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Grupla Psikolojik Danışma ve Grup Liderlerine Yönelik Süpervizyon Modelleri Üzerine Bir İnceleme

Year 2018, Volume: 8 Issue: 49, 19 - 43, 01.04.2018

Abstract

Son yıllarda ruh sağlığı alanında grup çalışmalarına gittikçe artan bir ilginin olduğu dikkat çekmektedir. Grup çalışmalarına artan ilgi, grup çalışmacılarının yetkin bir şekilde yetiştirilmesi konusunu da gündeme getirmektedir. Psikolojik danışman eğitiminin en temel amaçlarından biri, psikolojik danışmanların, profesyonel ruh sağlığı hizmetlerinin uygulama standartlarına bağlı kalarak hizmet sunmalarını sağlamaktır. Bu amaç doğrultusunda, psikolojik danışmanların desteklenmesinde sistematik bir yol haritası ve kavramsal bir çerçeve sağlayan süpervizyon modellerinin geliştirilmesine ilişkin çalışmalar alanyazında ele alınmaya başlamıştır. Ancak geliştirilen süpervizyon modellerinin çoğunlukla bireysel psikolojik danışma odaklı geliştirilmiş modeller olduğu görülmektedir. Grupla psikolojik danışmanın karmaşık ve çok boyutlu doğası, grup liderlerinin süpervizyon gereksinimlerini farklılaştırmaktadır. Alanyazında sınırlı sayıda da olsa geliştirilmiş olan grupla psikolojik danışma odaklı süpervizyon modellerinin olduğu görülmektedir. Bu çalışmada, sınırlı sayıdaki bu grupla psikolojik danışma süpervizyon modellerinin derlenmesi ve tanıtılması amaçlanmıştır. Bu kapsamda, ekolojik model, bilişsel karmaşıklık modeli ve grup çalışmaları süpervizyon modelinin kavramları açıklanarak, bu modellerin süpervizyon sürecindeki işlerliği değerlendirilmiştir. Grup liderlerinin eğitimine ilişkin yurt içi ve yurt dışındaki mevcut uygulamalar tartışılarak, grup çalışmaları süpervizyon modellerinin uygulanması ve geliştirilmesine yönelik çeşitli öneriler sunulmuştur.

References

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  • Anderson, R. D. ve Price, G. E. (2001). Experiantial groups in counselor education: Student attitudes and instructor participation. Counselor Education and Supervision, 41(2), 111-119.
  • Association for Specialists in Group Work. (2000). Association for specialists in group work: Professional standards for the training of group workers. The Journal for Specialists in Group Work, 25(4), 327-342.
  • Atfeld, D. A. ve Bernard, H. S. (1999). Experiential group psychotherapy supervision. Group, 23(1), 1-17.
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  • Ebersole, G. O., Leiderman, P. H. ve Yalom, I. D. (1969). Training the nonprofessional group therapists. The Journal of Nervous and Mental Disease, 149(3), 294-302.
  • Furr, S. R. (2000). Structuring the group experience: A format for designing psychoeducational groups. The Journal for Specialist in Group Work, 25(1), 29-49.
  • Garrett, M. T., Borders, L. D., Crutchfield, L. B., Torres-Rivera, E., Brotherton, D. ve Curtis, R. (2001). Multicultural supervision: A paradigm of cultural responsiveness for supervisors. Journal of Multicultural Counseling and Development, 29(2), 147-158.
  • Gerrity, D. A. ve DeLucia-Waack, J. L. (2006). Effectiveness of groups in the schools. The Journal for Specialists in Group Work, 32(1), 97-106.
  • Granello, D. H. (2000). Encouraging the cognitive development of supervisees: Using Bloom’s taxonomy in supervision. Counselor Education and Supervision, 40, 31-46.
  • Granello, D. H. (2002). Assesing the cognitive development of counseling students: Changes in epistemological assumptions. Counselor Education and Supervision, 41, 279-293.
  • Granello, D. H. (2003). Influence strategies in the supervisor dyad: An investigation into the effects of gender and age. Counselor Education and Supervision, 42, 189-202.
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  • Pamukçu, B. ve Kağnıcı, D. Y. (2017b). Beceriye dayalı grupla psikolojik danışma eğitiminin grupla psikolojik danışma becerilerine etkisinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 16(61), 448-465.
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Year 2018, Volume: 8 Issue: 49, 19 - 43, 01.04.2018

