Okul Psikolojik Danışmanlarının Beceri Boşluğu: Ulusal Meslek Standardı Kapsamında Bir İnceleme

Year 2023, Issue: 56, 308 - 325, 22.06.2023

Olcay Yılmaz , Bünyamin Atay

https://doi.org/10.53444/deubefd.1081816

Abstract

Bir çok eğitsel ve mesleki alanda yeterliklerin belirlenmesi, ölçülmesi ve buna bağlı gerçekleştirilen yeterlik temelli eğitimler giderek önem kazanmaktadır. Okul psikolojik danışmanları açısından bu kapsamda, Okul psikolojik danışmanı standartları 2017 yılında Resmi Gazete’de “Okul Psikolojik Danışmanı Seviye 7 Ulusal Meslek Standartları” adı altında yayımlanmıştır. Ancak teorik olarak belirlenen bu standartların uygulamada varlığını sorgulayan bir çalışma henüz yoktur. Bu çalışmanın amacı, Ulusal Meslek Standartları’nda yer alan becerilerin okul psikolojik danışmanlarınca ne derece önemli görüldüğünün, bu becerilere ne derece sahip olduklarının ve verdikleri önem ile sahip olma dereceleri arasındaki farkın araştırılmasıdır. Çalışmaya çeşitli kademelerde çalışan 253 psikolojik danışman katılmıştır. Veriler, demografik bilgi formu ve Okul Psikolojik Danışmanlığı UMS Yeterlik Kontrol Listesi aracılığıyla toplanmıştır. En çok önemli ve en yetkin görülen becerilerin çocukluk ve ergenlik dönemi yaşantılarına yönelik beceriler, en az önemli ve en az yetkin görülen becerilerin ise ölçme değerlendirme ve iş ortamına dair beceriler olduğu görülmüştür. Son olarak, tüm becerilerde psikolojik danışmanların becerilere sahip olma dereceleri, becerilere verdikleri önemden istatistiksel olarak anlamlı derecede (p< .05) düşük bulunmuştur. Başka bir deyişle katılımcılar ilgili becerilerin tümünü önemli görmekle birlikte kendilerini bu önemden daha düşük bir yeterlik düzeyinde algılamaktadırlar. Araştırma bulguları, yeterlik temelli lisans ve meslek içi eğitim ihtiyacına işaret etmektedir.

Keywords

Okul psikolojik danışmanı, Yeterlikler, Beceri boşluğu, Ulusal Meslek Standardı

Skill Gap of School Counselors: An Inspection in the Light of National Occupational Standard

Abstract

In many educational and professional fields, determining and measuring competences and related competence-based trainings are becoming more important recently. In this context, in terms of school counselors, School counselor standards were published in the Official Gazette in 2017 under the name of "School Counselor Level 7 National Occupational Standards". However, there is no study yet questioning the existence of these theoretically determined standards in practice. The aim of this study is to investigate how important the skills in the National Occupational Standards are seen by school counselors, to what extent they have these skills, and to investigate the difference between the importance they give and the degree of possessing these skills. 253 counselors working at various educational levels participated in the study. Data were collected through the demographic information form and the School Counseling Proficiency Checklist. It has been seen that the most important and most competent skills are the skills related to childhood and adolescence, and the skills that are seen as the least important and least competent are those related to measurement and evaluation and the work environment. Finally, in all skills, the psychological counselors' degree of having skills was found to be significantly (p< .05) lower than the importance they gave to these. In other words, although the participants evaluate all of the relevant skills as important, they perceive themselves at a lower level of competence. Research findings point to the need for competency-based undergraduate and vocational training.

