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The Predictive Role of Homophobia and Unconditional Self-Acceptance on Respect of Differences in Psychological Counselor Candidates

Yıl 2019, , 59 - 70, 15.02.2019
https://doi.org/10.12973/ijem.5.1.59

Öz

This research was conducted to investigate the predictive role of homophobia and unconditional self-acceptance on respect of differences in psychological counselor candidates. Participants were 239 psychological counselor candidates. The Respect of Differences Scale, the Homophobia Scale, and the Unconditional Self-Acceptance Scale were used to collect the data. Path analysis was used to determine the influences of variables on respect of differences. The independent sample t-test and one-way ANOVA were used to determine differences between participants in terms of gender and grade. The results of the analysis indicated that homophobia and unconditional self-acceptance are predictors of respect of differences, and place of living and traditionally have an indirect effect on respect of differences. In addition, female participants reported a higher level of respect of differences than male participants. Similarly, first year college students reported a higher level of respect of differences than fourth year college students.

Kaynakça

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  • Aydin, M. (2003). Gencligin deger algisi: Konya ornegi [Youth’s values perception: Konya sample]. Journal of Values Education, 1(3), 121-144.
  • Baird, V. (2004). Cinsel cesitlilik: Yonelimler, politikalar, haklar ve ihlaller [The no-nonsense guide to sexual diversity]. H. Dogan (Translator Ed.). Istanbul: Metis Publishing.
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  • Cirakoglu, O. C. (2006). Perception of homosexuality among Turkish university students: The roles of labels, gender and prior contact. The Journal of Social Psychology, 146(3), 293-305.
  • Coban, A. A., Karaman, N. G., & Dogan, T. (2010). Ogretmen adaylarinin kulturel farkliliklara yonelik bakis acilarinin cesitli demografik degiskenlere gore incelenmesi [Investigation of preservice teachers’ perspectives on cultural diversity in terms of various demographic variables]. Abant Izzet Baysal University Journal of Education Faculty, 10(1), 125-131.
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  • Derman-Sparks, L. (2010). Anti-bias curriculum: Tools for empowering young children (2th ed).Washington D.C.: National Association For The Education of Young Children.
  • Dilmac, B., Kulaksizoglu, A., & Eksi, H. (2007). Bir grup fen lisesi ogrencisine verilen insani degerler egitiminin insani de­gerler olcegi ile sinanmasi [An examination of the humane values education program on a group of science high school students]. Educational Sciences: Theory & Practice, 7(3), 1221-1261.
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  • Genc, S. Z., & Kalafat, T. (2008). Ogretmen adaylarinin demokratik tutumlari ile empatik becerilerinin degerlendirilmesi uzerine bir arastirma [A research on the evaluation of democratic attitudes and empathic skills of prospective teachers]. Manas Journal of Social Studies, 19, 211-222.
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Yıl 2019, , 59 - 70, 15.02.2019
https://doi.org/10.12973/ijem.5.1.59

