School Counselors’ Views on Psychological Counseling and Guidance Services Provided to Gifted Students

Yıl 2020, , 81 - 106, 25.04.2020

Fatma Altun , Hikmet Yazıcı

https://doi.org/10.18795/gumusmaviatlas.685650

Cited By: 1

Öz

The aim of this study was to examine the perceptions and opinions of the school counsellors, working in the schools and Science and Arts Centers (SAC) where gifted students are educated, about counseling and guidance services for gifted students. In this study, which was designed as a case study, semi-structured interview technique was utilized. Purposeful sampling method was used to select the sample and eight school counselors, who work in different types of institutions, participated in the study. The data obtained through the interviews were analysed by descriptive analysis method. The data were analysed, coded and themes were generated. The data obtained from the interviews were identified within the framework of the research questions and direct quotations were provided where necessary. Some of the themes that emerged out of the study are as following “School Counselors' Training Backgrounds for Gifted Students”, “Counseling Needs of Gifted Students”, “Practices on Counseling Needs of Gifted Students”, “The extent of School/SAC Counseling and Guidance Program to Meet the Needs of Gifted Students”, “Activities and Roles that Counselors Find Successful or Unsuccessful/Useless from the Methods They Use for Gifted Students”, “Opinions on the Training and Preparation of Counselors Working with Gifted Students”, “The State of Gifted Program and Practices in the School to Address the Educational and Career Development of Gifted Students”, “Opinions of the School Counselor on the Most Important Issues/Issues Concerning the Education of Gifted Students in the Region”, “Suggestions for Developing a Specific Guidance Program for Gifted Students”.

Anahtar Kelimeler

Gifted Student, Talented Student, School Counselor, , Psychological Counselling and Guidance

Rehber Öğretmenlerin Üstün Yetenekli Öğrencilere Sunulan Psikolojik Danışma ve Rehberlik Hizmetleri ile İlgili Görüşleri

Öz

Bu çalışmada üstün yetenekli öğrencilerin eğitim gördükleri okul ve Bilim Sanat Merkezlerinde (BİLSEM) görev yapmakta olan rehber öğretmenlerin, üstün yetenekli öğrencilere dönük psikolojik danışma ve Rehberlik (PDR) hizmetleri ile ilgili görüşlerinin incelenmesi amaçlanmıştır. Durum çalışması olarak tasarlanan bu araştırmada, yarı yapılandırılmış mülakat tekniği kullanılmıştır. Araştırmanın katılımcılarının belirlenmesinde, amaçlı örnekleme yönteminden yararlanılmıştır. Buna göre araştırma grubunda farklı kurum türlerinde çalışan 8 rehber öğretmen (K=6, E=2) yer almaktadır. Mülakatlarla elde edilen veriler, betimsel analiz yöntemi ile analiz edilmiştir. Bu süreçte veriler, araştırma sorularının ortaya koyduğu temalara göre düzenlenmiştir. Araştırma soruları çerçevesinde görüşmelerden elde edilen veriler tanımlanmış ve gerekli yerlerde doğrudan alıntılarla desteklenmiştir. Araştırma sonucunda ortaya çıkan temalardan bazıları; “Rehber Öğretmenlerin Üstün Yeteneklilerle ilgili Eğitim Geçmişleri”, “Üstün Yetenekli Öğrencilerin PDR İhtiyaçları”, “Üstün Yetenekli Öğrencilerin PDR İhtiyaçlarına Dönük Yapılan Çalışmalar”, “Okul/ BİLSEM Rehberlik Programının Üstün Yetenekli Öğrencilerin İhtiyaçlarını Karşılama Durumu”, “Rehber Öğretmenlerin Üstün Yetenekliler için Kullandıkları Yöntemlerden Başarılı veya Başarısız/ Kullanışsız Buldukları Aktivite ve Roller”, “Üstün Yeteneklilerle Çalışan Rehber Öğretmenlerin Eğitimlerine ve Hazırlıklarına İlişkin Görüşler”, “Üstün Yetenekliler Programının ve Okuldaki Uygulamaların Üstün Yetenekli Öğrencilerin Eğitim ve Kariyer Olanaklarına Özel Olarak Hitap Etme Durumu”, “Bölgedeki Üstün Yetenekli Öğrencilerin Eğitimiyle ilgili En Önemli Konu/ Sorunlara İlişkin Rehber Öğretmenlerin Görüşleri”, ve “Üstün Yetenekli Öğrencilere Özgü Bir Rehberlik Programının Geliştirilmesine Dönük Öneriler” başlıkları altında toplanmış ve sonuçlar tartışılmıştır.

