Psikolojik Danışma Uygulamalarına Yönelik Bir Süpervizyon Modeli: Mikro Beceri Süpervizyon Modeli

Meydan, Betül

doi:10.12984/eed.16849

Cited by 13 publications

(19 citation statements)

References 10 publications

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“…The most basic and significant part of this field is psychological counseling skills training, which is the first step of psychological counselor education (Aladağ, 2014;Aladağ, Yaka, & Koç, 2014). These skills function as a guide to effectively continue the counseling process and cope with the difficulties that may be encountered in this process, and they consist of both verbal and non-verbal skills (Meydan, 2014;Pamukçu & Demir, 2013;Whiston & Coker, 2000). Together with this, it is interesting that not all candidates become effective at the same level during any psychological counseling session even though they are enrolled in similar counseling training courses (Pamukçu & Demir, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Group Supervision on the Psychological Counseling Self-Efficacy Levels of Psychological Counseling Candidates

Bakalım¹,

Şanal-Karahan

Şensoy

2018

Turkish Online Journal of Qualitative Inquiry

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Psychological counseling skills are the most important part of the psychological counseling profession. Psychological counseling candidates have the opportunity of performing these professional skills previously learned theoretically within the practice course of psychological counseling with another person during their undergraduate education and they receive supervision support for these practices. This study presents mixed-pattern research examining the effect of group supervision on the psychological counseling self-efficacy of psychological counselor candidates. Quantitative data were obtained from Counselor Activity Self-Efficacy Scale and qualitative data was obtained from the evaluation reports of the psychological counselor candidates. The quantitative findings show that group supervision is effective on all the subscales (exploration, insight, action, conflicts in relationships and client problems) of psychological counseling self-efficacy. The qualitative results backing up these findings prove that the responses of the participants can be divided into four categories of emotions, professional development, boosters, and difficulties. As a result, the findings of this research showed that the group supervision carried out in the individual psychological counseling course positively affected the psychological counseling self-efficacy perceptions of the psychological counselor candidates. Based on these findings, it has been suggested to take into consideration the improvement of the self-efficacy levels of psychological counselor candidates as well as the acquision of professional skills in counselor education.

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Section: Introductionmentioning

confidence: 99%

The Effect of Group Supervision on the Psychological Counseling Self-Efficacy Levels of Psychological Counseling Candidates

Bakalım¹,

Şanal-Karahan

Şensoy

2018

Turkish Online Journal of Qualitative Inquiry

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“…Alanyazındaki psikolojik danışman eğitimde anahtar rolü oynayan grupla ve bireyle danışma uygulamaları dersiyle ilgili yapılan araştırmalar (örn. Aladağ, 2014;Atik, 2015;Koç, 2013;Meydan, 2014) da bu noktaya vurgu yapmaktadır. Nitelikli ve yetkin psikolojik danışman adaylarının yetiştirilmesinde süpervizyon sürecinin etkisi yadsınamaz (Bernard ve Goodyear, 2009).…”

Section: Introductionunclassified

Gelişimsel Kapsamlı Süpervizyon Modeline İlişkin Psikolojik Danışman Adaylarının Görüşlerinin İncelenmesi

Eryılmaz¹,

Mutlu²

2018

Elektronik Sosyal Bilimler Dergisi

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Bu araştırmada, Bireyle Psikolojik Danışma Uygulamaları adlı dersin kapsamında uygulanan süpervizyon modeline dair psikolojik danışman adaylarının görüşlerinin incelenmesi amaç edinilmiştir. Gelişimsel Kapsamlı Süpervizyon Modeli üç evre (temeli sağlamlaştırma, gelişim, değerlendirme) ve altı aşamadan (hazırbulunuşluk, bilgilendirme, müdahale, intervizyon, gelişimin değerlendirilmesi, modelin değerlendirilmesi) oluşmaktadır. Bu modele dair psikolojik danışman adaylarının görüşlerini belirleyebilmek için görüşmeler yapılmıştır. Geliştirilen süpervizyon modeline dair psikolojik danışman adaylarının görüşlerine göre; psikolojik danışman adaylarının gelişim aşamasından sonra psikolojik danışma sürecine ilişkin farkındalıkları artmış; adaylar müdahale aşamasından sonra farklı müdahale becerileri öğrenmiş, danışan sorunlarına ilişkin daha derin bir anlayış kazanmış; intervizyon aşamasından sonra psikolojik danışmaya ilişkin bilgi ve becerilerini grup arkadaşlarından ve onların geribildirimlerinden kazanmış ve genel olarak tüm aşamalardan sonra kişisel ve mesleki gelişimleri desteklenmiştir.