Keywords

School counselor, competencies, skill gap, National Occupational Standard

References

• American Counseling Association. (2014). Code of ethics. American Counseling Association.
• American Psychological Association. (2016). Ethical principles of psychologists and code of conduct. 08.04.2021 tarihinde https://www.apa.org/ethics/code/ethics-code-2017.pdf sitesinden erişilmiştir.
• American School Counselor Association. (2016). Ethical standards for school counselors. American School Counselor Association.
• American School Counselor Association. (2012). The ASCA national model for school counseling program (3.bs.). American School Counselor Association.
• Arredondo, P., Shealy, C., Neale, M. ve Winfrey, L. L. (2004). Consultation and interprofessional collaboration: Modeling for the future. Journal of Clinical Psychology, 60(7), 787-800.
• Atay, B., ve Yılmaz, O. (2019, 24-27 Ekim). Okul psikolojik danışmanlarında beceri boşluğu: Ulusal Meslek Standardı kapsamında bir inceleme [Konferans bildirisi]. 21. Uluslararası PDR Kongresi, Antalya.
• Atik, G., ve Güneri, O. Y. (2013). Bullying and victimization: Predictive role of individual, parental, and academic factors. School Psychology International, 34(6), 658-673. https://doi.org/10.1177/0143034313479699
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
• Bardick, A. D., Bernes, K. B., McCulloch, A. R., Witko, K. D., Spriddle, J. W. ve Roest, A. R. (2004). Eating disorder intervention, prevention, and treatment: Recommendations for school counselors. Professional School Counseling, 8(2), 168-175.
• Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The Elemantry School Journal, 108(5), 362-375. https://doi.org/10.1086/589467
• Belar, C. D. (2009). Advancing the culture of competence. Training and Education in Professional Psychology, 3(4S), S63-S65. https://doi.org/10.1037/a0017541
• Bengisoy, A. ve Özdemir, M. B. (2019). Psikolojik danışman/rehber öğretmenlerin bakış açısıyla psikolojik danışma ve rehberlik alanının sorunları. Kıbrıs Türk Psikiyatri ve Psikoloji Dergisi, 1(3), 189-193. https://doi.org/10.35365/ctjpp.19.1.24
• Bieschke, K. J., Fouad, N. A., Collins Jr, F. L. ve Halonen, J. S. (2004). The scientifically‐minded psychologist: Science as a core competency. Journal of Clinical Psychology, 60(7), 713-723.
• Coleman, H. L. K. ve Yeh, C. (Düz.) (2011). Handbook of school counseling. Routledge.
• Corey, G., Corey, M. S. ve Corey, C. (2019). Issues and ethics in the helping professions (10.bs.). Cengage Learning.
• Council for Accreditation of Counseling and Related Educational Programs (2016). 2016 CACREP standards. https://www.cacrep.org/section-5-entry-level-specialty-areas-school-counseling/
• Çokamay, G., Gül-Kapçı, E. ve Sever, M. (2017). Okul ruh sağlığı hizmetlerinde yaşanan sorunlar: Psikolojik danışmanların görüşleri. Elemantry Education Online, 16(4), 1395-1604. https://doi.org/10.17051/ilkonline.2017.342962
• Dahir, C. A. (2000). The national standards for school counseling programs: A partnership in preparing students for the new millennium. NASSP Bulletin, 84(616), 68-76. https://doi.org/10.1177/019263650008461611
• Dahir, C. A. (2011). History of school counseling. H. L. K., Coleman ve C. Yeh (Düz.), Handbook of school counseling içinde (s. 37-48). Routledge.
• Daly, E. J., Doll, B., Schulte, A. C. ve Fenning, P. (2011). The competencies initiative in American professional psychology: Implications for school psychology preparation. Psychology in the Schools, 48(9), 872-886. https://doi.org/10.1002/pits.20603
• Daniel, J. H., Roysircar, G., Abeles, N. ve Boyd, C. (2004). Individual and cultural‐diversity competency: Focus on the therapist. Journal of Clinical Psychology, 60(7), 755-770.
