BibTex RIS Cite

-

Year 2014, Volume: 15 Issue: 1, 300 - 317, 10.07.2014

Fidan Korkut-owen , Meliha Tuzgöl Dost , Aslı Bugay Dean W. Owen

https://doi.org/10.12984/eed.88515
Cited By: 1

Abstract

The assessment of student progress throughout counselor education training has been problematic in that earlier efforts have focused on content and skill mastery but did not attempt to assess belief or attitudinal change as the result of training. Within the field of counselor education there has emerged some discussions about assessments of the counselor candidates’ dispositions besides their academic achievement. This assertion supported by the 2009 Standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), the national accrediting body for programs of counselor training (CACREP, 2009). These standards, to a large extent state that accredited programs are required to establish and maintain “a developmental, systematic assessment of each student’s progress throughout the program, including consideration of the student’s academic performance, professional development, and personal development”. These standards describe an expectation that students in all education-related fields develop dispositions and that these behaviors and attitudes be observed and evaluated in educational settings. The aim of the study was to describe how dispositions in counselor education can be defined, how these dispositions can be developed or enriched, and how they can be assessed. The implication is that such assessment efforts would in some way contribute to effective and competent practitioners in future

Keywords

professional disposition counselor education professional dispositions in counselor education

References

  • Barrio Minton, C.A. ve Gibson, D. M. (2012). Evaluating student learning outcomes in counselor education: recommendations and process considerations. Counseling Outcome Research and Evaluation, 3(2), 73-91.
  • Busacca, L.A., Beebe, R.S. ve Toman, S.M. (2010). Life and work values of counselor trainees: A national survey. The Career Development Quarterly, 59(1), 2-18.
  • Council for Accreditation of Counseling and Related Educational Programs (2009). Council for accreditation of counseling and related educational programs, 2009 standards. Standards.pdf adresinden 29.07.2013 tarihinde alınmıştır.
  • Columbus State University (2013). Counseling student disposition rating form. http://cfl.columbusstate.edu/resources.php adresinden 12.08.2013 tarihinde alınmıştır.
  • Corey, G. (2008). Theory and practice of counseling and psychotherapy, (8th Ed). Thomson Brooks/Cole.
  • Corey, G., Corey, M. S. ve Callahan, P. (1998). Issues and ethics in the helping professions. (3rd ed.). Pacific Grove: Brooks/Cole Publishing Company.
  • Cudahy, D., Finnan, C., Jaruszewicz, C. ve McCarty, B. (2002). Seeing dispositions: Translating our shared values into observable behavior. Paper presented at the First Annual Symposium on Educator Dispositions, Richmond, Kentucky.
  • Çiftci, N. (1991). Danışmanların ideal özellikleri. Yayınlanmamış yüksek lisans tezi. Marmara Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Demirel, Y. (2013). Psikolojik danışman öz yetkinlik ölçeğinin hazırlanması. Yayınlanmamış yüksek lisans tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Demos, G. ve Zuwaylif, F. (1966). Characteristics of effective counselors. Counselor Education and Supervision, 5(3), 163-165.
  • Duba, J. D., Paez, S. B. ve Kindsvatter, A. (2010). Criteria of nonacademic characteristics used to evaluate and retain community counseling students. Journal of Counseling and Development, 88(2), 5-12.
  • Halinski, K. H. (2009). Predicting beginning master’s level counselor effectiveness from personal characteristics and admissions data: An exploratory study. Unpublished doctoral dissertation. University of North Texas, Texas.
  • İkiz E. ve Totan, T. (2011). Etkili psikolojik danışman özelliklerini değerlendirme ölçeğini (EPÖDÖ) geliştirme çalışması, XI. PDR Kongresinde sunulan sözlü bildiri. 2-5 Ekim 2011, Selçuk, İzmir.
  • Johnson, D., Shertzer, B., Linden, J. E. ve Stone, S. C. (1967). The relationship of counselor candidate characteristics and counselor effectiveness. Counselor Education and Supervision, 6, 397-304.
  • Kelly, V. A. (2011). Assessing individual student progress: Meeting multiple accreditation standards and professional gatekeeping responsibilities. Journal of Counselor Preparation and Supervision, 3(2), 111-122.
  • Kepçeoğlu, M. (1999). Psikolojik danışma ve rehberlik. İstanbul: Alkım.
  • Knopp, T. Y. ve Smith, R. L. (2005). A brief historical context for dispositions in teacher education. In R. L. Smith, D. Skarbek, ve J. R. Hurst. (Eds.) The passion of teaching:Dispositions in the schools. (pp.1-14). Lanham, Maryland: Scarecrow Education. adresinden 10.09.2012 tarihinde alınmıştır.