Anahtar Kelimeler

Üstün/Özel Yetenekli Öğrenci, Rehber Öğretmen, Psikolojik Danışma ve Rehberlik

Kaynakça

• ALTUN, Fatma (2010). Üstün Yetenekli Öğrencilerin Mükemmeliyetçilik Özellikleri, Okul Motivasyonları, Öğrenme Stilleri ve Akademik Başarıları, (Yayınlanmamış Yüksek Lisans Tezi), Karadeniz Teknik Üniversitesi, Trabzon.
• ALTUN, Taner & VURAL, Selma (2012). “Bilim ve Sanat Merkezinde (BİLSEM) Görev Yapan Öğretmen ve Yöneticilerin Mesleki Gelişim ve Okul Gelişimine Yönelik Görüşlerinin Değerlendirilmesi”, Elektronik Sosyal Bilimler Dergisi, 11(42), 152-177.
• ALTUN, Fatma & YAZICI, Hikmet (2014). “Perfectionism, School Motivation, Learning Styles and Academic Achievement of Gifted and Non-Gifted Students”, Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(4), 1031-1065.
• ALTUN, Fatma & YAZICI, Hikmet (2018a). “Türkiye’deki Üstün Yetenekli Öğrencilerin Psikolojik Danışma ve Rehberlik İhtiyaçları”, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19, 1-24.
• ALTUN, Fatma & YAZICI, Hikmet (2018b). “Üstün Yetenekli Öğrencilerin Psikolojik Danışma Yaşantıları: Ölçek Uyarlama ve Kesitsel Tarama Çalışması”, Milli Eğitim Dergisi, 47(Özel Sayı 1), 173-200.
• American School Counselor Association (ASCA) (2013). “Position Statement: The Professional School Counselor and Gifted and Talented Student Programs”. Alexandria, VA: (https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PositionStatements.pdf).
• BAHTİYAR, Muhammed & ŞAHİN, Feyzullah (2017). “Üstün Yetenekli Öğrencilerin Rehberlik Gereksinimi”, Journal of Educational Studies, 4(2), 140-154.
• BAŞLANTI, Uğur & McCOACH, D. Betsy (2006). “Factors Related to the Underachievement of University Students in Turkey”, Roeper Review, 28(4), 210-215.
• BERLİN, Judith Ellen (2009). “It’s All a Matter of Perspective: Student Perceptions on The Impact of Being Labeled Gifted and Talented”, Rooper Review, 31(4), 217-223.
• COLANGELO, Nicholas (2003). “Counseling Gifted Students”, eds. N. Colangelo & G. A. Davis, Handbook of Gifted Education, 3rd ed., pp. 373-387, Boston: Allyn and Bacon.
• COLANGELO, Nicholas & ASSOULINE, Susan G. (2000). “Counseling Gifted Students”, eds. K. A. Heler, F. J. Mönks, R.J. Sternberg, & R. F. Subotnik , International Handbook of Giftedness and Talent, 2nd ed., pp.595-607, Oxford: Elsevier.
• COLANGELO, Nicholas, & DAVIS, Gary A. (2003). “Introduction and Overview”, eds. N. Colangelo & G. A. Davis, Handbook of Gifted Education, 3rd ed., pp. 7-8, Boston: Allyn and Bacon. ÇAĞLAR, Doğan (2004). “Üstün Zekâlı Çocukların Eğitimi ve Öğretimi”, haz. M. R. Şirin ve diğ., Üstün Yetenekli Çocuklar: Seçilmiş Makaleler Kitabı, s.265-274, İstanbul: Çocuk Vakfı Yayınları.
• DAVIS, Gary, & RIMM, Sylvia (2004). Education of the Gifted and Talented, 5th ed., Boston: Pearson Education.
• DENSCOMBE, Martyn (2007). The Good Research Guide for Small-Scale Social Research Projects, 3rd ed., Berkshire: Open University Press.
• GALL, Meredith Damien, GALL, Joyce P. & BROG, Walter R. (2003). Educational Research: An Introduction, 7th ed., Boston: Allyn and Bacon.
• GENTRY, Marcia (2006). “No Child Left Behind: Gifted Children and School Counselors”, Professional School Counseling, 10(1), 73-81.
• HANSEN, Rayn (2009). “Terman’s Studies of Genius”, ed. B. Kerr, Encyclopedia of Giftedness, Creativity and Talent (pp.890-892). California: Sage Publications.
• HOLLİNGWORTH, Leta S. (1942). Children Above 180 IQ Stanford-Binet: Origin and Development. Measurement and Adjustment Series, pp. 174-185, Yonkers-on-Hudson, NY, US: World Book Company.
• JOHNSEN, Susan K. (2004). “Definitions, Characteristics of Gifted Students”, ed. S. K. Johnsen, Identifying Gifted Students: A Practical Guide, pp. 1-24, Texas: Prufrock Press.