Öz

Kaynakça

  • Abbott, M. L. (2011). Understanding educational statistics using: Microsoft Excel and SPSS. United States: John Wiley & Sons, Inc.
  • Akar-Vural, R., & Gomleksiz, M. (2010). Us and others: A study on prospective classroom teachers’ discriminatory attitudes. Eurasian Journal of Educational Research, 38, 216-233.
  • Akdas-Mitrani, A. T. (2008). Escinsellere yonelik olumsuz tutumlar: Meslek gruplari ve iliskileri ozellikler [Attitudes towards homosexuals: Occupational groups and characteristics]. Turkish Journal of Forensic Sciences, 7(24), 23-30.
  • Akin, U., & Ozdemir, M. (2009). Ogretmen adaylarinin demokratik degerlerinin cesitli degiskenler acisindan incelenmesi: Egitim bilimleri fakultesi ornegi [The Examination of Teacher Candidates’ Democratic Values in Terms of Various Variables: The case of Faculty of Educational Sciences]. Ankara University Journal of Faculty of Educational Sciences, 42(2), 188-198.
  • APA, (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychological Association, 58(5), 377-402.
  • Aycan, N., & Calik, D. (2003). Ilkogretim okullarinda demokrasi egitimi: Manisa ili ornegi [Democracy education in primary schools: Manisa sample]. Celal Bayar University Journal of Social Sciences Institute, 1(2), 19–29.
  • Aydemir, H., & Aksoy, D. A. (2010). Egitim fakultesi ogrencilerinin demokratik tutumlarinin bazi de­giskenlerle iliskisi: Malatya ornegi [The relationship of democratic attitudes of the students at the Faculty of Education with some variables: Malatya sample]. Erzincan University Journal of Education Faculty, 12(1), 265-279.
  • Aydin, M. (2003). Gencligin deger algisi: Konya ornegi [Youth’s values perception: Konya sample]. Journal of Values Education, 1(3), 121-144.
  • Baird, V. (2004). Cinsel cesitlilik: Yonelimler, politikalar, haklar ve ihlaller [The no-nonsense guide to sexual diversity]. H. Dogan (Translator Ed.). Istanbul: Metis Publishing.
  • Budak, S. (2003). Psikoloji sozlugu [Dictionary of Psychology] (2th ed.). Ankara: Science and Art Publishing.
  • Buyukkaragoz, S., & Kesici, S. (1996). Ogretmenlerin hosgoru ve demokratik tutumlari [Tolerance and democratic attitudes of teachers]. Educational Administration: Theory and Practice, 2(3), 353-365.
  • Byrne, B. M. (2009). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2th ed.). New York: Routledge/Taylor & Francis.
  • Cirakoglu, O. C. (2006). Perception of homosexuality among Turkish university students: The roles of labels, gender and prior contact. The Journal of Social Psychology, 146(3), 293-305.
  • Coban, A. A., Karaman, N. G., & Dogan, T. (2010). Ogretmen adaylarinin kulturel farkliliklara yonelik bakis acilarinin cesitli demografik degiskenlere gore incelenmesi [Investigation of preservice teachers’ perspectives on cultural diversity in terms of various demographic variables]. Abant Izzet Baysal University Journal of Education Faculty, 10(1), 125-131.
  • Davies, M. F. (2006). Irrational beliefs and unconditional self-acceptance: Correlational evidence linking two key features of REBT. Journal of Rational-Emotive & Cogn-Behav Therapy, 24, 113–124.
  • Derman-Sparks, L. (2010). Anti-bias curriculum: Tools for empowering young children (2th ed).Washington D.C.: National Association For The Education of Young Children.
  • Dilmac, B., Kulaksizoglu, A., & Eksi, H. (2007). Bir grup fen lisesi ogrencisine verilen insani degerler egitiminin insani de­gerler olcegi ile sinanmasi [An examination of the humane values education program on a group of science high school students]. Educational Sciences: Theory & Practice, 7(3), 1221-1261.
  • Ekmisoglu, M. (2007). Erken cocukluk doneminde farkliliklara saygi egitimi kavrami hakkinda ogretmen goruslerinin incelenmesi ve Farkliliklara Saygi Olcegi’nin gecerlik guvenirlik calismasi [Examining teachers' views about respect for diversities at early childhood period and study of validity and reliability of the scale of respect for diversities] (Unpublished master’s thesis). Onsekiz Mart University, Canakkale, Turkey.
  • Ektem, S. I., & Sunbul, M. A. (2011). Ogretmen adaylarinin demokratik tutumlari uzerine bir arastirma [A research on the democratic attitudes of pre-service teachers]. Selcuk University Ahmet Kelesoglu Education Faculty Journal, 31, 159- 168.
  • Ellis, A. (1973). Humanist psychother. The rational-emotive approach. New York: The Sulian Press.
  • Ercoskun, H. M., & Nalcaci, A. (2008). Sinif ogretmeni adaylarinin empatik beceri ve demok­ratik tutumlarinin incelenmesi [Examining empathic skills and democratic attitudes of preservice teachers]. The Journal of National Education, 180, 204-215.
