TÜRKİYE’DEKİ OKUL PSİKOLOJİK DANIŞMANLARININ OYUN TERAPİSİNE YÖNELİK GÖRÜŞLERİ

Abstract

Oyun terapisi okul çağındaki çocukların sorunlarına yönelik etkili müdahale yöntemlerinden birisidir. Bu araştırmanın amacı Türkiye’deki okul psikolojik danışmanlarının oyun terapisine yönelik algı, görüş, tutum, bilgi ve seanslarında oyun terapisini kullanma durumlarını incelemektir. Bu betimleyici araştırmaya Türkiye’nin farklı bölgelerinden 116 psikolojik danışman katılmıştır (70 Kadın, %60). Araştırmada araştırmacı tarafından geliştirilen algı ve tutumları belirlemeye yönelik 14 maddelik Likert tipi, kapalı uçlu sorular ve demografik bilgilerden oluşan 30 maddelik bir anket kullanılmıştır. Araştırmada sadece okul psikolojik danışmanların oyun terapisine yönelik görüşlerini belirlenmek için amaçlı örnekleme yöntemi kullanılmıştır. Bulgular okul psikolojik danışmanlarının çoğunluğunun %84,5 (n=98) oyun terapisini seanslarında kullanmadığını fakat öğrencilerin sorunlarını gidermede etkili bir teknik olduğuna inandıklarını ortaya koymuştur. Katılımcıların büyük çoğunluğu lisans öğrenimi sırasında oyun terapisi ile ilgili herhangi bir eğitim almadıklarından dolayı oyun terapisini kullanmadıklarını belirtmişlerdir. Ayrıca oyun terapisi ile ilgili eğitim ve öğretim almanın gerekliliği konusunda katılımcılar arasında görüş birliği olduğu bulunmuştur. Oyun terapisi eğitimi ve uygulamalarının okul psikolojik danışmanları için faydalı olacağı önerilmektedir.

Keywords

• Oyun terapisi
• okul psikolojik danışmanı
• okul çocukları

OPINIONS OF SCHOOL COUNSELORS IN TURKEY TOWARDS PLAY THERAPY

Abstract

Play Therapy is one of the effective interventions for school children’s problems. The aim of the study is to investigate Turkish school counselors’ perceptions, beliefs, attitudes, knowledge, use and non-use of play therapy. This descriptive study consisted of 116 school counselors (60% female). The data collection method utilized for this study was a total 30-item questionnaire consisting of a 14-item Likert type to determine perceptions, attitudes, and beliefs, close-ended questions, and biographical questions. The purposeful sampling method was used in order to determine only school counselors’ opinions about play therapy. Findings revealed that the majority of school counselors, 84.5% (n=98) do not use play therapy, but do believe it is an effective technique to handle students’ issues. However, majority of participants indicated that they do not use play therapy because lack of education and training during undergraduate. Moreover, there was a strong agreement among respondents on necessity of having education and training related to play therapy. It is recommended that play therapy education and training would be beneficial for school counselors.

Keywords

• Play therapy
• school counselor
• school children

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