in gerekli de\u011fildir.\r\n <\/p>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

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<\/div>\r\n\r\n
\r\n Ko\u00e7lar\r\n <\/div>\r\n\r\n
\r\n \u00d6\u011frenci, kariyer, ebeveyn ve gen\u00e7lerle \u00e7al\u0131\u015fan profesyonel ko\u00e7lar.\r\n <\/div>\r\n <\/div>\r\n\r\n\r\n \r\n
\r\n
<\/div>\r\n\r\n
\r\n Psikologlar ve PDR Uzmanlar\u0131\r\n <\/div>\r\n\r\n
\r\n \u00c7ocuk ve ergenlerin geli\u015fimini de\u011ferlendiren psikologlar\r\n ve psikolojik dan\u0131\u015fmanlar.\r\n <\/div>\r\n <\/div>\r\n\r\n\r\n \r\n
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<\/div>\r\n\r\n
\r\n E\u011fitimciler\r\n <\/div>\r\n\r\n
\r\n \u00d6\u011frencilerin \u00f6\u011frenme, motivasyon ve geli\u015fim s\u00fcre\u00e7lerini\r\n daha yak\u0131ndan anlamak isteyen e\u011fitim profesyonelleri.\r\n <\/div>\r\n <\/div>\r\n\r\n\r\n \r\n
\r\n
<\/div>\r\n\r\n
\r\n \u00d6\u011frenci ve Kariyer Dan\u0131\u015fmanlar\u0131\r\n <\/div>\r\n\r\n
\r\n Gen\u00e7lerin e\u011fitim ve kariyer kararlar\u0131na profesyonel olarak\r\n e\u015flik eden dan\u0131\u015fmanlar.\r\n <\/div>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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\r\n \u0130LK 3 G\u00dcN \u00b7 12 SAAT\r\n <\/div>\r\n\r\n
\r\n N\u00f6rogeli\u015fimsel bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131 geli\u015ftirmek isteyenler\r\n <\/div>\r\n\r\n
\r\n \u0130zotomi kullanm\u0131yor olsan\u0131z da programa kat\u0131labilirsiniz.\r\n \u0130lk \u00fc\u00e7 g\u00fcn, \u00e7ocuk ve ergen geli\u015fimini anlamaya y\u00f6nelik\r\n ba\u011f\u0131ms\u0131z ve b\u00fct\u00fcnl\u00fckl\u00fc bir e\u011fitimdir.\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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<\/div>\r\n\r\n
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\r\n TAM PROGRAM \u00b7 16 SAAT\r\n <\/div>\r\n\r\n
\r\n \u0130zotomi'yi daha derinlikli anlamak isteyenler\r\n <\/div>\r\n\r\n
\r\n \u0130zotomi raporlar\u0131n\u0131 yorumlamak isteyenler ve ICA\r\n yolculu\u011funda ilerleyen profesyoneller, d\u00f6rd\u00fcnc\u00fc g\u00fcn\u00fc\r\n de ekleyerek 16 saatlik program\u0131n tamam\u0131na kat\u0131labilir.\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
\r\n Mesle\u011finiz ne olursa olsun, program\u0131n ortak \u00e7\u0131k\u0131\u015f noktas\u0131 ayn\u0131d\u0131r:\r\n \r\n \u00e7ocu\u011fu ya da ergeni bir etikete indirgemeden, geli\u015fim profilini\r\n anlamaya \u00e7al\u0131\u015fmak.\r\n <\/strong>\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
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\r\n E\u011e\u0130TMEN\r\n <\/div>\r\n\r\n

\r\n Klinik Psikolog
\r\n Dr Umut K\u0131sa\r\n <\/h2>\r\n\r\n
<\/div>\r\n\r\n\r\n \r\n
\r\n\r\n
\r\n

\r\n Dr. Umut K\u0131sa, \u00e7al\u0131\u015fmalar\u0131n\u0131 \u00f6zellikle \u00e7ocuk ve ergen\r\n geli\u015fimi, psikoloji ve insan potansiyelinin anla\u015f\u0131lmas\u0131\r\n \u00fczerine yo\u011funla\u015ft\u0131ran klinik psikolog, e\u011fitmen ve yazard\u0131r.\r\n <\/p>\r\n <\/div>\r\n\r\n

\r\n

\r\n Uzun y\u0131llard\u0131r s\u00fcrd\u00fcrd\u00fc\u011f\u00fc e\u011fitim, yay\u0131nc\u0131l\u0131k ve profesyonel\r\n uygulama \u00e7al\u0131\u015fmalar\u0131nda temel oda\u011f\u0131; \u00e7ocuklar\u0131 ve ergenleri\r\n yaln\u0131zca davran\u0131\u015flar\u0131 ya da performanslar\u0131 \u00fczerinden de\u011fil,\r\n geli\u015fimsel \u00f6zellikleri ve bireysel farkl\u0131l\u0131klar\u0131yla birlikte\r\n de\u011ferlendirebilmektir.\r\n <\/p>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n