  • Erdem. A. R., & Saritas, E. (2006). Sinif ogretmenligi ogrencilerinin ogretim elemanlarinin davra­nislarinin demokratikligine iliskin algilari: PAU ornegi [Pre-service teachers’ perception about their faculty members’ democratic behaviors: PAU sample]. Selcuk University The Journal of Institute of Social Sciences, 16, 525–538.
  • Fergeson, L. (2008). Cok Kulturluluge Giris [Future Worlds Center]. In Y. Laouris (Ed.). Lefkosa: Cyprus.
  • Foxman, E., & Easterling, D. (1999). The Representation of diversity in marketing principles texts: An exploratory analysis. Journal of Education for Business, 74(4), 285- 288.
  • Genc, S. Z., & Kalafat, T. (2008). Ogretmen adaylarinin demokratik tutumlari ile empatik becerilerinin degerlendirilmesi uzerine bir arastirma [A research on the evaluation of democratic attitudes and empathic skills of prospective teachers]. Manas Journal of Social Studies, 19, 211-222.
  • Gomleksiz, M. N., & Cetintas, S. (2011). Ogretmen adaylarinin demokratik tutumlari [Democratic attitudes of prospective teachers]. Dicle University Journal of Ziya Gokalp Faculty of Education, 17, 1-14.
  • Goregenli, M. (2004). Gruplararasi iliski ideolojisi olarak homofobi [Homophobia as the ideology of intergroup relationships]. In Kaos GL, Geylerin ve lezbiyenlerin sorunlari ve toplumsal baris icin cozum arayislari- Sempozyum kitabi [Problems of gays and lesbians, and solutions for social peace- Symposium book] (pp. 171-175). Ankara: Kaos GL.
  • Guasp, A. (2012). School Report: The experiences of gay young people in Britain’s schools in 2012. London: Stonewall and University of Cambridge - Center for Family Research.
  • Guney, N., Kargi, E., & Corbaci-Oruc, A. (2004). Universite ogrencilerinin escinsellik konusundaki goruslerinin incelenmesi [Determination of college students’ beliefs about homosexuality]. Turkish Journal of HIV/AIDS, 7, 131-137.
  • Guven, E. (2012). Sinif ogretmeni adaylarinin farkliliklara saygi duzeyleri ile ozerklik duzeyleri arasindaki iliskinin incelenmesi [Investigation of the relationship between respect of differences and autonomy levels of pre-service primary school teachers] (Unpublished master’s thesis). Ondokuz Mayis University, Samsun, Turkey.
  • Harbaugh, E., & Lindsey, W. (2015). Attitudes toward homosexuality among young adults: Connections to gender role identity, gender-typed activities, and religiosity. Journal of Homosexuality, 62, 1098–1125. Doi:10.1080/00918369.2015.1021635
  • Hasiloglu, B.S., Baran, T., & Aydin, O. (2015). Pazarlama arastirmalarindaki potansiyel problemere yonelik bir arastirma: Kolayda ornekleme ve siklik ifadeli olcek maddeleri [A study on the potential problems in marketing research: convenience sampling and scale items with adverbs of frequency]. Pamukkale Journal of Business and Information Management, 2(1), 19-28.
  • Herek, G. M., Gillis, J. R., & Cogan, J. C. (2015). Internalized stigma among sexual minority adults: Insights from a social psychological perspective. Stigma and Health, 1, 18–34. Doi:10.1037/2376-6972.1.S.18
  • Hudson, W., & Ricketts, W. (1980). A strategy for the measurement of homophobia. Journal of Homosexuality, 5, 357-372.
  • Jehn, K. A., Northcraft, G. B., & Neale, M. A. (1999). Why differences make a difference: A field study of diversity, conflict, and performance in workgroups. Administrative Science Quarterly, 44(4), 741-763.
  • Kagnici, D. Y. (2011). Teaching multicultural counseling: An example from a Turkish counseling undergraduate program. Eurasian Journal of Educational Research, 44, 118-128.
  • Kagnici, D. Y. (2013). Cok kulturlu psikolojik danisma egitiminin rehberlik ve psikolojik danismanlik lisans programlarina yerlestirilmesi [Accommodating multicultural counseling training in the guidance and counseling undergraduate programs]. Turkish Psychological Counseling and Guidance Journal, 5(40), 222-231.
  • Kagnici, D.Y. (2014). Reflections of a multicultural counseling course: A qualitative study with counseling students and counselors. Educational Sciences: Theory & Practice, 14(1), 53-62. Doi:10.12738/estp.2014.1.1965
  • Kapikiran, N. A., & Kapikiran, S. (2010). Kosulsuz kendini kabul olceginin Turk universite ogrencileri icin gecerligi ve guvenirligi [Unconditional self-acceptance scale: The validity and reliability for Turkish university students]. Kriz Dergisi [Journal of crisis], 18(1), 33-44.
