Fidan KORKUT-OWEN, Meliha TUZGÖL DOST, Aslı BUGAY, Dean W. OWEN

Psikolojik Danışman Eğitiminde Mesleğe İlişkin Kişisel Eğilimler

Psikolojik Danışma ve Rehberlik (PDR) eğitimi boyunca öğrencilerin gelişimi, daha çok alan bilgisi ve becerileri açısından değerlendirilmekte ve mesleğe ilişkin kişisel eğilimlerinde oluşan değişiklikler yeterince dikkate alınmamaktadır. Öte yandan son zamanlarda psikolojik danışman eğitimi boyunca öğrencilerin sadece akademik değil, profesyonel ve kişisel değişimlerinin de sürekli izlenmesi etik bir gereklilik olarak ifade edilmeye başlamıştır. Bu fikir Psikolojik Danışma ve İlgili Eğitim Kurumlarının Akreditasyonu Kurulu’nun (Council for Accreditation of Counseling and Related Educational Programs-CACREP) 2009 standartlarıyla da pekiştirilmiştir. Amerika Birleşik Devletleri’nde (ABD) özellikle CACREP tarafından akredite edilen ya da akredite edilmek isteyen üniversitelerde PDR eğitimi almayı düşünen adayların seçiminde ve PDR eğitimi boyunca öğrencilerin değerlendirilmesinde mesleğe ilişkin kişisel eğilimler de dikkate alınmaya başlamıştır. Bu çalışmada alanyazında giderek daha fazla yer alan mesleğe ilişkin kişisel eğilim kavramının ne olduğu, PDR alanında neden önemli olduğu, ABD’deki bazı üniversitelerin bu kavramı programlarında öğrenci değerlendirmesinde nasıl ele aldıkları ve değerlendirme yolları üzerinde durulmuştur. Böylece Türkiye’de PDR eğitiminde de bu kavram üzerinde tartışmaya başlanması umulmaktadır.

Anahtar Kelimeler:

mesleğe ilişkin kişisel eğilim, psikolojik danışman eğitimi, psikolojik danışman eğitiminde mesleğe ilişkin kişisel eğilimler

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The assessment of student progress throughout counselor education training has been problematic in that earlier efforts have focused on content and skill mastery but did not attempt to assess belief or attitudinal change as the result of training. Within the field of counselor education there has emerged some discussions about assessments of the counselor candidates’ dispositions besides their academic achievement. This assertion supported by the 2009 Standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), the national accrediting body for programs of counselor training (CACREP, 2009). These standards, to a large extent state that accredited programs are required to establish and maintain “a developmental, systematic assessment of each student’s progress throughout the program, including consideration of the student’s academic performance, professional development, and personal development”. These standards describe an expectation that students in all education-related fields develop dispositions and that these behaviors and attitudes be observed and evaluated in educational settings. The aim of the study was to describe how dispositions in counselor education can be defined, how these dispositions can be developed or enriched, and how they can be assessed. The implication is that such assessment efforts would in some way contribute to effective and competent practitioners in future

Keywords:

professional disposition, counselor education, professional dispositions in counselor education,

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