\r\n\r\n
\r\n BU E\u011e\u0130T\u0130MDE\r\n <\/div>\r\n\r\n
\r\n N\u00f6rogeli\u015fimsel bilgiyi yaln\u0131zca teorik bir \u00e7er\u00e7eve olarak\r\n de\u011fil; \u00e7ocuk ve ergeni anlamaya yard\u0131mc\u0131 olan uygulanabilir\r\n bir d\u00fc\u015f\u00fcnme bi\u00e7imi olarak ele al\u0131r.\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
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<\/div>\r\n\r\n
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\r\n E\u011e\u0130T\u0130M YAKLA\u015eIMI\r\n <\/div>\r\n\r\n
\r\n \u201cBir genci anlamak, onu bir sonuca ya da etikete\r\n indirgemeden \u00f6nce geli\u015fim hik\u00e2yesini okuyabilmeyi gerektirir.\u201d\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
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<\/div>\r\n\r\n
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\r\n N\u00d6ROGEL\u0130\u015e\u0130M ALANLARI VE \u0130ZOTOM\u0130\r\n <\/div>\r\n\r\n

\r\n Geli\u015fimi anlamakla ba\u015flay\u0131n.\r\n <\/h2>\r\n\r\n

\r\n \u00c7ocuk ve ergenlerin geli\u015fim profilini daha b\u00fct\u00fcnsel\r\n okuyabilece\u011finiz bir bak\u0131\u015f a\u00e7\u0131s\u0131 geli\u015ftirin.\r\n <\/p>\r\n\r\n\r\n \r\n

\r\n\r\n \r\n 1\u20132 ve 8\u20139 Nisan 2027\r\n <\/span>\r\n\r\n \r\n Canl\u0131 Online\r\n <\/span>\r\n\r\n \r\n 12 veya 16 Saat\r\n <\/span>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
\r\n\r\n
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\r\n \u0130lk 3 G\u00fcn \u00b7 12 Saat\r\n <\/div>\r\n\r\n
\r\n 12.000 TL\r\n <\/div>\r\n <\/div>\r\n\r\n
\r\n
\r\n Tam Program \u00b7 16 Saat\r\n <\/div>\r\n\r\n
\r\n 15.000 TL\r\n <\/div>\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n\r\n \r\n
\r\n Kay\u0131t ve kat\u0131l\u0131m bilgileri i\u00e7in Sola Unitas Academy ile ileti\u015fime ge\u00e7ebilirsiniz.\r\n <\/div>\r\n\r\n <\/div>\r\n\r\n<\/section>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

\u00c7OCUK VE ERGENLERLE \u00c7ALI\u015eAN PROFESYONELLER \u0130\u00c7\u0130N N\u00f6rogeli\u015fim Alanlar\u0131 ve \u0130zotomi \u00c7ocuk ve ergenlerin davran\u0131\u015flar\u0131n\u0131n ard\u0131ndaki geli\u015fimsel yap\u0131y\u0131 anlamay\u0131; g\u00fc\u00e7l\u00fc y\u00f6nleri, geli\u015fim alanlar\u0131n\u0131 ve bunlar\u0131n birbiriyle ili\u015fkisini b\u00fct\u00fcnsel bir bak\u0131\u015fla de\u011ferlendirmeyi \u00f6\u011frenin. Bir raporu okumadan \u00f6nce, geli\u015fimi okumay\u0131 \u00f6\u011frenin. Canl\u0131 Online 12 veya 16 Saat 4 Saatlik Oturumlar DAVRANI\u015eIN ARKASINDA NE VAR? Davran\u0131\u015f bize her \u015feyiContinue reading “N\u00f6ro Geli\u015fim Alanlar\u0131”<\/span><\/a><\/p>","protected":false},"author":2,"featured_media":0,"parent":309,"menu_order":16,"comment_status":"open","ping_status":"closed","template":"elementor_header_footer","meta":{"_acf_changed":false,"footnotes":"","_members_access_role":[],"_members_access_error":""},"class_list":["post-432","page","type-page","status-publish","hentry","entry"],"acf":[],"yoast_head":"\nN\u00f6ro Geli\u015fim Alanlar\u0131 | Sola Unitas ICF Akredite Ko\u00e7luk E\u011fitimi<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/egitim.solaunitas.com\/az\/t\u0259lim-kurslari\/f\u0259rdi-kocinq-sessiyalari-icf-kocinqi\/noro-gelisim-alanlari-izotomi\/\" \/>\n<meta property=\"og:locale\" content=\"az_AZ\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"N\u00f6ro Geli\u015fim Alanlar\u0131 | Sola Unitas ICF Akredite Ko\u00e7luk E\u011fitimi\" \/>\n<meta property=\"og:description\" content=\"\u00c7OCUK VE ERGENLERLE \u00c7ALI\u015eAN PROFESYONELLER \u0130\u00c7\u0130N N\u00f6rogeli\u015fim Alanlar\u0131 ve \u0130zotomi \u00c7ocuk ve ergenlerin davran\u0131\u015flar\u0131n\u0131n ard\u0131ndaki geli\u015fimsel yap\u0131y\u0131 anlamay\u0131; g\u00fc\u00e7l\u00fc y\u00f6nleri, geli\u015fim alanlar\u0131n\u0131 ve bunlar\u0131n birbiriyle ili\u015fkisini b\u00fct\u00fcnsel bir bak\u0131\u015fla de\u011ferlendirmeyi \u00f6\u011frenin. Bir raporu okumadan \u00f6nce, geli\u015fimi okumay\u0131 \u00f6\u011frenin. Canl\u0131 Online 12 veya 16 Saat 4 Saatlik Oturumlar DAVRANI\u015eIN ARKASINDA NE VAR? 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