Abstract:

In Turkey, the University's guidance and psychological counseling (RPD) program graduates work in educational institutions when they work in the "rehber teacher" staff. In addition to the psychological counseling and guidance (PDR) practices they conduct with students who are normally looking for development in educational institutions, guides teachers perform important tasks for special needs students, teachers and their families in the school. In this study, which is conducted to determine the self-quality perceptions of students studying in the RPD program in private education with regard to the PDR services, the self-quality perceptions of students have been studied in terms of various variables. The participants of the study conducted with the visual scan model are 243 students who study in the RPD program of the two universities and are volunteer to participate in the study. In the study, the personal information form and the teacher’s special training self-quality scale (RÖ-ÖEYÖ) were used as a data collection tool. The data has been analyzed through the SPSS 20 package program, t test for independent groups and ANOVA has been used for analysis. At the end of the study, the perceptions of self-capacity of the special education of the RPD students were determined at the middle level. While the perceptions of special education and self-sufficiency of students do not differ in terms of gender, the courses received and the time of interaction with the individual(s) with special needs, the class level and the wish to work in an institution related to the future special education have varied significantly.