  • McKee, M. (2010). Personal development: A part of the counselor education experience, The Association for Counselor Education & Supervision, S P E C T R U M, 7(3). 11-14
  • Middle Tennessee State University (2014). Master of education in professional counseling. http://www.mtsu.edu/edu_leadership/professional_counseling/docs/Hand book.4.12.13.pdf adresinden 12.01.2014 tarihinde alınmıştır.
  • Monmouth University (2014). Department of educational leadership, school counseling, and special education. School counseling, student affairs & college counseling programs manualhttp://www.monmouth.edu/uploadedFiles/Content/School_of_Educa tion/programs/graduate/edcounseling/COUNSELING%20PROGRAM%20H ANDBOOK%202013%202014.pdf adresinden 09.04.2014 tarihinde alınmıştır.
  • Moore, J. (2010). What do mental terms mean? The Psychological Record, 60, 699-714.
  • Muslu-Köseoğlu, S. (1994). Psikolojik danışmanların empatik becerilerinin ve kişilik özelliklerinin incelenmesi, Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • National Association of School Psychologists. (2009). Standards for training and field placement http://www.nasponline.org/standards/FinalStandards.pdf 23.02.2012 tarihinde alınmıştır. in school psychology. adresinden
  • National Council for Accreditation of Teacher Education (2008). Professional standards teacher accreditation of preparation institutions http://www.ncate.org/Portals/0/documents/Standards/NCATE%20Standa rds%202008.pdf adresinden 01.04. 2012 tarihinde alınmıştır.
  • National Council for Accreditation of Teacher Education (2010). NCATE glossary. http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/t abid/477/Default.aspx#P adresinden 01.04. 2012 tarihinde alınmıştır.
  • National Council for Accreditation of Teacher Education (2014). Council for the accreditation of educator preparation. http://www.ncate.org/ adresinden 12.01.2014 tarihinde alınmıştır.
  • New Mexico Highlands University (2011). Counseling program student handbook: Professional counseling school counseling rehabilitation counseling. http://its.nmhu.edu/IntranetUploads/002002-Handbook_-_C- 129201011657.pdf adresinden 18. 01.2014 tarihinde alınmıştır
  • North Carolina Central University (2014). School of education counselor education student handbook http://www.nccu.edu/formsdocs/proxy.cfm?file_id=2453 adresinden 23.02.2014 tarihinde alınmıştır.
  • Owen, D. W. (2009). Dispositional assessment in counselor education Instrument development and initial data collection. Unpublished report, Morehead State University, Kentucky.
  • Pierce, L. M. (2010). An exploration of the relationships among wellness, spirituality, and personal http://trace.tennessee.edu.utk_graddiss/738 adresinden 17.06.2013 tarihinde alınmıştır. of practicing professional counselors.
  • Pope, V. ve Kline,W. (1999). The personal characteristics of effective counselors: What 10 experts think. Psychological Reports, 84(5), 1339-1344.
  • Redekop, F. ve Wlazelek, B. (2012). Counselor dispositions: An added dimension for admissions http://counselingoutfitters.com/vistas/vistas_2012_TOC-section_01.htm adresinden17.01.2013 tarihinde alınmıştır. Online, Article 17.
  • Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin.
  • Singh, D. ve Stoloff, D. (2008). Assessment of teacher dispositions. College Student Journal, 42(4), 1169‐1180.
  • Spurgeon, S., Gibbons, M. ve Cochran, J. (2012). Creating personal dispositions for a professional counseling program. Counseling and Values, 57(4), 96-108.
  • Stoddard, K., Braun, B., Dukes, L. ve Koorland, M. A. (2007). Building professional dispositions in pre-service special educators: Assessment and instructional tactics. Journal of University Teaching and Learning Practice, 4, 28-39.
  • Truax, C. B. ve Carkhuff, R. (2007). Toward effective counseling and psychotherapy: Training and practice. Chicago: Aldine.
  • Türk Psikolojik Danışma ve Rehberlik Derneği, (2011). Türkiye’de psikolojik danışma ve rehberlik. http://pdr.org.tr/upload/icerik/haberler/saglik%20meslek%20yasasi.pdf adresinden 21.10.2013 tarihinde alınmıştır.
  • University of Tennessee (2010). School counseling — Master of science — General requirements., http://web.utk.edu/~edpsych/school_counseling/ms_requirements.html adresinden 12.01.2014 tarihinde alınmıştır.
  • University of Wisconsin-Stout (2012). M.S. in school counseling assessment in the major report 2011-12. http://www.uwstout.edu/soe/assess/upload/10-12- 2012-SCOUN-2011-12-Program-AIM-Report.pdf adresinden 18.01.2014 tarihinde alınmıştır.
  • Young, M. E. (2009). Learning the art of helping: Building blocks and techniques (4th ed.).Upper Saddle River, NJ: Pearson.