Abstract

References

  • Aladağ, M., Kağnıcı, D. Y., Çankaya, Z. C., Özeke Kocabaş, E. ve Yaka, B. (2011). Psikolojik danışman eğitiminde grupla çalışma yeterliklerinin kazandırılması: Ege Üniversitesi örneği. Ege Eğitim Dergisi, 2(12), 22-43.
  • Alataş, G., Kurt, E., Tüzün Alataş, E., Bilgiç, V. ve Turan Karatepe, H. (2007). Duygudurum bozukluklarında psikoeğitim. Düşünen Adam: Psikiyatri ve Nörolojik Bilimler Dergisi, 20, 196-205.
  • Anderson, R. D. ve Price, G. E. (2001). Experiantial groups in counselor education: Student attitudes and instructor participation. Counselor Education and Supervision, 41(2), 111-119.
  • Association for Specialists in Group Work. (2000). Association for specialists in group work: Professional standards for the training of group workers. The Journal for Specialists in Group Work, 25(4), 327-342.
  • Atfeld, D. A. ve Bernard, H. S. (1999). Experiential group psychotherapy supervision. Group, 23(1), 1-17.
  • Baker, S. B. (2001). Coping-skills training for adolescents: Applying cognitive behavioral principles to psychoeducational groups. The Journal for Specialists in Group Work, 26(3), 219-227.
  • Bemak, F. ve Chung, R. C. (2004). Teaching multicultural group counseling: Perspectives for new era. The Journal for Specialists in Group Work, 29(1), 31-41.
  • Bemak, F. ve Conyne, R. (2004). Ecological group work. R. Conyne ve E. Cook (Ed.), Ecological counseling: An innovative approach to conceptualizing person-environment interaction içinde (s. 195-217). Alexandria, VA: American Counseling Association.
  • Bemak, F. ve Epp, L. (2001). Countertransference in the development of graduate group counselors: Recommendations for training. The Journal for Specialists in Group Work, 26(4), 305-318.
  • Berge, J. M., Law, D. D., Johnson, J. ve Wells, M. G. (2010). Effectiveness of a psychoeducational parenting group on child, parent, and family behavior: A pilot study in a family practice clinic with an underserved population. Families, Systems, & Health, 28(3), 224-235.
  • Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, 60-68.
  • Bernard, J. M. ve Goodyear, R. K. (1998). Fundamentals of clinical supervision (4. bs.). Upper Saddle River, NJ: Pearson Education.
  • Biasco, F. ve Redfering, D. L. (1976). Effects of counselor supervision on group counseling: Client’s perceived outcomes. Counselor Education and Supervision, 15, 216-220.
  • Bloom, B., Englehart, M., Furst, F., Hill, W. ve Krathwohl, D. (1956). Taxonomy of educational objectives: Cognitive domain. New York: McKay.
  • Borders, L. D. (1991). A systematic approach to peer group supervision. Journal of Counseling and Development, 69, 248-252.
  • Bostick, D. ve Anderson, R. (2009). Evaluating a small group counseling program - a model for program planning and improvement in the elemantary setting. ASCA Professional School Setting, 6(12), 428-433.
  • Büyükgöze Kavas, A. (2011). Bireysel ve grupla psikolojik danışma uygulamalarına yönelik bir değerlendirme. Türk Eğitim Bilimleri Dergisi, 9(2), 411-432.
  • Campbell, A., Champe, B. J. ve Pimpleton-Gray, A. (2017). A career exploration and decision-making psychoeducational group: Supporting undergraduate students and training graduate students. Journal of Counseling in Illinois, 4(1), 8-23.
  • Caroll, M. R. ve Wiggins, J. D. (2014). Grupla psikolojik danışmanın öğeleri (S. Doğan, Çev. Ed.) (3. bs.). Ankara: Pegem Akademi.
