Derleme
PDF EndNote BibTex Kaynak Göster

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.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Araştırma Makaleleri
Yazarlar

Ahmet TANHAN>

0000-0002-4972-8591
Türkiye

Yayımlanma Tarihi 30 Haziran 2018
Yayınlandığı Sayı Yıl 2018, Cilt 8, Sayı 1

Kaynak Göster

Bibtex @derleme { adyuebd336222, journal = {Adıyaman University Journal of Educational Sciences}, eissn = {2149-2727}, address = {}, publisher = {Adıyaman Üniversitesi}, year = {2018}, volume = {8}, number = {1}, pages = {49 - 71}, doi = {10.17984/adyuebd.336222}, title = {Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models}, key = {cite}, author = {Tanhan, Ahmet} }
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 . DOI: 10.17984/adyuebd.336222
MLA Tanhan, A. "Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models" . Adıyaman University Journal of Educational Sciences 8 (2018 ): 49-71 <https://dergipark.org.tr/tr/pub/adyuebd/issue/38080/336222>
Chicago Tanhan, A. "Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models". Adıyaman University Journal of Educational Sciences 8 (2018 ): 49-71
RIS TY - JOUR T1 - Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models AU - Ahmet Tanhan Y1 - 2018 PY - 2018 N1 - doi: 10.17984/adyuebd.336222 DO - 10.17984/adyuebd.336222 T2 - Adıyaman University Journal of Educational Sciences JF - Journal JO - JOR SP - 49 EP - 71 VL - 8 IS - 1 SN - -2149-2727 M3 - doi: 10.17984/adyuebd.336222 UR - https://doi.org/10.17984/adyuebd.336222 Y2 - 2018 ER -
EndNote %0 Adıyaman Üniversitesi Eğitim Bilimleri Dergisi Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models %A Ahmet Tanhan %T Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models %D 2018 %J Adıyaman University Journal of Educational Sciences %P -2149-2727 %V 8 %N 1 %R doi: 10.17984/adyuebd.336222 %U 10.17984/adyuebd.336222
ISNAD Tanhan, Ahmet . "Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models". Adıyaman University Journal of Educational Sciences 8 / 1 (Haziran 2018): 49-71 . https://doi.org/10.17984/adyuebd.336222
AMA Tanhan A. Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models. AUJES. 2018; 8(1): 49-71.
Vancouver Tanhan A. Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models. Adıyaman University Journal of Educational Sciences. 2018; 8(1): 49-71.
IEEE A. Tanhan , "Beginning Counselors’ Supervision in Counseling and Challenges and Supports They Experience: Based on Developmental Models", Adıyaman University Journal of Educational Sciences, c. 8, sayı. 1, ss. 49-71, Haz. 2018, doi:10.17984/adyuebd.336222
Creative Commons Lisansı Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.