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Psikolojik Danışma ve Rehberlik Doktora Programı Öğrencilerinin Aldıkları Eğitime İlişkin Görüşleri

Year 2023, Issue: 58, 2641 - 2662, 27.12.2023
https://doi.org/10.53444/deubefd.1293244

Abstract

Bu araştırmada Rehberlik ve Psikolojik Danışmanlık (PDR) alanında doktora yapmakta olan öğrencilerin doktora eğitimine ilişkin görüşleri incelenin incelenmesi amaçlanmıştır. Araştırma fenomonoloji deseninde yapılmış nitel bir araştırmadır. Araştırmanın çalışma grubunu PDR programı doktora tez aşamasında bulunan 33 kişi oluşturmaktadır. Araştırmada elde edilen verilerin toplanmasında; kişisel bilgi formu ve yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma kapsamında elde edilen veriler nitel veri analizi yollarından betimsel analiz yöntemi ile incelenmiştir. Araştırma sonuçlarına göre PDR alanında doktora eğitimi alan katılımcıların, mesleki ve kişisel gelişim, alana katkı verme isteği, akademik ilerleme isteği ve alana duyulan ilgi ve geçmiş deneyimler nedeniyle doktora yapmak istedikleri görülmüştür. Doktora eğitiminin öğrencilerde, öz-farkındalık, diğerlerine yönelik farkındalık, özgüven ve profesyonel güvende artış sağladığı belirlenmiştir. Lisans ve yüksek lisans eğitimlerinin yetersiz kalması nedeniyle doktora yapmaya yöneldiğini ifade eden katılımcılar olmuş; ayrıca doktora eğitiminin mesleki yetkinliğin artması, kuramsal ve kişisel güçlenme aracılığıyla etkili bir psikolojik danışman olmaya katkı sağladığı belirtilmiştir. Katılımcılar daha etkili psikolojik danışman olma çabalarında doktora eğitimi dışında, özel sertifikalı/sertifikasız eğitimler ile deneyimleri ve kurdukları bağlantıların da etkili olduğunu ifade etmişlerdir. Katılımcılar PDR doktora eğitiminin geliştirilmesi için uygulama, staj ve süpervizyon olanaklarının artırılmasını; bölüm olma gibi yapısal değişiklikler yapılmasını ve programa farklı dersler eklenmesini önermişlerdir. Sonuçlar alanyazın ışığında tartışılmış ve öneriler sunulmuştur.

References

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The Views of Psychological Counseling and Guidance Doctoral Program Students Regarding the Education They Received

Year 2023, Issue: 58, 2641 - 2662, 27.12.2023
https://doi.org/10.53444/deubefd.1293244

Abstract

This study aimed to examine doctoral students’ views on doctoral education in the Guidance and Psychological Counseling (PCG) field. The research is a qualitative research conducted in phenomenology design. The research study group consists of 33 people in the Ph.D. thesis phase of the PCG program. A personal information form and a semi-structured interview form were used to collect the data in the study. The data obtained within the scope of this research were analyzed by descriptive analysis method, one of the ways of qualitative data analysis. According to the results of the research, it is seen that the participants who received doctoral education in the field of PCG wanted to do a doctorate due to professional and personal development, desire to contribute to the field, desire for academic progress, interest in the field, and past experiences. It has been determined that doctoral education increases self-awareness, awareness of others, self-confidence and professional confidence in students. There were participants who stated that they were inclined to pursue doctoral education because their undergraduate and graduate education was insufficient. It was also stated that doctoral education contributes to becoming an effective psychological counselor through increased professional competence, theoretical and personal empowerment. In addition to doctoral education, the participants also stated that private certified/uncertified training, their experiences and the connections they established are also effective in their efforts to become more effective counselors. Participants suggested increasing the opportunities for practice, internship and supervision, making structural changes such as becoming a department and adding different courses to the program to improve the doctorate education in PCG. The results were discussed in the light of the literature, and recommendations were presented.

