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Türkiye’deki Psikolojik Danışman Eğitiminde Kritik Akreditasyon Konuları ile İlgili Öğretim Elemanları Görüşlerinin İncelemesi

Yıl 2021, Cilt 11, Sayı 63, 433 - 455, 31.12.2021
https://doi.org/10.17066/tpdrd.1050739

Öz

Psikolojik danışman eğitimine yönelik profesyonel organizasyonlar tarafından belirlenmiş standartlar olmaması akreditasyonla ilgili araştırmaların yapılması gerekliliğini arttırmaktadır. Bu nedenle, bu betimsel çalışma, Türkiye’deki devlet ve vakıf üniversitelerin Psikolojik Danışmanlık ve Rehberlik (PDR) anabilim dallarında görev yapan psikolojik danışman eğitimcilerinin, psikolojik danışman eğitimi programlarının akreditasyonu sürecindeki kritik standartlar/ölçütler konularındaki görüşlerini incelemeyi amaçlamaktadır. Çalışma kapsamında 24-88 yaş arası 201 katılımcıya ulaşılmıştır. Çalışmanın verileri demografik formun yanısıra araştırmacılar tarafından geliştirilen bir anketle toplanmıştır. Çalışmadaki veriler nitel ve nicel olarak incelenmiştir. Araştırmanın sonuçları, katılımcıların büyük çoğunluğunun sadece psikolojik danışmanlık ve rehberlik programlarını akredite eden bağımsız bir akreditasyon organizasyonun kurulması fikrini desteklediklerini ortaya koymuştur. Bulguların çıkarımlarıyla birlikte sınırlılıkları ve yeni araştırmalara öneriler araştırmada paylaşılmıştır.

