Student counselling in Turkish universities

Abstract

Abstract. This article presents general information about the history, relevant laws and legislation, present status and anticipated future development in Turkish Universities, as well as the student counselling services within these institutions, Special emphasis is placed upon the perceived understanding of counselling as commonly accepted by the society, students and counsellors. While discussing the present status of Turkish University Counselling Centers, the proposed models, research findings and problems of the centers are documented. As a more specific example, the Middle East Technical University Counselling Center is described with a discussion of some of the drawbacks and recommended changes for the advancement of the center. Finally, suggestions for a culturally relevant model in terms of the nature, components and organisational structure of the system are discussed. Higher education in Turkey: Historical considerationsDuring the Ottoman period higher education institutes called "Madrases", which were built around the mosques, usually offered degrees in religious studies. Several attempts were made between 1908 and 1963 to establish a university in a relatively modern sense. The last attempt was successful. The new university of Istanbul, called "Dar~ilffinunu Osmani" (Ottoman University) consisted of the faculties of law, science, medicine, and arts and humanities. However, the most important function of this university was to generate knowledge for its own sake (Unat, 1964).After the foundation of the Turkish Republic, the Ottoman University changed its name to "Istanbul Darfilffinunu" (Istanbul University). It consisted of the faculties of medicine, law, arts and humanities, and theology. Meanwhile several important revolutions had occurred in Turkey in all areas including education. However, the university did not contribute efficiently to the changes and, at times it had either a passive or a negative attitude toward the revolutions or displayed an open opposition toward them. Further, no research activities were carried out which are usually considered as one of the important functions of the universities. In short, Darfilftinun was too conservative and lagged behind the changing society. For that reason the government prepared a university act and, with the directives of M. Kemal Atatark, a university act went into effect in 1933. The old Dar•lffinun was named Istanbul University. This was the first time the universally known term "university"

Help-Seeking Attitudes of University Students: The Role of Personality Traits and Demographic Factors

“…This finding was consistent with the behavioral model of health-care utilization, which proposes that enabling resources such as availability, accessibility, and cost of services influences people's utilization of health services (Andersen, 1995). Similarly, lack of information about counseling services plays an important role in the underutilization of these services (Demir & Aydin, 1996;Erkin, 1994). Moreover, students might be inclined to misinterpret the role of these services because of inadequate knowledge.…”

“…Moreover, students might be inclined to misinterpret the role of these services because of inadequate knowledge. Demir and Aydin (1996) discussed that most students are not willing to obtain psychological assistance from counseling centres for fear of being stigmatized or labeled. Taken together, it was apparent that having accurate and adequate knowledge about psychological services generated a more positive perception toward help-seeking.…”

Counselling International Students in Turkish Universities: Current Status and Recommendations

“…1750), which went into effect in 1973. This law mandated that guidance and counselling services were to be carried out by academic advisors (Demir and Aydın 1997). Then, in 1984, through the Higher Education Law (Resmi Gazete No.…”

Counseling in Turkey: An Evolving Field

“…Thus, counseling as a field has been confronted with many of the same struggles as other social sciences in developing countries. In line with Adair and Kaǧıtçıbas ‚ı, Demir and Aydın (1996) concluded that although Turkish universities have been responsive in terms of keeping up with advances in academic fields, they have not been very responsive to the needs of society and, as a result, have turned out well-educated elites who perceive their social status to be above that of the general public. In short, many fields within the social sciences, including counseling, have had difficulties in perceiving the different social realities that exist in a country with a wide and continually changing spectrum of beliefs between the traditional and the modern.…”