References

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  • American Counseling Association (2023). Is counseling the right career for you? https://www.counseling.org/aca-community/learn-about-counseling/what-is-counseling/career-guide
  • Aman, R. C. & Ahmad, N. S. (2010). Counseling practicum in producing excellent counselor Procedia Social and Behavioral Sciences, 5, 1028–1032.
  • Arnold, R. & McMurtery R. G. (2011). Integrating service learning into counselor education: Applications and implications. The Researcher: An Interdisciplinary Journal, 24(1), 59-74.
  • Aydemir, S. & Çam, Ş. (2015). Lisansüstü öğrencilerinin lisansüstü eğitimi almaya ilişkin görüşleri. Turkish Journal of Education, 4(4), 4-16. https://doi.org/10.19128/turje.00354
  • Avcı, D., Poyrazlı, Ş. & Gençoğlu, C. (2020). Türkiye’de psikolojik danışma ve rehberlik lisansüstü eğitimine ilişkin bir değerlendirme, PDR lisansüstü öğrencilerinin görüşleri. Milli Eğitim, 49(228), 175-213. https://doi.org/10.37669/milliegitim.756760
  • Belser, C. T., Wheeler, N. J., Bierbrauer, S. L., Solomon, C. S., Harris, S., Crunk, A. E. & Lambie, G. W. (2018). The experiences of counselors-in-training in a school-based counseling practicum. The Journal of Counselor Preparation and Supervision, 11(2).
  • Bruss, K. V. & Kopala, M. (1993). Graduate school training in psychology: Its impact upon the development of professional identity. Psychotherapy, 30, 685-691. https://doi.org/10.1037/0033-3204.30.4.685
  • Burkholder, D. (2012). Returning counselor education doctoral students: issues of retention, attrition, and perceived experiences. The Journal for Counselor Preparation and Supervision, 4(2). http://dx.doi.org/10.7729/42.0027
  • Burnett, J. A., Long, L. L., & Horne, H. L. (2005). Service learning for counselors: Integrating education, training, and the community. The Journal of Humanistic Counseling, Education and Development, 44(2), 158–167. https://doi.org/10.1002/j.2164-490X.2005.tb00028.x
  • Butnaru, S. (2015). Initial training of school counselors through practicum stages–Problems and possible solutions. Scientific Annals of the ‘Alexandru Ioan Cuza’ University of Iasi: Educational Sciences Series, 19, 15-28.
  • Büyükgöze-Kavas, A. (2011). Bireysel ve grupla psikolojik danışma uygulamalarına yönelik bir değerlendirme. Türk Eğitim Bilimleri Dergisi, 9(2), 411-431.
  • Christensen, J. K., Dickerman, C. A., & Dorn-Medeiros, C. (2018). Building a consensus of the professional dispositions of counseling students. Journal of Counselor Preparation and Supervision, 11(1). Manuscript 1265.
  • Cohen, M. A. O., & Greenberg, S. (2011). The struggle to succeed: Factors associated with the persistence of part-time adult students seeking a 'master’s degree. Continuing Higher Education Review, 75, 101-112.
  • Conrad, C. F., Duren, K. M. & Haworth, J. G. (1998). Students’ perspectives on their 'master’s degree experiences: Disturbing the conventional wisdom. New Directions for Higher Education, 101, 65-76. https://doi.org/10.1002/he.10106
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  • Council for Accreditation of Counseling and Related Educational Programs. (2015). Professional dispositions. http://www.cacrep.org/glossary/professional-dispositions/
  • Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip3903_2
  • Creswell, J. W. (2003). Research design: qualitative, quantitative and mixed methods approaches. Sage Publication.
  • Çınarbas, D. C., Korkut-Owen, F. & Çiftçi, A. (2009). Counseling in Turkey: A blend of Western science and Eastern tradition. In L. H. Gerstein, P. P. Heppner, S. Ægisdóttir, S.-M. A. Leung, & K. L. Norsworthy (Eds.), International handbook of cross-cultural counseling: Cultural assumptions and practices worldwide (pp. 475–488). Sage.
  • Demirtaş-Zorbaş, S. & Ulaş, Ö. (2014). Views of psychological counselor candidates about psychological counseling and guidance education. Procedia - Social and Behavioral Sciences, 186, 1298-1301.
  • Denzin, N. (1989). Interpretive interactionism. Sage Publications.
  • Doğan, S. (2000). The historical development of counseling in Turkey. International Journal for the Advancement of Counselling, 22, 57–67
  • Foss-Kelly, L. L. & Protivnak, J. J. (2017). Voices from the desks: Exploring student experiences in counselor education. The Journal of Counselor Preparation and Supervision, 9(2). https://doi.org/10.7729/92.1181
  • Furr, S. R. & Carroll, J. J. (2003). Critical incidents in student counselor development. Journal of Counseling & Development, 81(4), 483–489. https://doi.org/10.1002/j.1556-6678.2003.tb00275.x
  • Gibbons, M. M., Cochran, J. J., Spurgeon, S. & Diambra, J. A. (2013). The human factor: Student reactions to the integration of personal dispositions into a counseling program, Journal of Humanistic Counseling, 52, 5-22.
  • Güneri, O. Y., Büyükgöze-Kavas, A. & Koydemir, S. (2007). Okul psikolojik danışmanlarının kariyer gelişimi: Acemilikten uzmanlığa giden zorlu yol. R. Özyürek, F. Korkut-Owen ve D. W. Owen. Gelişen psikolojik danışma ve rehberlik: Meslekleşme sürecindeki ilerlemeler (ss.139-160). Nobel Yayın Dağıtım.
  • Haskins, N., Whitfield-Williams, M., Shillingford, M. A., Singh, A., Moxley, R. & Ofauni, C. (2013). The experiences of black 'master’s counseling students: A phenomenological Inquiry, Counselor Education and Supervision, 52, 162-178. https://doi.org/10.1002/j.1556-6978.2013.00035.x
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There are 68 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Fidan Korkut Owen 0000-0003-0144-1521

Meliha Tuzgöl Dost 0000-0001-7852-6633

Emir Tufan Çaykuş 0000-0001-5824-185X

Publication Date December 27, 2023
Published in Issue Year 2023 Issue: 58

Cite

APA Korkut Owen, F., Tuzgöl Dost, M., & Çaykuş, E. T. (2023). Psikolojik Danışma ve Rehberlik Doktora Programı Öğrencilerinin Aldıkları Eğitime İlişkin Görüşleri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(58), 2641-2662. https://doi.org/10.53444/deubefd.1293244