Kaynakça

  • ACA. (2014). 2014 ACA code of ethics. American Counseling Association. https://www.counseling.org/resources/aca-code-of-ethics.pdf
  • AEATEP. (2020). Association for Evaluation and Accreditation of Teacher Education Programs. https://epdad.org.tr/?sDil=2
  • AEAMEP. (2021). Association for Evaluation and Accreditation of Medical Education Programs. http://www.tepdad.org.tr
  • Akkoyun. F. (1995). The job title and training issues in counseling: A review and implications. Turkish Psychological Counseling and Guidance Journal, 2(6), 1-21.
  • Aladağ, M. (2014). Critical incidents in individual counseling practicum supervision across different levels of counselor education. Ege Journal of Education, 15(2), 428-475.
  • Aladağ, M., Kağnıcı, D. Y., Cihangir-Çankaya, Z. C., Özeke-Kocabaş, E. Ö., & Yaka, B. (2011). Developing group work competence in counselor education: Case of Ege University. Ege Journal of Education, 12(2), 21-43.
  • Aladağ M., & Kemer, G. (2016) Clinical supervision: An emerging counseling specialty in Turkey. The Clinical Supervisor, 35(2), 175-191. http://dx.doi.org/10.1080/07325223.2016.1223775
  • Aladağ, M., & Kemer, G. (2017). The examination of individual counseling practicum and its supervision in counselor education. İzmir, Turkey: Ege University, Directorate of Scientific Research Projects. https://bit.ly/3Eo63Wo
  • ASCA. (2016). ASCA Ethical standards for school counselors. American School Counselor Association. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf
  • Atıcı, M., & Çam, S. (2013). Students’ views on the course of counseling and guidance practice at schools. Turkish Psychological Counseling and Guidance Journal, 4(39), 106-119.
  • Atıcı, M., Özyürek, R., & Çam, S. (2006). The effects of school counseling practices on counselor self-efficacy and occupational self-esteem: A longitudinal study. Turkish Psychological Counseling and Guidance Journal, 3(24), 7-26.
  • Barreto, A., (2012). Counseling for the training of leaders and leadership development: A commentary. The Professional Counselor, 2(3), 226-234. doi:10.15241/abb.2.3.226
  • CACREP. (2020). CACREP 2016 Standarts. The Council for Accreditation of Counseling and Related Educational Programs. https://cacrepdev.wpengine.com/for-programs/2016-cacrep-standards/
  • CACREP. (2021). Why should I choose an accredited program? The Council for Accreditation of Counseling and Related Educational Programs. https://www.cacrep.org/for-students/why-should-i-choose-an-accredited-program/
  • Chang, C. Y., Minton, C. A., Dixon, A.L., Myers, J. E., & Sweeney, T. J. (2012). Professional counseling excellence through leadership and advocacy. Taylor & Francis Group.
  • Council of Higher Education. (2020). National qualifications framework for higher education in Turkey. http://tyyc.yok.gov.tr/
  • Demir, M., Özyürek, R., Zeren, G., Köse, A., Akçıl, S., Buyruk Genç, A., & Gökmen, G. (2019). The process of developing the draft standards of the applied courses related to school counseling in the guidance and psychological counseling programs and suggestions for the final form. School Counselor e-bulletin (9), p. 60-83.
  • Doğan, S. (2000). The need for accreditation of counseling programs and a model suggestion. Turkish Psychological Counseling and Guidance Journal, 2(14), 31-38.
  • Haktanir, A. (2020). A comparison of counselling self-efficacy among international and domestic counselling students. Journal of Psychologists and Counsellors in Schools. Advance online publication. https://doi.org/10.1017/jgc.2020.19
  • ISCED. (2021). The international standard classification of education. https://ec.europa.eu/education/international-standard-classification-of-education-isced_en
  • İkiz, F. E., Baş, A. U., & Arslan, Ü. (Eds.) (2021). Counseling code of ethics. Turkish Psychological Counseling and Guidance.
  • Kalkan, B., & Can, N. (2019). Supervision in counselor education: Exploration of current status and standards in Turkey. Adıyaman University Journal of Educational Sciences, 9(2), 271-290. https://doi.org/10.17984/adyuebd.592894
  • Kline, R. B. (1998). Principles and practices of structural equation modeling. Guilford.
  • Koçyiğit-Özyiğit, M., & İşleyen, F. (2016). Supervisor training in counseling Bolu Abant İzzet Baysal University Journal of Faculty of Education, 16(4), 1813-1831.
  • Korkut, F., & Mızıkacı, F. (2008). European Union, Bologna process and counselor education in Turkey. Educational Administration: Theory and Practice, 53(53), 99-122.
  • Meydan, B. (2014). A supervision model for counseling practicum: Microcounseling supervision model. Ege Journal of Education, 15(2), 358-374.
  • Özyürek, R. (2009). Counseling and guidance applications in school settings and supervision opportunities: A national survey. Turkish Psychological Counseling and Guidance Journal, 4(32), 54-63.
  • Özyürek, R. (2010a). School counseling practices in Turkish universities: Recommendations for counselor educators. Eurasian Journal of Educational Research, 39, 175-190.
  • Özyürek, R. (2010b). Identification of the application of school counseling practices carried out by students in counseling and guidance undergraduate program. Education and Science, 35(156), 160-174.
  • Özyürek, R. (2019, November 30-December 1). Guidelines for applied, interview, and observation courses in counseling [Conference session]. III. International Teacher Education and Accreditation Congress, Ankara, Turkey. https://educ.tedu.edu.tr/en/educ/agenda/events/iii-international-teacher-education-and-accreditation-congress
  • Özyürek, R., & Can, A. (2019, November 30-December 1). A roadmap for development of accreditation in Turkey [Conference session]. III. International Teacher Education and Accreditation Congress, Ankara, Turkey. https://educ.tedu.edu.tr/en/educ/agenda/events/iii-international-teacher-education-and-accreditation-congress
  • Şeker, G., & Çapri, B. (2019, November, 15-17). Vocational guidance and counseling practices: An evaluation from the perspective of psychological counselors candidates and school psychological counselors [Conference session]. IX. International Congress on Psychological Counseling and Guidance in Higher Education Proceedings, İstanbul, Turkey. https://bit.ly/3H85YHW
  • Topkaya, N. (2020). 21st-century counselor competencies. In Ş. Terzi (Ed.), Counseling and guidance in schools (pp. 35-60). Pegem Akademi.
  • TPA Psychology Programs Accreditation Unit. (2020). Psychology undergraduate programs accreditation standards. https://akreditasyon.psikolog.org.tr/
  • Turkish Psychological Counseling and Guidance Association İzmir Branch Research and Development Commission. (2020). Examination of the faculty members working in counselor education programs of the universities in Turkey and the Turkish Republic of Northern Cyprus in terms of titles and graduation status. İzmir.
  • Turkish Psychological Counseling and Guidance Association Self-Assessment Report Preparation Committee (2020). Turkish psychological counseling and guidance association self-assessment report preparation guidebook. Unpublished manuscript.
  • Yılmaz, O., & Voltan Acar, N. (2015). The importance of supervision in psychological counselor training and its role in group counseling. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 15(1), 342-356.
  • Woo H., Storlie, C. A., & Baltrinic E. R., (2016). Perceptions of professional identity development from counselor educators in leadership positions. Counselor Education and Supervision, 55(4), 278-293. https://doi.org/10.1002/ceas.12054

An Examination of the Opinions of Faculty Members on Critical Accreditation Issues in Counselor Education in Turkey

Yıl 2021, Cilt 11, Sayı 63, 433 - 455, 31.12.2021
https://doi.org/10.17066/tpdrd.1050739

Öz

The lack of counselor education standards set by professional organizations increases the necessity for accreditation studies. Therefore, this descriptive study aimed to investigate the opinions of counselor educators working in Turkish public and private universities’ counselor education programs on critical standards/criteria of the accreditation process. A total of 201 counselor educators aged between 24 to 88 years participated in the study. Data were collected through a demographic form as well as a survey that was developed by the researchers. Data were analyzed both quantitatively and qualitatively. The results of the study showed that the majority of the participants supported the idea of establishing an independent counseling-specific accreditation organization that accredits counseling programs in Turkey. Implications of the findings, as well as limitations and recommendations, are shared for future research in the study.

