Psikolojik Danışman Eğitiminde Süpervizyon: Türkiye’deki Mevcut Durumun ve Standartların Araştırılması

Süpervizyon, psikolojik danışma ve psikolojik danışma eğitiminin ana unsurlarından biridir. Amerika Birleşik Devletleri’ndeki psikolojik danışma eğitimi programları, psikolojik danışmanlık eğitim müfredatının pratik bölümü olarak öğrencilerin süpervizyon altında danışmanlık uygulamasını ve stajını tamamlamalarını zorunlu tutmaktadır. Ancak, supervizyon Türkiye'de oldukça yeni bir alandır. Bu makale, süpervizyonun temelini, uluslararası ve ulusal standartlarla birlite açıklar. Daha sonra, süpervizör ve psikolojik danışman adayının süpervizyon sürecindeki rolünü ele alır ve sıkça kullanılan süpervizyon modellerini kısaca açıklar. Türkiye'de klinik süpervizyonunun güncel durumunu ve artan süpervizyon literatürünü 2010-2019 yılları arasında yayınlanmış süpervizyon ile ilgili makaleleri inceleyerek açıklar. Daha sonra ulusal standartlardaki süpervizyon eksikliğini ve süpervizyondaki sınırlılıkları tartışır. En son kısımda ise psikolojik danışma alan eğitimcileri, karar vericiler ve gelecek araştırmacılar için tavsiyeler sunar.

Supervision in Counselor Education: Exploration of Current Status and Standards in Turkey

Supervision is one of the main elements of counseling and counselor education, and counselor education programs require counselor trainees to complete practicum and internship under supervision as a practical part of counselor education curriculum in the United States. However, supervision is a fairly new concept in Turkey. This paper explains the foundation of supervision along with its international and national standards. Then, the paper addresses the role of the supervisee and the supervisor as well as providing a brief explanation of supervision models that are commonly being used. The current state of clinical supervision and growing supervision literature in Turkey are being explored by providing a discussion and a review of supervision related studies in Turkey from 2010 to 2019. Further, the lack of national standards for supervision and limitations of supervision are discussed. In the end, recommendations for counselor educators, policymakers, and future researchers are presented.

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