  • Champe, J., Okech, J. E. A. ve Rubel, D. J. (2013). Emotion regulation: Processes, strategies, and applications to group work training and supervision. The Journal for Specialists in Group Work, 38(4), 349-368.
  • Coleman, M. N., Kivlighan, D. M. ve Roehlke, H. J. (2009). A taxonomy of the feedback given in the group supervision of group counselor trainees. Group Dynamics: Theory, Research, and Practice, 13(4), 300-315.
  • Conyne, R. K. (1999). Failures in group work: How we can learn from our mistakes. Thousand Oaks, CA:Sage.
  • Conyne, R. K. ve Bemak, F. (2004). Teaching group work from an ecological perspective. The Journal for Specialists in Group Work, 29(1), 7-18.
  • Conyne, R. K. ve Mazza, J. (2006). Ecological group work applied to schools. The Journal for Specialists in Group Work, 32(1), 19-29.
  • Corey, G. (2012). Theory and practice of group counseling (8. bs.). Belmont: Brooks/Cole, Cengage Learning.
  • Council for Accreditation of Counseling and Related Educational Programs (2016). The 2016 CACREP Standards. Alexandria, VA: Author. 7 0cak 2017 tarihinde http://cacrep.org/2016standards.html adresinden erişildi.
  • Çolakkadıoğlu, O. ve Güçray, S. S. (2012). Çatışma kuramına dayalı olarak geliştirilen karar verme beceri eğitimi psiko-eğitim grup yaşantısının ergenlerin karar verme stillerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 655-676.
  • Davenport, D. S. (2004). Ethical issues in the teaching of group counseling. The Journal for Specialists in Group Work, 29(1), 43-49.
  • DeLucia-Waack, J. L. (2006). Leading psychoeducational groups for children and adolescents. Thousand Oaks CA: Sage.
  • DeLucia-Waack, J. L. (2002). A written guide for planning and processing group sessions in anticipation of supervision. The Journal for Specialists in Group Work, 27(4), 341-357.
  • DeLucia-Waack, J. L. ve Fauth, J. (2005). Effective supervision of group leaders. J. L. DeLucia-Waack, D. A. Gerrity, C. R. Kalodner ve M. Riva (Ed.), Handbook of group counseling and psychotherapy içinde (s. 136-150). SAGE Publications.
  • DeLucia, J. L., Bowman, V. E. ve Bowman, R. L. (1989). The use of parallel process in supervision and group counseling to facilitate counselor and client growth. The Journal for Specialists in Group Work, 14(4), 232-238.
  • Denizli, S. (2009). Psikolojik danışma süreç ve sonuç araştırmaları kapsamında psikolojik danışma becerileri üzerine bir tarama. Ege Eğitim Dergisi, 10(1), 92-113.
  • Ebersole, G. O., Leiderman, P. H. ve Yalom, I. D. (1969). Training the nonprofessional group therapists. The Journal of Nervous and Mental Disease, 149(3), 294-302.
  • Furr, S. R. (2000). Structuring the group experience: A format for designing psychoeducational groups. The Journal for Specialist in Group Work, 25(1), 29-49.
  • Garrett, M. T., Borders, L. D., Crutchfield, L. B., Torres-Rivera, E., Brotherton, D. ve Curtis, R. (2001). Multicultural supervision: A paradigm of cultural responsiveness for supervisors. Journal of Multicultural Counseling and Development, 29(2), 147-158.
  • Gerrity, D. A. ve DeLucia-Waack, J. L. (2006). Effectiveness of groups in the schools. The Journal for Specialists in Group Work, 32(1), 97-106.
  • Granello, D. H. (2000). Encouraging the cognitive development of supervisees: Using Bloom’s taxonomy in supervision. Counselor Education and Supervision, 40, 31-46.
  • Granello, D. H. (2002). Assesing the cognitive development of counseling students: Changes in epistemological assumptions. Counselor Education and Supervision, 41, 279-293.
