Kültüre Duyarlı Okul Psikolojik Danışmanlığında Bir Teknik: Kültürel Konulara Ön Ayak Olmak

Abstract

Counseling discipline has focused on multiculturalism for the last 40 years. As a result of this process, the multicultural counseling process has been conceptualized, and many theories and models have been developed in this regard. The most widely used multiculturalism models in Turkey as well as in the world consist of the knowledge, awareness and skill components. However, it has been observed that although many counselors working in the field are relatively competent in cultural knowledge and awareness levels, they need more support in terms of skills. In this study, the "broaching" method, which is recommended for school counselors to deal with cultural issues efficiently, is conceptualized. The study includes scenarios that school counselors may encounter frequently and broaching statements that they can use in these scenarios. Finally, suggestions to counselors and counselor educators working in the field are presented to the reader.

Supervision practices in school counsellor education: A comparison across two countries

“…In alignment with prior research findings (Erdur-Baker, 2007;Kağnıcı, 2013;Karaırmak, 2008;Meydan & Kağnıcı, 2018), our study revealed that participants from Türkiye tend to exclude discussions of multicultural aspects in their supervision sessions. Despite the alignment of Turkish literature with the international discourse on multicultural aspects within counselling and supervision (Akalın & Türküm, 2021;Aydoğan, 2022), our study's findings may be contextualized by the prevailing political climate in contemporary Türkiye. It is plausible that supervisors in Türkiye exhibit reluctance in addressing cultural dimensions of supervision and counselling, such as race, ethnicity, sexual orientation, religion, and socioeconomic background, due to concerns regarding potential reactions from students and institutions.…”

“…Multicultural supervision has been consistently associated with favourable outcomes, including enhancements in supervisory alliance, supervisor satisfaction, counsellor skill development, counsellor self-efficacy, and overall counsellor competence (Crockett & Hays, 2015;Gatmon et al, 2001;Ladany et al, 1997). Drawing from practices implemented by counsellor educators in the US, the adoption of multicultural techniques, such as broaching, could potentially assist Türkiye's supervisors in navigating sensitive cultural issues (Aydoğan, 2022;Aydoğan, et al, 2022;Jones et al, 2019). Broaching involves a continuous effort to sensitively incorporate clients' and supervisees' cultural backgrounds while considering the socio-political realities, aiming to create meaningful and effective counselling interventions (Day-Vines et al, 2007;Jones et al, 2019).…”

Examining Pre-Service Teachers' Perspectives on Culturally Responsive Education Using Q Methodology

“…In the current study, Q methodology was utilized to investigate how teacher candidates transformed their perceptions as a result of a culturally responsive education course. Q methodology has been widely adopted in social sciences (Aydogan et al, 2022;Watts & Stenner, 2023). In the current study, participants were asked to rank a set of prepared statements (Q set) based on their thoughts and opinions, using a scale that ranges from negative to positive.…”

The relationship of self-efficacy, self-advocacy and multicultural counselling competency of school counsellors: A structural equation model

“…The current study also supported this pattern by the lacking statistical relationship between self-advocacy and MCC. Counsellor educators and supervisors should focus on teaching skill-based interventions in their multicultural counselling classes (Aydoğan et al, 2022). In such classes, skill building activities may include role-plays, immersion experiences, real life scenarios and/or culture-focussed interviews with real clients.…”