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Bu araştırmanın amacı rehberlik ve psikolojik danışmanlık lisans programına devam eden psikolojik danışman adaylarının psikolojik danışma ve rehberliğe ilişkin öz yeterlik algıları ile özel eğitim alanındaki öz yeterlik algı düzeylerini çeşitli değişkenler açısından incelemektir. İlişkisel tarama modeli ile gerçekleştirilen araştırmanın katılımcıları Gaziantep ilindeki iki üniversitenin RPD programının 2, 3 ve 4. sınıflarına devam eden ve çalışmaya katılmaya gönüllü olduğunu belirten 328 öğrenciden oluşmaktadır. Veri toplamak için, öğrenciler ile ilgili değişkenlere ilişkin bilgiler bulunan araştırmacılar tarafından geliştirilen kişisel bilgi formu, Aksoy ve Diken (2009) tarafından geliştirilen Psikolojik Danışman Özel Eğitim Öz Yeterlik Ölçeği (RÖ-ÖEÖYÖ) ve Can (2010) tarafından geliştirilen İlköğretim Psikolojik Danışma Öz Yeterlik Ölçeği kullanılmıştır. Psikolojik danışman adaylarının özel eğitim öz yeterliklerini özel gereksinimli bireylerle etkileşimde bulunma, mezuniyetten sonra özel eğitim alanında çalışma isteği, özel eğitimle ilgili bilimsel toplantılara katılma ve sınıf düzeyinin artması değişkenlerinin olumlu yönde etkilediği bulunmuştur. Psikolojik danışman adaylarının psikolojik danışma öz yeterliklerinin sınıf düzeyi arttıkça arttığı ve kurum deneyimi dersini alanlar ile psikolojik danışma ile ilgili bilimsel toplantılara katılanların daha yüksek psikolojik danışman öz yeterliğine sahip olduğu ortaya koyulmuştur. Psikolojik danışman adaylarının özel eğitim öz yeterlikleri ile psikolojik danışma öz yeterlik düzeyleri arasında orta düzeyde pozitif bir ilişki bulunmuştur. Araştırmanın sonunda, araştırma bulguları tartışılmış, ileri araştırmalar ve uygulamalar için önerilerde bulunulmuştur.
The objective of this research is to study the self-capacity perceptions of the candidates for psychological consultants who continue to lead and psychological consultancy bachelor's program and the levels of self-capacity perceptions in the field of special education in terms of various variables. The participants of the research carried out with the relational scan model consist of 328 students from the two universities in the province of Gaziantep who are continuing to the RPD program classes 2, 3 and 4 and indicating that they are volunteer to participate in the study. To collect data, the personal information form developed by researchers with information about the variables related to students, the Psychological Advisory Special Education Self Qualification Scale (RÖ-ÖEYÖ) developed by Aksoy and Diken (2009) and the Primary Education Psychological Advisory Self Qualification Scale developed by Can (2010) has been used. Psychological consultant candidates have found that the interaction with individuals with special needs has a positive impact on their special training self-qualifications, the desire to work in the field of special education after graduation, the participation in scientific meetings related to special education and the increase in class level. It has been revealed that the psychological consultancy self-qualifications of the candidates have increased by increasing the class level and the higher psychological consultancy self-qualifications of those who take the institution experience course and those who participate in scientific meetings related to psychological consultancy. A positive relationship has been found at the middle level between the personal training self-qualifications and the level of self-qualifications of psychological counseling. At the end of the research, the research findings were discussed, recommendations for advanced research and practices were made.
The aim of this study is to examine the self-efficacy perceptions of psychological counselor candidates continuing their undergraduate program in counseling and guidance and their self-efficacy perception levels in the field of special education in terms of various variables. The participants of the study, which was carried out with the relational screening model, consisted of 328 students of the RPD program of two universities in Gaziantep and who stated that they were willing to participate in the study. To collect data, a personal information form, Counseling Teacher Special Education Self-Efficacy Scale and Primary School Counseling Self-Efficacy Scale were used. It was found that the variables of interacting with individuals with special needs, willingness to work in the field of special education after graduation, attending scientific meetings about special education, and increasing class level positively affected the counseling teachers' special education self-efficacy. It was revealed that the counseling self-efficacy of counseling teachers increased as the grade level increased, and those who took the institutional experience course and those who attended the scientific meetings about psychological counseling had higher counseling self-efficacy. A moderately positive relationship was found between the special education self-efficacy of the counselor teacher candidates and their psychological counseling self-efficacy levels.
Journal Type : Uluslararası
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