Psikolojik Danışman Eğitiminde Mesleğe İlişkin Kişisel Eğilimler

Year 2014, Volume: 15 Issue: 1, 300 - 317, 10.07.2014

Fidan Korkut-owen , Meliha Tuzgöl Dost , Aslı Bugay Dean W. Owen

https://doi.org/10.12984/eed.88515
Cited By: 1

Abstract

Psikolojik Danışma ve Rehberlik (PDR) eğitimi boyunca öğrencilerin gelişimi, daha çok alan bilgisi ve becerileri açısından değerlendirilmekte ve mesleğe ilişkin kişisel eğilimlerinde oluşan değişiklikler yeterince dikkate alınmamaktadır. Öte yandan son zamanlarda psikolojik danışman eğitimi boyunca öğrencilerin sadece akademik değil, profesyonel ve kişisel değişimlerinin de sürekli izlenmesi etik bir gereklilik olarak ifade edilmeye başlamıştır. Bu fikir Psikolojik Danışma ve İlgili Eğitim Kurumlarının Akreditasyonu Kurulu’nun (Council for Accreditation of Counseling and Related Educational Programs-CACREP) 2009 standartlarıyla da pekiştirilmiştir. Amerika Birleşik Devletleri’nde (ABD) özellikle CACREP tarafından akredite edilen ya da akredite edilmek isteyen üniversitelerde PDR eğitimi almayı düşünen adayların seçiminde ve PDR eğitimi boyunca öğrencilerin değerlendirilmesinde mesleğe ilişkin kişisel eğilimler de dikkate alınmaya başlamıştır. Bu çalışmada alanyazında giderek daha fazla yer alan mesleğe ilişkin kişisel eğilim kavramının ne olduğu, PDR alanında neden önemli olduğu, ABD’deki bazı üniversitelerin bu kavramı programlarında öğrenci değerlendirmesinde nasıl ele aldıkları ve değerlendirme yolları üzerinde durulmuştur. Böylece Türkiye’de PDR eğitiminde de bu kavram üzerinde tartışmaya başlanması umulmaktadır.

Keywords

mesleğe ilişkin kişisel eğilim psikolojik danışman eğitimi psikolojik danışman eğitiminde mesleğe ilişkin kişisel eğilimler

