PSİKOLOJİK DANIŞMANLARIN DEĞİŞEN ROLLERİNİ ALGILAYIŞLAR

Year 2007, Volume: 10 Issue: 18, 1 - 17, 01.12.2007

Serap Nazlı

Abstract

Problem Durumu: Değişen eğitim sistemine paralel olarak psikolojik danışmanların rolleri de değişmiştir. Psikolojik danışmanların geleneksel üç rolüne psikolojik danışma, koordinasyon, konsültasyon ek olarak program yönetimi, sınıf rehberliği, öğretim liderliği, öğrenci savunuculuğu, sosyal değişim ajanı gibi yeni roller eklenmiştir. Bu konuda yurt dışında yoğun araştırmalar olmasına karşın, ülkemizde sınırlıdır. Araştırmanın Amacı/Araştırma Soruları: Bu çalışmanın amacı, psikolojik danışmanların rehberlik hizmetlerinde yaşanan değişimleri ve buna paralel olarak yeni rol ve görevlerini nasıl algıladıklarını belirlemektir. Araştırmanın Yöntemi: Bu çalışmada nitel araştırma modeli kullanılmıştır. Araştırma verileri 11 devlet ilköğretim okulunda görev yapan 11 psikolojik danışmandan, görüşme formu yöntemi ile elde edilmiştir. Veri analizinde betimsel içerik analizi yapılmıştır. Bulgular ve Sonuçlar: Psikolojik danışmanların eğitim sistemini bir bütün olarak değerlendirme ve yeni paradigmaları algılamada güçlük çektikleri; rehberlikteki değişime rağmen kendi rollerinde bir değişimi algılamadıkları; görüşme tekniğinde ve müşavirlik rollerinde kendilerini yeterli bulurken, psikolojik danışma, sınıf rehberliği ve program yönetiminde yetersiz buldukları; değişen sisteme uyum sağlamak için mesleki gelişimlerini artırmak istedikleri belirlenmiştir. Öneriler: Psikolojik danışmanlara, değişen sisteme uyum sağlamalarına yardımcı olacak yaşam boyu eğitim olanakları sunulmalıdır

Keywords

Psikolojik danışman, psikolojik danışmanın rolleri

School Counselors’ Perception of Their Changing Roles

Abstract

Problem Statement: Roles of school counselors have changed parallel to the changing educational system. New roles such as program management, classroom guidance, instructional leadership, and advocacy in favor of students, social change agent were added to three traditional roles of school counselors counseling, coordination and consultation . There is extensive research in this field abroad but the number of similar studies in Turkey is quite limited. Purpose/Research Question of the Study: This study aims to find out how school counselors perceive the changes experienced in guidance services as well as their new roles and tasks in parallel. In this respect, following questions were posed in the study: Are school counselors aware of the changes experienced in the educational system and in guidance area? How do they react towards these changes? How do they interpret their new roles and tasks? In which ones do they require a support? Methods: A qualitative research model was used in this study. Research data was collected from 11 school counselors out of 11 state primary schools via questionnaire forms method. As for the data analysis, a descriptional content analysis was made. Findings/Results: It was found that school counselors have difficulties in perceiving new paradigms and in evaluating the educational system as a whole; that they realized no changes in their roles despite ongoing changes in the guidance area. Furthermore, they found themselves competent in interview techniques and their counseling roles whereas they did not find themselves competent in school counseling, classroom guidance or program management. It was observed that counselors aspired to improve their professional development to catch up with the evolving system. Conclusions/Recommendations: School counselors should be given life – long educational opportunities which will enable them to catch up with the changing system

Keywords

School counselor, the role of the school counselor

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