• Davis, T. E. (2017). School counseling. D. Capuzzi ve D. R. Gross (Düz.), Introduction to the counseling profession içinde (s. 410-432). Routledge.
• Dimmitt, C., ve Zyromski, B. (2020). Evidence-based school counseling: Expanding the existing paradigm. Professional School Counseling, 23(1 part 3), 1-5. https://doi.org/10.1177/2156759X20904501
• Duarte, D. ve Hatch, T. (2014). Successful implementation of a federally funded violence prevention elementrary school counseling program: Results bring sustainability. Professional School Counseling, 18(1), 71-81.
• Fall, M.ve McLeod, E. H. (2001). Identifying and assisting children with low self-efficay. Professional School Counseling, 4(5), 334-341.
• Falender, C. A., Cornish, J. A. E., Goodyear, R., Hatcher, R., Kaslow, N. J., Leventhal, G., Shafranske, E., Sigmon, S. T., Stoltenberg, C. ve Grus, C. (2004). Defining competencies in psychology supervision: A consensus statement. Journal of Clinical Psychology, 60(7), 771-785.
• Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., Collins, F. L. ve Crossman, R. E. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology, 3(4S), S5-S26. https://doi.org/ 10.1037/a0015832
• Kaslow, N. J. (2004). Competencies in professional psychology. American Psychologist, 59(8), 774-781. https://doi.org/10.1037/0003-066X.59.8.774
• Kaslow, N. J., Borden, K. A., Collins Jr, F. L., Forrest, L., Illfelder‐Kaye, J., Nelson, P. D., Rallo, J. S., Vasquez, M. J. T. Ve Willmuth, M. E. (2004). Competencies conference: Future directions in education and credentialing in professional psychology. Journal of Clinical Psychology, 60(7), 699-712.
• Kaslow, N. J., Dunn, S. E. ve Oyeshiku Smith, C. (2008). Competencies for psychologists in academic health centers (AHCs). Journal of Clinical Psychology in Medical Settings, 15(1), 18-27. https://doi.org/10.1007/s10880-008-9094-y
• Kaslow, N. J., Grus, C. L., Campbell, L. F., Fouad, N. A., Hatcher, R. L. ve Rodolfa, E. R. (2009). Competency Assessment Toolkit for professional psychology. Training and Education in Professional Psychology, 3(4S), S27-S45. https://doi.org/10.1037/a0015833
• Krishnamurthy, R., VandeCreek, L., Kaslow, N. J., Tazeau, Y. N., Miville, M. L., Kerns, R., Stegman, R., Suzuki, L. ve Benton, S. A. (2004). Achieving competency in psychological assessment: Directions for education and training. Journal of Clinical Psychology, 60(7), 725-739.
• Kolbert, J. B., Williams, R. L., Morgan, L. M., Crothers, L. M. ve Hughes, T. L. (2016). Introduction to professional school counseling: Advocacy, leadership, and intervention. Routledge.
• Leahy, M. J., Chan, F. ve Saunders, J. L. (2003). Job functions and knowledge requirements of certified rehabilitation counselors in the 21st century. Rehabilitation Counseling Bulletin, 46(2), 66-81. https://doi.org/10.1177/00343552030460020101
• Manpower Talent Survey Group. (2017). 2016/2017 Talent shortage survey, https://www.manpower.com.tr/en/research-insights/2016-2017-talent-shortage-survey adresinden erişilmiştir.
• McDaniel, S. H., Grus, C. L., Cubic, B. A., Hunter, C. L., Kearney, L. K., Schuman, C. C., Karel, M. J., Kessler, R. S., Larkin, K. T., McCutcheon, S., Miller, B. F., Nash, J., Qualls, S. H., Connolly, K. S., Stancin, T., Stanton, A. L., Sturm, L. A. ve Johnson, S. B. (2014). Competencies for psychology practice in primary care. American Psychologist, 69(4), 409–429. https://doi.org/10.1037/a0036072
• Muchinsky, P. M. (2006). Psychology applied to work: An introduction to industrial and organizational psychology (8. bs.). Thomson Wadsworth.
