Özet:

Purpose: The aim of this study is to examine the effect of the Career Planning Psychoeducation Program on the career development of university students. Method: In this study, one group pretest-posttest experimental design, which is one of the weak experimental designs, was used. The research group consisted of 10 volunteer 2nd year students studying at the Faculty of Education of Afyon Kocatepe University. The Career Planning Psychoeducation Program, which was developed within the framework of career counseling theories (Trait-Factor, Developmental, Social-Cognitive, Postmodern approaches and models) and Constructivist Learning Approach and Cognitive-Behavioral Approach, was carried out in four sessions lasting 60-70 minutes on average. In the research, the Career Future Scale (Kalafat, 2012) was used to collect the quantitative data of the research before and after the intervention. The qualitative data of the research were collected through the Psychoeducation Evaluation Form, the sharing made at the end of the session, and observation. The quantitative data of the research were analyzed by t-test. The analysis of the qualitative data was carried out by examining the answers given by the group members to the open-ended questions in the relevant form. Results: As a result of the Career Future Scale applied to the students, the pre-test mean score was found to be 3.26 (0.22) and the post-test mean score was 3.66 (0.29). As a result of the t-test for the significance of the difference between the pre-test and post-test scores; (t (9) =-4.69; p=.001). Since the level of significance was p<.05 in the study, it was determined that there was a statistically significant difference at the level of .05 between the pre-test and post-test scores. Therefore, it was determined that the post-test scores of the students were higher. According to these results, it can be said that the psychoeducation program has a positive effect on the students and contributes to the career development of the students. According to the qualitative data of the research; students stated that they found the training program fun and useful. Group members stated that especially technical knowledge (preparing CV, issues to be considered in job interviews, making a career plan, etc.) increased their self-confidence and enabled them to approach business life more positively. In addition, they suggested that increasing the number of sessions and session durations of the program would result in higher efficiency from future training. All group members shared a common criticism that psychoeducation should be carried out in more suitable physical conditions (such as a group meeting room). In general, all members stated that they were pleased to participate in such a training program and would recommend it to others. Conclusion: As a result of the research, it was determined that the career future (career adaptability, career optimism and perceived knowledge of the job markets) levels of the participants increased, so the career intervention program applied positively affected the career development of the students.

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