  • Granello, D. H. (2003). Influence strategies in the supervisor dyad: An investigation into the effects of gender and age. Counselor Education and Supervision, 42, 189-202.
  • Granello, D. H. ve Underfer-Babalis, J. (2004). Supervision of group work: A model to increase supervisee cognitive complexity. The Journal for Specialists in Group Work, 29(2), 159-173.
  • Goodrich, K. M. ve Luke, M. (2011). The lgbtq responsive model for supervision of group work. The Journal for Specialist in Group Work, 36(1), 22-40.
  • Hayes, R. L. (1990). Developmental group supervision. The Journal for Specialists in Group Work, 15(4), 225–238.
  • Holloway, E. L. (1987). Developmental models of supervision: is it development? Professional Psychology, 18(3), 209-216.
  • Ieva, K. P., Ohrt, J. H., Swank, J. M. ve Young, T. (2009). The impact of experiential groups on master students' counselor and personal development: A qualitative investigation. The Journal for Specialists in Group Work, 34(4), 351-368. Kline, W. (2003). Interactive group counseling and therapy. Upper Saddle River, NJ: Merrill/Prentice Hall. Leddick, G. R. (1994). Models of clinical supervision. Greensboro, NC: ERIC Digest. ERIC veritabanından erişildi (ED372340). Leddick, G. R. ve Bernard, J. M. (1980). The history of supervision: A critical review. Counselor Education and Supervision, 19(3), 186-196. Loganbill, C., Hardy, E. ve Delworth, U. (1982). Supervision: A conceptual model. The Counseling Psychologist, 10, 3-42. Luke, M. ve Goodrich, K. M. (2013). Investigating the lgbtq responsive model for supervision of group work. The Journal for Specialist in Group Work, 38(2), 121-145. Merta, R. J., Wolfgang, L. ve McNeil, K. (1993). Five models for using the experiantial group in the preparation of group counselors. The Journal for Specialists in Group Work, 18(4), 200-207. Newman, J. A. ve Lovell, M. (1993). A description of a supervisory group for group counselors. Counselor Education and Supervision, 33, 22-31. Newman-Carlson, D. ve Horne, A. M. (2004). Bully busters: A psychoeducational intervention for reducing bullying behavior in middle school students. Journal of Counseling and Development, 82, 259-267.
  • Ohrt, J. H., Robinson, E. H. M. ve Hagedorn, W. B. (2013). Group leader development: Effects of personal growth and psychoeducational groups. The Journal for Specialists in Group Work, 38(1), 30-51.
  • Okech, J. E. A. ve Rubel, D. (2007). Diversity competent group work supervision: An application of the supervision of group work model (SGW). The Journal for Specialists in Group Work, 32(3), 245-266.
  • Paisley, P. O. ve Milsom, A. (2006). Group work as an essential contribution to transforming school counseling. The Journal for Specialists in Group Work, 32(1), 9-17.
  • Pamukçu, B. ve Kağnıcı, D. Y. (2017a). Turkish counselor trainees’ experiences regarding experiential groups: A qualitative study. Journal of Human Sciences, 14(1), 560-570.
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Details

Primary Language Turkish
Journal Section Makaleler
Authors

Esma Daşçı This is me

İlhan Yalçın

Publication Date April 1, 2018
Published in Issue Year 2018 Volume: 8 Issue: 49

Cite

APA Daşçı, E., & Yalçın, İ. (2018). Grupla Psikolojik Danışma ve Grup Liderlerine Yönelik Süpervizyon Modelleri Üzerine Bir İnceleme. Turkish Psychological Counseling and Guidance Journal, 8(49), 19-43.

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