• Nash J. M., Khatri, P., Cubic, B. A. ve Baird, M. A. (2013). Essential competencies for psychologists in patient centered medical homes. Professional Psychology: Research and Practice, 44(5), 331-342. https://doi.org/ 10.1037/aOO3310
• Novakovic, A., Michel, R. E. ve Ockerman, M. S. (2020). Teaching school counselors to use evidence-based practice to advance social justice: A case study. Professional School Counseling, 23(1 part 3), 1-7. https://doi.org/10.1177/2156759X20904472
• Paisley, P. O. ve McMahon, G. (2001). School counseling for the 21st century: Challenges and opportunities. Professional School Counseling, 5(2), 105-115.
• Pope, K. S. ve Vasquez, M. J. T. (2011). Ethics in psychotherapy and counseling: A practical guide (4. bs.). John Wiley & Sons.
• Riley, P. L. ve McDaniel, J. (2000). School violence, prevention, intervention, and crisis response. Professional School Counseling, 4(2), 120-125.
• Rodolfa, E., Bent, R., Eisman, E., Nelson, P., Rehm, L. ve Ritchie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36(4), 347-354. https://doi.org/ 10.1037/0735-7028.36.4.347
• Slaten, C. D. ve Baskin, T. W. (2014). Contextual school counseling: A framework for training with implications for curriculum, supervision, practice, and future research. The Counseling Psychologist, 42(2), 97-123. https://doi.org/10.1177/0011000012473952
• Slaten, C., Woronzoff-Verriden, A. ve Baskin, T. W. (2019). General history and conceptual frameworks of school counseling. Dollarhide, C. T. ve Lemberger-Truelove, M. E. (Düz.), Theories of school counseling for the 21st century içinde (ss. 13-24). Oxford University Press.
• Schmidt, J. J. (2011). History of school counseling. H. L. K., Coleman ve C. Yeh (Düz.), Handbook of school counseling içinde (s. 3-14). Routledge.
• Spruill, J., Rozensky, R. H., Stigall, T. T., Vasquez, M., Bingham, R. P. ve Olvey, C. D. V. (2004). Becoming a competent clinician: Basic competencies in intervention. Journal of Clinical Psychology, 60(7), 741-754.
• Stone, C. S. ve Dahir, C. A. (2016). The transformed school counselor (3. bs.). Cengage Learning.
• Street, S. ve Isaacs, M. (1998). Self-esteem: Justifying its existence. Professional School Counseling, 1(3), 46-50.
• Studer, J. R. (2015). The essential school counselor in a changing society. Sage.
• Tagay, Ö. ve Çakar, F. S. (2017). Okullarda yürütülen psikolojik danışma ve rehberlik hizmetlerine ilişkin okul psikolojik danışmanlarının görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 1168-1186.
• Thielsen, V. A. ve Leahy, M. J. (2001). Essential knowledge and skills for effective clinical supervision in rehabilitation counseling. Rehabilitation Counseling Bulletin, 44(4), 196-208. https://doi.org/10.1177/003435520104400402
• Tuzgöl-Dost, M. ve Keklik, İ. (2012). Alanda çalışanların gözünden psikolojik danışma ve rehberlik alanının sorunları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 12(23), 389-407.
• Waters, L. D., Mironova, O. ve Stobinski, J. X. (2017). The many potential uses of for a job analysis. Journal of the Association for Vascular Access, 22(3), 124-128. https://doi.org/10.1016/j.java.2017.06.007
• Wyse, A. E. ve Babcock, B. (2018). A comparison of subject matter experts' perceptions and job analysis surveys. Practical Assessment, Research & Evaluation, 23(10), 1-10. https://doi.org/10.7275/7dey-zd62
• Yeh, C. J. ve Pituc, S. T. (2011). Understanding yourself as a school counselor. H. L. K., Coleman ve C. Yeh (Düz.), Handbook of school counseling içinde (s. 63-76). Routledge.
• Zyromski, B. ve Mariani, M. (2019). Connect the dots: Using a logic model to connect goals with interventions, evaluation strategies, and outcomes. Professional School Counseling, 22(1b), 1-11. https://doi.org/10.1177/2156759X19834