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“…Counselor educators help counselor trainees deal with the challenges they face in counseling sessions and help them effectively use their counseling skills in counseling sessions by using a different teaching method aimed at providing counselor trainees with the knowledge and skills to become effective counselors. When examining programs or training (Carkhuff, 2000;Hill, 2004;Hill & Kellems, 2002;Kagan, 1984;Meydan, 2014;Yaka, 2013) aimed at gaining confidence in the counseling profession and developing one's counseling skills, many programs are seen to be used for this purpose and to have an important place in counselor education. Counselor-education programs last for several years in Turkey like such countries as the US (Council for Accreditation of Counseling and Related Educational Programs, 2009), Germany, Bulgaria (European Board for Certified Counselors, 2013).…”

mentioning

confidence: 99%

“…Additionally, research studies related to counseling-skills training are qualitatively and quantitatively inadequate. In this context, while the supervision needs of counselor trainees still exists (Aladağ & Bektaş, 2009;Hamamcı, Murat, & Esen-Çoban, 2004;Özyürek, 2009;Siviş-Çetinkaya & Karaırmak, 2012), the limited number of studies attempting to examine supervision model's effectiveness or suggesting a new supervision model (Meydan, 2014) draws attention. Moreover, few studies in the literature have demonstrated the micro-skills training model's effectiveness (Koç, 2013).…”

mentioning

confidence: 99%

Developing the Four-Stage Supervision Model for Counselor Trainees

2017

EDUC SCI-THEOR PRACT

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Counselors should have the counseling skills necessary for making adequate therapeutic progress through counseling sessions. Counselors start learning skills and knowledge for counseling in their undergraduate education. During this critical period, the time, form, and quality of the process of gaining core competencies in counseling differ depending on several factors. Supervised sessions might be regarded among these factors. Supervised sessions should be conducted using a comprehensive, objective-driven, and need based model in order for the sessions to be able to reach their goals. Due to the need for more effective supervised sessions, the current study aims to introduce the four-stage supervision model and report preliminary results related to the model' s effectiveness. This study consists of 17 counselor trainees studying counseling psychology and the guidance department at a public university during the 2012 fall semester. All participants were enrolled in the Counseling Psychology Practicum. The mixed method design was used in the study. A counselor competencies evaluation form, developed by the researchers, was used in the quantitative phase while semi-structured interview forms were used in the qualitative phase. Pretest and posttest scores of counselor trainees' counselor competencies were provided using the counselor competencies evaluation form. A supervisor and cosupervisor rated the frequency of mistakes that had been made by counselor trainees through counseling sessions to make a frequency chart. The mistakes (ineffectiveness of counseling skills and lack of the required counseling skills) refer to ineffective counseling skills counselor trainees used and counseling skills which they didn't use although they should have been. Wilcoxon signed-rank test and frequency were used in analyzing the quantitative data, and the descriptive method was used in analyzing the qualitative data. Research findings from the quantitative part of the study indicate that counselor trainees made 280 mistakes at 92.71% over the first five supervision sessions, while making 22 mistakes in the last five supervised sessions at 7.28%. These results show that the supervised session conducted based on the four-stage supervision model reduced the counselor trainees' mistakes by 85.43%. Moreover, the results indicate a statistically meaningful difference between counselor trainees' pretest and posttest scores for counselor competencies (z =-3.62; p < .05). According to research findings found in the qualitative part of the study, counselor trainees remarked that the supervised sessions were beneficial for improving their counselor competencies in eight important dimensions. In summary, the four-stage supervision model developed for counselor trainees can be a supervision model that helps counselor trainees enhance their counseling competences. However, the study' s findings should be interpreted in terms of its limitations.

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Psikolojik Danışma Uygulamalarına Yönelik Bir Süpervizyon Modeli: Mikro Beceri Süpervizyon Modeli

Cited by 13 publications

References 10 publications

The Effect of Group Supervision on the Psychological Counseling Self-Efficacy Levels of Psychological Counseling Candidates

The Effect of Group Supervision on the Psychological Counseling Self-Efficacy Levels of Psychological Counseling Candidates

Gelişimsel Kapsamlı Süpervizyon Modeline İlişkin Psikolojik Danışman Adaylarının Görüşlerinin İncelenmesi

Developing the Four-Stage Supervision Model for Counselor Trainees

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