  • Karadag, E., Baloglu N., & Yalcinkayalar, P. (2006). Ilkogretim okulu yoneticilerinin ogretmenler tarafindan algilanan demokratik tutumlari ile ogretmenlerin demokratik degerleri uzerine iliskisel bir arastirma [A study on the relation between democratic attitudes of primary school administrators perceived by the teachers and democratic values of the teachers]. Journal of Values Education, 4(12), 65-82.
  • Karahan, F. T., Sardogan, E.M., Ozkamali, E., & Dicle, N. A. (2006). Ogretmen adaylarinda de­mokratik tutum, nevrotik egilimler ve kendini gerceklestirme [Democratic attitude, neurotic tendencies and self-actualization in prospective teachers]. Hacettepe University Journal of Education, 30, 149-158.
  • Karasar, N. (1994). Bilimsel arastirma yontemi [Scientific research method]. (19th ed.). Ankara: Nobel Publishing.
  • Karatekin, K., Merey, Z., & Kus, Z. (2013). Ogretmen adaylari ve ogretmenlerin demokratik tutumlarinin cesitli degiskenler acisindan incelenmesi [Analysis of the democratlc attitudes of preservice teachers and teachers in terms of some variables]. Kastamonu Education Journal, 21(2), 561-574.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2th ed.). New York: Guilford.
  • Levinson, M. H., & Ellis, A. (2005). The myth of self-esteem: How rational emotive behavior therapy can change your life forever. Amherst, NY: Prometheus.
  • McCreary, M. L., & Walker, T. D. (2001). Teaching multicultural counseling prepracticum. Teaching of Psychology, 28(3), 195-198.
  • McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (2th ed.). United States: Cambridge University Press.
  • Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3th ed.). United States: Pyrczak Publishing.
  • Murdock, T., & Bolch, M. (2005). Risk and protective factors for poor school adjustment in lesbian, gay, and bisexual (LGB) high school youth: Variable and person-centred analyses. Psychology in the Schools, 42(2), 159-172.
  • Nalcaci, A., & Ercoskun, H. M. (2006). Sosyal bilgiler ogretmen adaylarinin demokratik tutum­larinin cesitli degiskenler acisindan incelenmesi [Analyzing of the democratic attitudes of candidates teachers of social knowledge in terms of some changeable]. Journal of Kazim Karabekir Education Faculty, 14, 241-257.
  • Oksuz, Y., & Guven, E. (2012). Farkliliklara saygi olcegi (FSO): Gecerlik ve guvenirlik calismasi [The respect of differences scale: Study of reliability and validity]. The Journal of Academic Social Science Studies, 5(5), 457-473.
  • Ozben, S. (1991). Yurt disindan donen isci cocuklarinin uyum problemlerinin okul basarilarina etkisi ve Turkiye’de yetisen ogrencilerle karsilastirilmasi [The effect of the adaptation problems on the academic achievement of the children of the Turkish workers returning from abroad compared with the ones brought up in Turkey] (Unpublished doctoral dissertation). Dokuz Eylul University, Izmir, Turkey.
  • Ozodasik, M. (2009). Kisilerarasi iletisim surecinde algi, ikna ve empatik iliskiler [Perception, persuasion and empathic relations in interpersonal communication process]. Konya: Tablet Publishing.
  • Poteat, V. P., & Anderson, C. J. (2012). Developmental changes in sexual prejudice from early to late adolescence: The effects of gender, race, and ideology on different patterns of change. Developmental Psychology, 48, 1403–1415. Doi:10.1037/a0026906
  • Raz, J. (2001). Value, respect and attachment. Cambridge: Cambridge University Press.
  • Rengi, O., & Polat, S. (2014). Sinif ogretmenlerinin kulturel farklilik algilari ve kulturlerarasi duyarliliklari [Primary teachers’ perception of cultural diversity and intercultural sensitivity]. Journal of World of Turks, 6 (3), 135-156.
  • Rivers, I. (1996). Young, gay and bullied. Young People Now, 81, 18-19.
  • Robinson, J. P., & Espelage, D. L. (2011). Inequties in educational and psychological outcomes between LGBTQ and straight students in middle and high school. Educational Researcher, 40(7), 315-330.
  • Saglam, H. I. (2000). Sosyal bilgiler dersinin demokratik tutum gelistirmedeki rolu [The role of social studies course in developing democratic attitudes]. National Education Journal, 146.
  • Sakalli, N. (2002a). The relationship between sexism and attitudes toward homosexuality in a sample of Turkish college students. Journal of Homosexuality, 42, 51-62.
  • Sakalli, N. (2002b). Application of the attribution-value model of prejudice to homosexuality. Journal of Social Psychology, 142, 264-271.
