Attitudes Toward Teaching Prevention and Developmental Issues Among Turkish Counselor Educators

Abstract

The goal of this study was to determine existing attitudes of Turkish counselor educators regarding the need to emphasize prevention and developmental issues in counselor education programs and to propose ways of incorporating these functions into the counseling area as necessary. Data were collected via questionnaire from 104 counselor educators who have been working at Turkish universities. Of the 50 professors, 23 instructors and 31 research assistants who responded, 36 had prior school counselor experience and 68 had not. The counselor educators reported they had given less attention to prevention and developmental issues in their courses than other issues, but indicated positive attitudes towards teaching preventive and developmental issues.

Counseling in Turkey: An Evolving Field

“…Counselor educators in Korkut's (2005) study reported that they did not place much emphasis on prevention or developmental issues in their courses. Skills development also seems to be a neglected aspect of counselor education.…”

“…In recent years, there has been an emphasis on the preventive and developmental approaches in counseling (Korkut, 2005). Both of these are reflected in the 2001 MONE Guidance and Psychological Counseling Services Regulation, which emphasizes the use of the preventive and developmental approaches in school counseling.…”

“…Despite the recent emphasis on preventive and developmental programs in school counseling in Turkey, as Korkut (2005) has concluded, prevention is another neglected area of counselor education. Counselor educators in Korkut's (2005) study reported that they did not place much emphasis on prevention or developmental issues in their courses. Skills development also seems to be a neglected aspect of counselor education.…”

“…She also recommended the establishment of a formal standing committee to ensure that issues such as credentialing and accreditation are addressed. Korkut (2005) ended by arguing that other, more established organizations like CACREP or the National Board for Certified Counselors should be used as references and models for a Turkish organization. Doǧan (2000a) recommended expanding counseling into noneducational settings, such as correctional institutions, mental health facilities, social work, and rehabilitation; reduc-ing the number of universities offering degrees in counseling; changing the status of the Counseling Unit from that of a division within MONE's Special Education Department to one of a separate, powerful department within the Ministry; and making sure individuals who provide counseling services in schools have at least an undergraduate degree in counseling.…”