Türkiye’deki Psikolojik Danışman Eğitiminde Kritik Akreditasyon Konuları ile İlgili Öğretim Elemanları Görüşlerinin İncelemesi

Abstract

The lack of counselor education standards set by professional organizations increases the necessity for accreditation studies. Therefore, this descriptive study aimed to investigate the opinions of counselor educators working in Turkish public and private universities' counselor education programs on critical standards/criteria of the accreditation process. A total of 201 counselor educators aged between 24 to 88 years participated in the study. Data were collected through a demographic form as well as a survey that was developed by the researchers. Data were analyzed both quantitatively and qualitatively. The results of the study showed that the majority of the participants supported the idea of establishing an independent counseling-specific accreditation organization that accredits counseling programs in Turkey. Implications of the findings, as well as limitations and recommendations, are shared for future research in the study.

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

“…In contrast, in Türkiye, while counsellor education programmes may adhere to the CoHE's curricula, there appears to be a lack of established supervision standards for counsellor educators to follow. This finding underscores the need for an independent accreditation body in Türkiye, aligning with the findings of previous research (Kalkan & Can, 2019;Özyürek, 2009;Özyürek et al, 2021). Momentum towards a counsellor education and supervision accreditation institution in Türkiye is growing.…”

“…Researchers in Türkiye have explored various aspects of the supervision process in the context of school counselling internships (Özyürek, 2009, 2010), individual counselling group supervision experiences (Koçyiğit, 2020), online supervision encounters (Özyiğit & Atik, 2021), and efforts to standardize counselling supervision practices nationwide (Kalkan & Can, 2019;Özyürek et al, 2021). In a national survey involving 365 senior counselling trainees, Özyürek (2009) revealed that Turkish counselling students frequently reported deficiencies and inconsistencies in their supervision experiences, and inadequately trained counsellor educators providing supervision in unwieldy supervision groups.…”

“…Researchers have suggested that one of the most critical components of counsellor education is the supervision counsellor trainees receive during their training (e.g. Bernard & Goodyear, 2019;Özyürek et al, 2021;Yöntem et al, 2021). Although similar views and expectations exist among countries (also states/regions within countries; Henriksen et al, 2019), supervision training and practices vary greatly (Falender et al, 2021).…”