References

  • Barrio Minton, C.A. ve Gibson, D. M. (2012). Evaluating student learning outcomes in counselor education: recommendations and process considerations. Counseling Outcome Research and Evaluation, 3(2), 73-91.
  • Busacca, L.A., Beebe, R.S. ve Toman, S.M. (2010). Life and work values of counselor trainees: A national survey. The Career Development Quarterly, 59(1), 2-18.
  • Council for Accreditation of Counseling and Related Educational Programs (2009). Council for accreditation of counseling and related educational programs, 2009 standards. Standards.pdf adresinden 29.07.2013 tarihinde alınmıştır.
  • Columbus State University (2013). Counseling student disposition rating form. http://cfl.columbusstate.edu/resources.php adresinden 12.08.2013 tarihinde alınmıştır.
  • Corey, G. (2008). Theory and practice of counseling and psychotherapy, (8th Ed). Thomson Brooks/Cole.
  • Corey, G., Corey, M. S. ve Callahan, P. (1998). Issues and ethics in the helping professions. (3rd ed.). Pacific Grove: Brooks/Cole Publishing Company.
  • Cudahy, D., Finnan, C., Jaruszewicz, C. ve McCarty, B. (2002). Seeing dispositions: Translating our shared values into observable behavior. Paper presented at the First Annual Symposium on Educator Dispositions, Richmond, Kentucky.
  • Çiftci, N. (1991). Danışmanların ideal özellikleri. Yayınlanmamış yüksek lisans tezi. Marmara Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Demirel, Y. (2013). Psikolojik danışman öz yetkinlik ölçeğinin hazırlanması. Yayınlanmamış yüksek lisans tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Demos, G. ve Zuwaylif, F. (1966). Characteristics of effective counselors. Counselor Education and Supervision, 5(3), 163-165.
  • Duba, J. D., Paez, S. B. ve Kindsvatter, A. (2010). Criteria of nonacademic characteristics used to evaluate and retain community counseling students. Journal of Counseling and Development, 88(2), 5-12.
  • Halinski, K. H. (2009). Predicting beginning master’s level counselor effectiveness from personal characteristics and admissions data: An exploratory study. Unpublished doctoral dissertation. University of North Texas, Texas.
  • İkiz E. ve Totan, T. (2011). Etkili psikolojik danışman özelliklerini değerlendirme ölçeğini (EPÖDÖ) geliştirme çalışması, XI. PDR Kongresinde sunulan sözlü bildiri. 2-5 Ekim 2011, Selçuk, İzmir.
  • Johnson, D., Shertzer, B., Linden, J. E. ve Stone, S. C. (1967). The relationship of counselor candidate characteristics and counselor effectiveness. Counselor Education and Supervision, 6, 397-304.
  • Kelly, V. A. (2011). Assessing individual student progress: Meeting multiple accreditation standards and professional gatekeeping responsibilities. Journal of Counselor Preparation and Supervision, 3(2), 111-122.
  • Kepçeoğlu, M. (1999). Psikolojik danışma ve rehberlik. İstanbul: Alkım.
  • Knopp, T. Y. ve Smith, R. L. (2005). A brief historical context for dispositions in teacher education. In R. L. Smith, D. Skarbek, ve J. R. Hurst. (Eds.) The passion of teaching:Dispositions in the schools. (pp.1-14). Lanham, Maryland: Scarecrow Education. adresinden 10.09.2012 tarihinde alınmıştır.
  • McKee, M. (2010). Personal development: A part of the counselor education experience, The Association for Counselor Education & Supervision, S P E C T R U M, 7(3). 11-14
  • Middle Tennessee State University (2014). Master of education in professional counseling. http://www.mtsu.edu/edu_leadership/professional_counseling/docs/Hand book.4.12.13.pdf adresinden 12.01.2014 tarihinde alınmıştır.
  • Monmouth University (2014). Department of educational leadership, school counseling, and special education. School counseling, student affairs & college counseling programs manualhttp://www.monmouth.edu/uploadedFiles/Content/School_of_Educa tion/programs/graduate/edcounseling/COUNSELING%20PROGRAM%20H ANDBOOK%202013%202014.pdf adresinden 09.04.2014 tarihinde alınmıştır.
  • Moore, J. (2010). What do mental terms mean? The Psychological Record, 60, 699-714.
  • Muslu-Köseoğlu, S. (1994). Psikolojik danışmanların empatik becerilerinin ve kişilik özelliklerinin incelenmesi, Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • National Association of School Psychologists. (2009). Standards for training and field placement http://www.nasponline.org/standards/FinalStandards.pdf 23.02.2012 tarihinde alınmıştır. in school psychology. adresinden