• KERR, Barbara (1991). A Handbook For Counseling the Gifted and Talented. Alexandria, VA: American Counseling Association.
• KERR, Barbara & SODANO, Sandro (2003). “Career Assessment with Intellectually Gifted Students”, Journal of Career Assessment, 11(2), 168-186.
• KOÇAK, Recep ve İÇMENOĞLU, Eda (2012). “Üstün Yetenekli Öğrencilerin Duygusal Zekâ Ve Yaratıcılık Düzeylerinin Yaşam Doyumlarını Yordayıcı Rolü”, Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(37), 73-85.
• LİNCOLN, Yvonna S. & GUBA, Egon G. (1985). Naturalistic Inquiry. London: Sage.
• MILES, Matthew B. & HUBERMAN, A. Michael (1994). Qualitative Data Analysis, 2nd ed., London: Sage.
• MILGRAM, Roberta A. (1991a). “Career Education For Gifted Learners”, ed., R. A. Milgram, Counseling Gifted and Talented Children: A Guide For Teachers, Counselors, and Parents, pp.121-138, Norwood, New Jersey: Ablex Publishing Corporation.
• MILGRAM, Roberta A. (1991b). “Counseling Gifted and Talented Children and Youth: Who, Where, What and How?”, ed., R. A. Milgram, Counseling Gifted and Talented Children: A Guide For Teachers, Counselors, and Parents, pp.7-21, Norwood, New Jersey: Ablex Publishing Corporation.
• MİLLİ EĞİTİM BAKANLIĞI (2018). Psikolojik Danışma ve Rehberlik Hizmetleri Yönetmeliği. T.C. Resmi Gazete, 30471, Tebliğler Dergisi, Temmuz 2018/20180707. (https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm).
• MOON, Sidney M. (2002a). “Counseling Needs and Strategies”, eds. M. Neihart, S. M. Reis, N. M. Robinson and S. M. Moon, The Social and Emotional Development of Gifted Children: What Do We Know?, pp.213-222, Washington, DC: Prufrock Press.
• MOON, Sidney M. (2002b). Gifted Children with Attention-Dificit/Hyperactivity Disorder”, eds., M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon, The Social and Emotional Development of Gifted Children: What Do We Know?, pp.193-201, Washington, DC: Prufrock Press.
• MOON, Sidney M. (2007). “Counseling Issues and Research”, ed. S. Mendaglio & J. S. Peterson, Models of Counseling Gifted Children, Adolescents, and Young Adults, pp.7-32, Waco, TX: Prufrock Press Inc.
• MOON, Sidney M. & HALL, Alex S. (1998). “Family Therapy with Intellectually and Creatively Gifted Children”, Journal of Marital and Family Therapy, 24, 59-80.
• MOON, Sidney M., KELLY, Kevin R., & FELDHUSEN, John F. (1997). “Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment”, Gifted Child Quarterly, 41(1), 16–25.
• NEIHART, Maureen (1999). “The Impact of Giftedness on Psychological Well-Being: What Does the Empirical Literature Say?”, Rooper Review, 22,10-12.
• ÖZDEMİR, Duygu (2018). “Matematikte Üstün Yetenekli İlköğretim Öğrencilerinin Okullarındaki Matematik Derslerine İlişkin Algıları”, Kastamonu Eğitim Dergisi, 26(1), 153-160.
• PARKER, Wayne D., & ADKINS, Karen K. (1995). “Perfectionism and the Gifted”, Roeper Review, 17(3), 173-175.
• PETERSON, Jean Sunde & RAY, Karen E. (2006). “Bullying Among the Gifted: The Subjective Experience”, Gifted Child Quarterly, 50(3), 252-269.
• PIECHOWSKI, Michael M. (2009). “The Iner World of The Young and Bright”, eds., D. Ambrose & T. Cross, Morality, Ethics, and Gifted Minds, pp. 177-194, New York: Springer Science+Business Media.
• RACHMER, Shlomit (2007). “The New Policy for Promoting Education for Outstanding and Gifted Students in Israel”, eds., P. Csermely et al., Science Education: Models and Networking of Student Research Training Under 21, pp.130-140, Balatonfüred, Hungary: IOS Press.
• RENZULLI, Joseph S., & PARK, Sunghee (2002). Giftedness and High School Dropouts: A Personal, Family, and School-Related Factors. Washington, DC: National Research Center on the Gifted and Talented.