Kaynakça

  • ACA. (2014). 2014 ACA code of ethics. American Counseling Association. https://www.counseling.org/resources/aca-code-of-ethics.pdf
  • AEATEP. (2020). Association for Evaluation and Accreditation of Teacher Education Programs. https://epdad.org.tr/?sDil=2
  • AEAMEP. (2021). Association for Evaluation and Accreditation of Medical Education Programs. http://www.tepdad.org.tr
  • Akkoyun. F. (1995). The job title and training issues in counseling: A review and implications. Turkish Psychological Counseling and Guidance Journal, 2(6), 1-21.
  • Aladağ, M. (2014). Critical incidents in individual counseling practicum supervision across different levels of counselor education. Ege Journal of Education, 15(2), 428-475.
  • Aladağ, M., Kağnıcı, D. Y., Cihangir-Çankaya, Z. C., Özeke-Kocabaş, E. Ö., & Yaka, B. (2011). Developing group work competence in counselor education: Case of Ege University. Ege Journal of Education, 12(2), 21-43.
  • Aladağ M., & Kemer, G. (2016) Clinical supervision: An emerging counseling specialty in Turkey. The Clinical Supervisor, 35(2), 175-191. http://dx.doi.org/10.1080/07325223.2016.1223775
  • Aladağ, M., & Kemer, G. (2017). The examination of individual counseling practicum and its supervision in counselor education. İzmir, Turkey: Ege University, Directorate of Scientific Research Projects. https://bit.ly/3Eo63Wo
  • ASCA. (2016). ASCA Ethical standards for school counselors. American School Counselor Association. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf
  • Atıcı, M., & Çam, S. (2013). Students’ views on the course of counseling and guidance practice at schools. Turkish Psychological Counseling and Guidance Journal, 4(39), 106-119.
  • Atıcı, M., Özyürek, R., & Çam, S. (2006). The effects of school counseling practices on counselor self-efficacy and occupational self-esteem: A longitudinal study. Turkish Psychological Counseling and Guidance Journal, 3(24), 7-26.
  • Barreto, A., (2012). Counseling for the training of leaders and leadership development: A commentary. The Professional Counselor, 2(3), 226-234. doi:10.15241/abb.2.3.226
  • CACREP. (2020). CACREP 2016 Standarts. The Council for Accreditation of Counseling and Related Educational Programs. https://cacrepdev.wpengine.com/for-programs/2016-cacrep-standards/
  • CACREP. (2021). Why should I choose an accredited program? The Council for Accreditation of Counseling and Related Educational Programs. https://www.cacrep.org/for-students/why-should-i-choose-an-accredited-program/
  • Chang, C. Y., Minton, C. A., Dixon, A.L., Myers, J. E., & Sweeney, T. J. (2012). Professional counseling excellence through leadership and advocacy. Taylor & Francis Group.
  • Council of Higher Education. (2020). National qualifications framework for higher education in Turkey. http://tyyc.yok.gov.tr/
  • Demir, M., Özyürek, R., Zeren, G., Köse, A., Akçıl, S., Buyruk Genç, A., & Gökmen, G. (2019). The process of developing the draft standards of the applied courses related to school counseling in the guidance and psychological counseling programs and suggestions for the final form. School Counselor e-bulletin (9), p. 60-83.
  • Doğan, S. (2000). The need for accreditation of counseling programs and a model suggestion. Turkish Psychological Counseling and Guidance Journal, 2(14), 31-38.
  • Haktanir, A. (2020). A comparison of counselling self-efficacy among international and domestic counselling students. Journal of Psychologists and Counsellors in Schools. Advance online publication. https://doi.org/10.1017/jgc.2020.19
  • ISCED. (2021). The international standard classification of education. https://ec.europa.eu/education/international-standard-classification-of-education-isced_en
  • İkiz, F. E., Baş, A. U., & Arslan, Ü. (Eds.) (2021). Counseling code of ethics. Turkish Psychological Counseling and Guidance.
  • Kalkan, B., & Can, N. (2019). Supervision in counselor education: Exploration of current status and standards in Turkey. Adıyaman University Journal of Educational Sciences, 9(2), 271-290. https://doi.org/10.17984/adyuebd.592894
  • Kline, R. B. (1998). Principles and practices of structural equation modeling. Guilford.
  • Koçyiğit-Özyiğit, M., & İşleyen, F. (2016). Supervisor training in counseling Bolu Abant İzzet Baysal University Journal of Faculty of Education, 16(4), 1813-1831.
  • Korkut, F., & Mızıkacı, F. (2008). European Union, Bologna process and counselor education in Turkey. Educational Administration: Theory and Practice, 53(53), 99-122.
  • Meydan, B. (2014). A supervision model for counseling practicum: Microcounseling supervision model. Ege Journal of Education, 15(2), 358-374.
  • Özyürek, R. (2009). Counseling and guidance applications in school settings and supervision opportunities: A national survey. Turkish Psychological Counseling and Guidance Journal, 4(32), 54-63.
  • Özyürek, R. (2010a). School counseling practices in Turkish universities: Recommendations for counselor educators. Eurasian Journal of Educational Research, 39, 175-190.
  • Özyürek, R. (2010b). Identification of the application of school counseling practices carried out by students in counseling and guidance undergraduate program. Education and Science, 35(156), 160-174.
  • Özyürek, R. (2019, November 30-December 1). Guidelines for applied, interview, and observation courses in counseling [Conference session]. III. International Teacher Education and Accreditation Congress, Ankara, Turkey. https://educ.tedu.edu.tr/en/educ/agenda/events/iii-international-teacher-education-and-accreditation-congress
  • Özyürek, R., & Can, A. (2019, November 30-December 1). A roadmap for development of accreditation in Turkey [Conference session]. III. International Teacher Education and Accreditation Congress, Ankara, Turkey. https://educ.tedu.edu.tr/en/educ/agenda/events/iii-international-teacher-education-and-accreditation-congress
  • Şeker, G., & Çapri, B. (2019, November, 15-17). Vocational guidance and counseling practices: An evaluation from the perspective of psychological counselors candidates and school psychological counselors [Conference session]. IX. International Congress on Psychological Counseling and Guidance in Higher Education Proceedings, İstanbul, Turkey. https://bit.ly/3H85YHW
  • Topkaya, N. (2020). 21st-century counselor competencies. In Ş. Terzi (Ed.), Counseling and guidance in schools (pp. 35-60). Pegem Akademi.
  • TPA Psychology Programs Accreditation Unit. (2020). Psychology undergraduate programs accreditation standards. https://akreditasyon.psikolog.org.tr/
  • Turkish Psychological Counseling and Guidance Association İzmir Branch Research and Development Commission. (2020). Examination of the faculty members working in counselor education programs of the universities in Turkey and the Turkish Republic of Northern Cyprus in terms of titles and graduation status. İzmir.
  • Turkish Psychological Counseling and Guidance Association Self-Assessment Report Preparation Committee (2020). Turkish psychological counseling and guidance association self-assessment report preparation guidebook. Unpublished manuscript.
  • Yılmaz, O., & Voltan Acar, N. (2015). The importance of supervision in psychological counselor training and its role in group counseling. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 15(1), 342-356.
  • Woo H., Storlie, C. A., & Baltrinic E. R., (2016). Perceptions of professional identity development from counselor educators in leadership positions. Counselor Education and Supervision, 55(4), 278-293. https://doi.org/10.1002/ceas.12054