  • National Council for Accreditation of Teacher Education (2008). Professional standards teacher accreditation of preparation institutions http://www.ncate.org/Portals/0/documents/Standards/NCATE%20Standa rds%202008.pdf adresinden 01.04. 2012 tarihinde alınmıştır.
  • National Council for Accreditation of Teacher Education (2010). NCATE glossary. http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/t abid/477/Default.aspx#P adresinden 01.04. 2012 tarihinde alınmıştır.
  • National Council for Accreditation of Teacher Education (2014). Council for the accreditation of educator preparation. http://www.ncate.org/ adresinden 12.01.2014 tarihinde alınmıştır.
  • New Mexico Highlands University (2011). Counseling program student handbook: Professional counseling school counseling rehabilitation counseling. http://its.nmhu.edu/IntranetUploads/002002-Handbook_-_C- 129201011657.pdf adresinden 18. 01.2014 tarihinde alınmıştır
  • North Carolina Central University (2014). School of education counselor education student handbook http://www.nccu.edu/formsdocs/proxy.cfm?file_id=2453 adresinden 23.02.2014 tarihinde alınmıştır.
  • Owen, D. W. (2009). Dispositional assessment in counselor education Instrument development and initial data collection. Unpublished report, Morehead State University, Kentucky.
  • Pierce, L. M. (2010). An exploration of the relationships among wellness, spirituality, and personal http://trace.tennessee.edu.utk_graddiss/738 adresinden 17.06.2013 tarihinde alınmıştır. of practicing professional counselors.
  • Pope, V. ve Kline,W. (1999). The personal characteristics of effective counselors: What 10 experts think. Psychological Reports, 84(5), 1339-1344.
  • Redekop, F. ve Wlazelek, B. (2012). Counselor dispositions: An added dimension for admissions http://counselingoutfitters.com/vistas/vistas_2012_TOC-section_01.htm adresinden17.01.2013 tarihinde alınmıştır. Online, Article 17.
  • Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin.
  • Singh, D. ve Stoloff, D. (2008). Assessment of teacher dispositions. College Student Journal, 42(4), 1169‐1180.
  • Spurgeon, S., Gibbons, M. ve Cochran, J. (2012). Creating personal dispositions for a professional counseling program. Counseling and Values, 57(4), 96-108.
  • Stoddard, K., Braun, B., Dukes, L. ve Koorland, M. A. (2007). Building professional dispositions in pre-service special educators: Assessment and instructional tactics. Journal of University Teaching and Learning Practice, 4, 28-39.
  • Truax, C. B. ve Carkhuff, R. (2007). Toward effective counseling and psychotherapy: Training and practice. Chicago: Aldine.
  • Türk Psikolojik Danışma ve Rehberlik Derneği, (2011). Türkiye’de psikolojik danışma ve rehberlik. http://pdr.org.tr/upload/icerik/haberler/saglik%20meslek%20yasasi.pdf adresinden 21.10.2013 tarihinde alınmıştır.
  • University of Tennessee (2010). School counseling — Master of science — General requirements., http://web.utk.edu/~edpsych/school_counseling/ms_requirements.html adresinden 12.01.2014 tarihinde alınmıştır.
  • University of Wisconsin-Stout (2012). M.S. in school counseling assessment in the major report 2011-12. http://www.uwstout.edu/soe/assess/upload/10-12- 2012-SCOUN-2011-12-Program-AIM-Report.pdf adresinden 18.01.2014 tarihinde alınmıştır.
  • Young, M. E. (2009). Learning the art of helping: Building blocks and techniques (4th ed.).Upper Saddle River, NJ: Pearson.
There are 41 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Fidan Korkut-owen

Meliha Tuzgöl Dost

Aslı Bugay This is me

Dean W. Owen This is me

Publication Date July 10, 2014
Published in Issue Year 2014 Volume: 15 Issue: 1

Cite

APA Korkut-owen, F., Tuzgöl Dost, M., Bugay, A., W. Owen, D. (2014). Psikolojik Danışman Eğitiminde Mesleğe İlişkin Kişisel Eğilimler. Ege Eğitim Dergisi, 15(1), 300-317. https://doi.org/10.12984/eed.88515

Cited By

Sosyal Beceri Eğitimine Katılan Psikolojik Danışman Adaylarının Görüşleri
Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi
Murat Canpolat
https://doi.org/10.18506/anemon.521631
 Download Cover Image

24833

This page is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 terms.