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Gelişimsel Modeller Açısından Başlangıç Düzeyindeki Psikolojik Danışmanların Süpervizyonu ve Yaşadıkları Güçlükler ve Destekler

Yıl 2018, Cilt: 8 Sayı: 1, 49 - 71, 30.06.2018
https://doi.org/10.17984/adyuebd.336222

Öz

Ruh sağlığı uzmanları bireylerin
farklı düzeydeki (bireysel, aile, toplumsal) biyopsikososyal meselelerini, kişiyi
etkin dinleyip onlara eşlik ederek, ele alıp yaşam kalitesini tüm düzeylerde
olabildiğince artırmaya çalışan profesyonel kişilerdir. Bu profesyoneller
hayattaki acıya yer açmak, yaşanan ızdırabı dindirmek ve iyilik halini artırmak
çabalarlar. Bu yüzden, ruh sağlığı uzman adaylarının süpervizyon eğitimi çok
önemlidir. Bu alan yazın tarama çalışmasında, başlangıç düzeyindeki psikolojik
danışmanların gelişimsel düzeyini ele alan bilimsel araştırmalara
odaklanılmıştır. Çalışmada, süpervizyonda gelişimsel modeller, başlangıç
düzeyindeki psikolojik danışmanların yaşadığı genel zorluk ve destekler ve
süpervizörler için genel uygulamalar hakkında bilgi sağlanmıştır. Araştırmacı
Türkiye ve Amerika Birleşik Devletleri’nde (ABD) farklı merkezlerdeki psikolojik
danışmanlık tecrübesinden de bahsederek süpervizyonun profesyonelce ele
alınmasının gerekçelerini açıklamaktadır. Türkiye’de süpervizyonun neden daha
fazla dikkati hak ettiği ve bağlamsal olarak duyarlı bazı yeni süpervizyon
modellerinin ortaya çıktığı de ele alınmaktadır. Türkiye’de son zamanlarda
ortaya çıkan Yapılandırılmış Aktif Akran Süpervizyon Model’inin (YASAM) Türkiye
bağlamı için neden daha uygun bir model olabileceği üstünde durulmaktadır. Çalışmada
süpervizyon sürecindeki en önemli noktalardan biri olarak, süpervizörlerin
eğitim alan psikolojik danışman adaylarının gelişimsel sürecine dikkat ederek
onları pozitif, cesaretlendirici ve yapılandırıcı geri dönüt ile
desteklemesine dikkat çekilmekte, bu geribildirim sürecinde yaparak yaşayarak
öğreten aktivitelerden faydalanmalarının gerekliliği ifade edilmektedir.
Ayrıca psikolojik danışman öğrencilerinin bilişsel düzeyleri ve yeteneklerini
geliştirmek için yaptıkları ve öğrendikleri üzerine tefekkür etmelerinin ve böylece
var olan kapasitelerini artırmak için kendi kendileriyle mücadeleye davet edilmesinin
önemi belirtilip ruh sağlığı uzmanlarına araştırma, ders ve alanın sosyo-politik bağlamda etkin bir şekilde savunulmasını için öneriler sunulmaktadır. 

Kaynakça

  • Borders, L. D. (1992). Learning to think like a supervisor. The Clinical Supervisor, 10(2), 135 148.
  • Borders, L. D., & Brown, L. L. (2005). The new handbook of counseling supervision. Mahwah, NJ: Lahaska/Lawrence Erlbaum.
  • Council for Accreditation of Counseling and Related Educational Programs. (2009). CACREP accreditation standards and procedure manual. Alexandria, VA: Author.
  • Granello, D. H. (2010). Cognitive complexity among practicing counselors: How thinking changes with experience. Journal of Counseling and Development, 88, 92-100.
  • Hill, C. E., Sullivan, C., Knox, S., & Schlosser, L. Z. (2007). Becoming psychotherapists: Experiences of novice trainees in a beginning graduate class. Psychotherapy: Theory, Research, Practice, and Training, 44, 434-449.
  • Howard, E. E., Inman, A. G., & Altman, A. N. (2006). Critical incidents among novice counselor trainees. Counselor Education and Supervision, 46, 88-102.
  • Huhra, R. L., Yamokoski-Maynhart, C. A., & Prieto, L. R. (2008). Reviewing videotape in supervision: A developmental approach. Journal of Counseling and Development, 86, 412-418.
  • Jordan, K. (2006). Beginning supervisees’ identity: The importance of relationship variables and experiences vs. gender matches in the supervisee/supervisor interplay. The Clinical Supervisor, 25(1/2), 43-52.
  • Jordan, K., & Kelly, W. E. (2004). Beginning practicum students' worries: A qualitative investigation. Counseling & Clinical Psychology Journal, 1, 100-105.
  • Mackenzie, C. S., Knox, V. J., Gekoski, W. L., & Macaulay, H. L. (2004). An adaptation and extension of the attitudes toward seeking professional psychological help scale. Journal of Applied Social Psychology, 34(11), 2410-2433.
  • McNeill, B. W., Stoltenberg, C. D., & Romans, J. S. C. (1992). The integrated developmental model of supervision: Scale development and validation procedures. Professional Psychology, 23, 504-508.
  • Paladino, D. A., Minton, C. A. B., & Kern, C. W. (2011). Interactive training model: Enhancing beginning counseling student development. Counselor Education and Supervision, 50, 189-206.
  • Rønnestad, M. H., & Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career Development, 30, 5-44.
  • Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28, 59-65.
  • Stoltenberg, C. D., & McNeill, B. W. (1997). Clinical supervision from a developmental perspective: Research and practice. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 184-202). New York: Wiley.
  • Tanhan, A. (2014). Spiritual Strength: The use of Acceptance and Commitment Therapy (ACT) with Muslim Clients (Doctoral dissertation, University of Rochester).
  • Tanhan, A. (2017). Mental Health Issues and Seeking of Formal Mental Health Services Among Muslims in the Southeastern US: Preliminary Investigation of a Contextual Theoretical Framework Based on the Theory of Planned Behavior/Theory of Reasoned Action and the Social Ecological Model (Doctoral dissertation, The University of North Carolina at Greensboro).
  • Woodside, M., Oberman, A. H., Cole, K. G., & Carruth, E. K. (2007). Learning to be a counselor: A prepracticum point of view. Counselor Education and Supervision, 47, 14-28.

Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models

Yıl 2018, Cilt: 8 Sayı: 1, 49 - 71, 30.06.2018
https://doi.org/10.17984/adyuebd.336222

Öz

Mental health
providers address mental health issues and/or increase the quality of life at
different levels starting from individual to global levels for individuals and
communities. Mental health providers are key people who strive to alleviate
suffering and enhance wellbeing of people. Therefore, more professional
supervision is need to focus on the training of mental health providers, which
means their clinical supervision. In this literature review article, the
author specifically focused on empirical studies that examined beginning
counselors’ developmental process. The author provided brief information about
developmental models of supervision, common challenges and supports the
beginning counselors-in-training experience, and common implications for
supervisors. The author also shared some of their site experiences from Turkey
and the U.S. to clarify how supervision needs more professional attention.
They also explained how supervision in Turkey need more attention and yet also
stated how some contextually sensitive supervision models emerge like
structured active/engaged peer supervision model
(or in Turkish, Yapılandırılmış Aktif Akran Süpervizyon Modeli, YASAM).
The most important point of this study is
supervisors consider developmental process of their supervisees and support
them with positive, supportive, and constructive feedback while utilizing
meaningful and engaging activities to challenge them so that supervision
process becomes more effective and meaningful. Research questions were
discussed for the future studies.

Kaynakça

  • Borders, L. D. (1992). Learning to think like a supervisor. The Clinical Supervisor, 10(2), 135 148.
  • Borders, L. D., & Brown, L. L. (2005). The new handbook of counseling supervision. Mahwah, NJ: Lahaska/Lawrence Erlbaum.
  • Council for Accreditation of Counseling and Related Educational Programs. (2009). CACREP accreditation standards and procedure manual. Alexandria, VA: Author.
  • Granello, D. H. (2010). Cognitive complexity among practicing counselors: How thinking changes with experience. Journal of Counseling and Development, 88, 92-100.
  • Hill, C. E., Sullivan, C., Knox, S., & Schlosser, L. Z. (2007). Becoming psychotherapists: Experiences of novice trainees in a beginning graduate class. Psychotherapy: Theory, Research, Practice, and Training, 44, 434-449.
  • Howard, E. E., Inman, A. G., & Altman, A. N. (2006). Critical incidents among novice counselor trainees. Counselor Education and Supervision, 46, 88-102.
  • Huhra, R. L., Yamokoski-Maynhart, C. A., & Prieto, L. R. (2008). Reviewing videotape in supervision: A developmental approach. Journal of Counseling and Development, 86, 412-418.
  • Jordan, K. (2006). Beginning supervisees’ identity: The importance of relationship variables and experiences vs. gender matches in the supervisee/supervisor interplay. The Clinical Supervisor, 25(1/2), 43-52.
  • Jordan, K., & Kelly, W. E. (2004). Beginning practicum students' worries: A qualitative investigation. Counseling & Clinical Psychology Journal, 1, 100-105.
  • Mackenzie, C. S., Knox, V. J., Gekoski, W. L., & Macaulay, H. L. (2004). An adaptation and extension of the attitudes toward seeking professional psychological help scale. Journal of Applied Social Psychology, 34(11), 2410-2433.
  • McNeill, B. W., Stoltenberg, C. D., & Romans, J. S. C. (1992). The integrated developmental model of supervision: Scale development and validation procedures. Professional Psychology, 23, 504-508.
  • Paladino, D. A., Minton, C. A. B., & Kern, C. W. (2011). Interactive training model: Enhancing beginning counseling student development. Counselor Education and Supervision, 50, 189-206.
  • Rønnestad, M. H., & Skovholt, T. M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career Development, 30, 5-44.
  • Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28, 59-65.
  • Stoltenberg, C. D., & McNeill, B. W. (1997). Clinical supervision from a developmental perspective: Research and practice. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 184-202). New York: Wiley.
  • Tanhan, A. (2014). Spiritual Strength: The use of Acceptance and Commitment Therapy (ACT) with Muslim Clients (Doctoral dissertation, University of Rochester).
  • Tanhan, A. (2017). Mental Health Issues and Seeking of Formal Mental Health Services Among Muslims in the Southeastern US: Preliminary Investigation of a Contextual Theoretical Framework Based on the Theory of Planned Behavior/Theory of Reasoned Action and the Social Ecological Model (Doctoral dissertation, The University of North Carolina at Greensboro).
  • Woodside, M., Oberman, A. H., Cole, K. G., & Carruth, E. K. (2007). Learning to be a counselor: A prepracticum point of view. Counselor Education and Supervision, 47, 14-28.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makaleleri
Yazarlar

Ahmet Tanhan

Yayımlanma Tarihi 30 Haziran 2018
Kabul Tarihi 4 Haziran 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 8 Sayı: 1

Kaynak Göster

APA Tanhan, A. (2018). Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models. Adıyaman University Journal of Educational Sciences, 8(1), 49-71. https://doi.org/10.17984/adyuebd.336222

Cited By






Terapide Paradoksal Müdahaleler
Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
İlhan ÇİÇEK
https://doi.org/10.14520/adyusbd.684096





                                                                                             

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