Ayrıntılar

Birincil Dil İngilizce
Konular Psikoloji
Bölüm Makaleler
Yazarlar

Ragıp ÖZYÜREK Bu kişi benim
İSTANBUL AYDIN ÜNİVERSİTESİ
Türkiye


Nursel TOPKAYA Bu kişi benim
ONDOKUZ MAYIS ÜNİVERSİTESİ
Türkiye


Abdulkadir HAKTANIR
NECMETTİN ERBAKAN ÜNİVERSİTESİ
0000-0003-4066-0276
Türkiye


Zeynep HAMAMCI Bu kişi benim
GAZİANTEP ÜNİVERSİTESİ
Türkiye


Ahmet CAN Bu kişi benim
United States


Baki DUY Bu kişi benim
ANADOLU ÜNİVERSİTESİ
Türkiye


Süleyman AKÇIL
ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ
0000-0003-4461-5093
Türkiye


Olcay YILMAZ Bu kişi benim
TED ÜNİVERSİTESİ
Türkiye

Erken Görünüm Tarihi 30 Aralık 2021
Yayımlanma Tarihi 31 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 11, Sayı 63

Kaynak Göster

APA Özyürek, R. , Topkaya, N. , Haktanır, A. , Hamamcı, Z. , Can, A. , Duy, B. , Akçıl, S. & Yılmaz, O. (2021). An Examination of the Opinions of Faculty Members on Critical Accreditation Issues in Counselor Education in Turkey . Turkish Psychological Counseling and Guidance Journal , 11 (63) , 433-455 . DOI: 10.17066/tpdrd.1050739