  • Sakalli, N., & Ugurlu, O. (2001). Effects of social contact with homosexuals on heterosexual Turkish university students attitudes towards homosexuality. Journal of Homosexuality, 42(1), 53-62.
  • Sakalli-Ugurlu, N., &, Ugurlu, O. (2004). Escinsellik ve escinsellige iliskin tutumlar: Onyargi ve ayrimcilik [Homosexuality and attitudes towards homosexuality: Prejudice and discrimination]. In Kaos GL, Geylerin ve lezbiyenlerin sorunlari ve toplumsal baris icin cozum arayislari- Sempozyum kitabi [Problems of gays and lesbians, and solutions for social peace- Symposium book] (pp. 62-77). Ankara: Kaos GL.
  • Santona, A., & Tognasso, G. (2018). Attitudes toward homosexuality in adolescence: An Italian study. Journal of Homosexuality, 65(3), 361-378, Doi:10.1080/00918369.2017.1320165
  • Sarac, L. (2012). Attitudes of future physical education teachers in Turkey toward lesbians and gay men. Psychological Reports, 111(3), 765-775.
  • Sargin,N., & Circir, O. (2015). The attitudes of prospective teachers toward homosexuality: A case study in Konya. International Journal of Psychology and Educational Studies, 1(1), 17-24.
  • Selek, P. (2001). Bir altkulturun dislanma mekani: Ulker sokak [Place of exclusion of a subculture: Ulker street] (Unpublished master’s thesis). Mimar Sinan University, Istanbul, Turkey.
  • Selek, P. (2004). Ataerkillik ve escinsellere yonelik siddet [Patriarchy and violence against homosexuals]. In Kaos GL, Geylerin ve lezbiyenlerin sorunlari ve toplumsal baris icin cozum arayislari- Sempozyum kitabi [Problems of gays and lesbians, and solutions for social peace- Symposium book] (pp. 175-178). Ankara: Kaos GL.
  • Sprent, P., & Smeeton, N. C. (2007). Applied nonparametric statistical methods (4th ed.). United States: CRC Press.
  • Sumer, N. (2000). Yapisal esitlik modelleri: Temel kavramlar ve ornek uygulamalar [Structural equation modeling: Basic concepts and applications]. Turkish Psychology Review, 3(6), 49-74.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson.
  • Thompson, B. L., & Waltz, J. A. (2008). Mindfulness, self-esteem and unconditional self-acceptance. Journal of Rational-Emotive & Cogn-Behaviour Therapy, 26, 119-126.
  • Topses, G. (2013). Psikolojik Danisma Surecinde “kendini kabul” ve “savunucu davranis” kavramlarinin felsefi ve psikolojik boyutlari [The philosophical and psychological aspects of self-acceptance and defensive behaviors]. Folklore/ Literature, 19(74), 61-72.
  • Ummak, E. (2012). Mersin University ogrencilerinin escinsellere yonelik tutumlarinin incelenmesi [A study of the attitudes of Mersin University students towards LGBT indivudals] (Unpublished master’s thesis). Mersin University, Mersin, Turkey.
  • Uner, E. (2011). Okul oncesi egitim programindaki 36-72 aylik cocuklara farkliliklara saygi egitimi kazandirmanin ogretmen gorusleri dogrultusunda incelenmesi [Evaluation of 36-72 months old childrens acquisition of respect to dissimilarity education in the preschool education programme, in accodance with opinion standpoints of teachers] (Unpublished doctoral dissertation). Erciyes University, Kayseri, Turkey.
  • Unlu, I., & Orten, H. (2013). Ogretmen adaylarinin cok kulturluluk ve cok kulturlu egitime yonelik algilarinin incelenmesi [Investigation The Perception of Teacher Candidates About Multiculturism and Multicultural Education]. Dicle University Journal of Ziya Gokalp Faculty of Education, 21, 287-302.
  • Yazici, K. (2011). Sosyal bilgiler ogretmen adaylarinin demok­ratik degerlerinin cesitli degiskenler acisindan incelenmesi [An analysis of social studies prospective teachers’ democratic values in relation to various variables]. Education and Science, 36(159), 165-178.
  • Yener, H. (2007). Personel performansina etki eden faktorlerin yapisal esitlik modeli (YEM) ile incelenmesi ve bir uygulama [A study of factors affecting employee performance with structural equational model and an application] (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Yildiz, S., Atamer, A., & Yavuz, M. F. (2003). Correlates of negative attitudes of undergraduate students towards gay men and lesbians. Forensic Sciences International, 136(1), 290.
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Meryem Vural-batik

Yayımlanma Tarihi 15 Şubat 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Vural-batik, M. (2019). The Predictive Role of Homophobia and Unconditional Self-Acceptance on Respect of Differences in Psychological Counselor Candidates. International Journal of Educational Methodology, 5(1), 59-70. https://doi.org/10.12973/ijem.5.1.59