• ROBSON, Colin (1993). Real World Research. Oxford: Blackwell Publishers Ltd.
• ROBINSON, Ann, DAILEY, Debbie, HUGHES, Gail & COTABISH, Alicia (2014). “The Effects of A Science-Focused STEM Intervention on Gifted Elementary Students’ Science Knowledge and Skills”, Journal of Advanced Academics, 25(3), 189-213.
• SATMAZ, İsmail & EVİN-GENCEL, İlke (2016). “Bilim Sanat Merkezlerinde Görevlendirilen Öğretmenlerin Hizmet İçi Eğitim Sorunu”, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (42), 59-73.
• SCHIEVER, Shirley W. & MAKER, Carol June (2003). New Directions in Enrichment and Acceleration, eds., N. Colangelo & G. A. Davis, Handbook of Gifted Education, 3rd ed., pp.163-173, Boston, MA: Allyn and Bacon.
• SEELEY, Ken (1993). “Gifted Students at Risk”, ed., L. K. Silverman , Counseling the Gifted and Talented, pp. 263-275, Denver, Colorado: Love Publishing Company.
• SHENTON, Andrew K. (2004). “Strategies For Ensuring Thrustworthiness in Qualitative Research Projects”, Education for Information, 22, 63–75.
• SIEGLE, Del, & McCOACH, Betsy (2005). “Making A Difference: Motivating Gifted Students Who Are Not Achieving”, Teaching Exceptional Children, 38(1),22-27.
• SILVERMAN, Linda Kreger (1993a). “The Gifted Individua”l. ed.,L. K. Silverman, Counseling The Gifted and Talented, pp. 3-28, Denver, Colorado: Love Publishing Company.
• SILVERMAN, Linda Kreger (1993b). “Career Counseling”, ed., L. K. Silverman, Counseling the Gifted and Talented, pp. 215-238, Denver, Colorado: Love Publishing Company.
• SILVERMAN, Linda Kreger (1993c). “A Developmental Model for Counseling the Gifted”, ed., L. K. Silverman, Counseling the Gifted and Talented, pp. 51-78, Denver, Colorado: Love Publishing Company.
• STRICKLAND, Bonnie R. (2001). Gale Encyclopedia of Psychology, 2nd ed., Ohio: Eastword Publication Development.
• VANTASSEL-BASKA, Joyce (1990). “Introduction”, Ed., J. VanTassel-Baska, A Practical Guide to Counseling the Gifted in a School Setting, 2nd ed. pp. 9-13,. Reston, Virginia: ERIC Clearinghouse on Handicapped and Gifted Children.
• VANTASSEL-BASKA, Joyce., & BASKA, Ariel (2019). Curriculum Planning and Instructional Design for Gifted Learners. Sourcebooks, Inc.
• VIALLE, Wilma & QUIGLEY, Siobhan (2003). “The Teachers We Want: Exploring The Views Of Gifted Students”, eds., F. J. Mönks & H. Wagner, Proceedings of The 8th Conference of The European Council for High Ability (ECHA): Development of Human Potential: Investment Into Our Future ,pp. 125-128, Bad Honnef, Germany: K. H. Bock.
• VIALLE, Wilma, & TISCHLER, Kornelia (2005). “Teachers of the Gifted: A Comparison of Students' Perpectives in Australia, Austria and The United States”, Gifted Education International, 19(2), 173-181.
• WEBB, James T. (1994). Nurturing Social-Emotional Development of Gifted Children, Arlington, VA: The ERIC Clearinghouse.
• WOOD, Susannah (2009). “Counseling Concerns of Gifted and Talented Adolescents: Implications for School Counselors”, Journal of School Counseling, 7(1), 1-47.
• WOOD, Susannah (2010). “Best Practices in Counseling the Gifted in Schools: What’s Really Happening?”, Gifted Child Quarterly, 54(1),42-58.
• YAZICI, Hikmet & ALTUN, Fatma (2016). “PDR Lisans Programlarının Üstün Yeteneklilere Dönük Psikolojik Danışma Becerilerinin Kazandırılması Açısından Değerlendirilmesi”, HAYEF Journal of Education, 13(1), 61-72.
• YILDIRIM, Ali ve ŞİMŞEK, Hasan (2008), Sosyal Bilimlerde Nitel Araştırma Yöntemleri, 7. Baskı, Ankara: Seçkin Yayıncılık.
• YOO, Jin Eun & MOON, Sidney M. (2006). “Counseling Needs Of Gifted Students: An Analysis Of İntake Forms At A University- Based Counseling Center”, Gifted Child Quarterly, 50(1), 52-61.