In this study, the opinions of counseling students about the use of metaphors in the structured peer group supervision format, which used in counseling supervision process as a group supervision model, were investigated. The participants of the study were the senior students of the undergraduate program of Psychological Counseling and Guidance. A total of 21 students (13 female, 8 male) participated in this study. The participants were the students who took the course of "Individual Counseling Practicum" and participated in a six-week structured peer group supervision process. A survey form was used as a data collection instrument. The obtained qualitative data were analyzed through following the stages of consensual qualitative research. As a result of qualitative data analysis, the opinions of the participants about the use of metaphors in the structured peer group supervision were clustered under four domains. These domains are; contributions to counselors, impacts on counseling process, difficulties experienced in creating metaphors, and characteristics of the effective metaphors. The findings were discussed in the scope of supervision literature, and the metaphors were recommended as a pedagogical tool in counselor education and supervision process.

Purpose: This study aims to investigate the effects of psychodrama group practices on nursing students' levels of self-liking, self-competence, and self-acceptance.Design and Method: This study was a non-randomized quasi-experimental study with a control group including pre-test, post-test, and follow-up test procedures. The study was carried out with 29 participants, including 15 experimental and 14 control group participants. The study data were collected using the sociodemographic characteristics questionnaire, the Self-Liking/Self-Competence Scale, and the Unconditional Self-Acceptance Scale.Finding: It was found that the self-liking sub-dimension, self-liking/self-competence, and unconditional self-acceptance total scores in the experimental group were significantly higher than the control group in the post-test measurements.

In this study, it is aimed to be evaluated qualitatively of the sharing and awareness of the case participating in the academic procrastination psychodrama experience group within the framework of the literature on academic procrastination. The case is a 30-year-old male, married and living in Eskişehir with his family and is at the dissertation stage of his doctoral education. The psychodrama experience group was planned as 10 sessions of approximately two and a half hours a week and the application were carried out at Psychological Counseling and Guidance Center of Anadolu Unıversıty in 2018-2019 Spring term. The sessions were aimed at increasing the awareness of the participants about themselves and gaining insight into their academic procrastination. The case joined the group in the second session and continued with the group until the end of the group process. In “seed planting” game held in the second session, the case has determined “achieving its professional goals” as its short-term goal and “reaching its ideals” as its long-term goal. During the psychodrama experience group process, it was observed that the case gained significant awareness about himself and his academic procrastination. In the light of the findings, it can be stated that the case made significant gains from this study and therefore psychodrama practice is an effective method for young adults to gain awareness about themselves and to gain insight about their academic procrastination.

Exploring the mediating role of integrative self knowledge in the relationship between mindfullness-based stress reduction program.