Özet:

Introduction: School psychological consultants play a critical role in private educational services, but the perceptions of self-sufficiency and qualifications of school psychological consultants have not been sufficiently studied. Method: This study, which aims to study the perceptions of self-capacity and levels of competence in the special training of school psychological consultants, has used a near-parallel karma pattern (NIC+NIT). Quantity (Rehber Teacher's Special Education Self-Qualification Scale) is used to measure the individual training self-qualification perceptions of participants; Quantity method (Case Presentation and Case-Related Questions Form) is used to measure the individual training self-qualification levels. Participants are students of 3rd and 4th classes (n = 233) in the Guide and Psychological Consultancy Program. Results: According to the findings, the individual training perceptions of the participants are on a medium level. There was no significant difference between the individual training self-quality according to the gender and class level of the participants. The special training self-sufficiency scores of the fields of coating lessons are higher compared to those who do not have coating lessons. Participants are aware of the issues of application to the institutions for diagnosis and evaluation, educational, personal/social guidance to be made for the student, family and teachers. On the other hand, the participants gave less place to the questions of professional guidance and rights defense in their answers. Discussions: The findings of self-capacity perception at the middle level of special education are matched with previous research, and this findings may be related to limited training on special education. School psychological consultants have been observed that candidates should increase their knowledge about professional guidance services in private education. At the same time, the rights-based statements, which are an important part of school psychological counseling, have not been highlighted too much in the participants’ answers and therefore the level of knowledge-based rights-based advocacy should be increased.

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