Kurum Deneyiminin Psikolojik Danışman Adaylarının Özel Eğitim Öz Yeterlik Algılarına Etkisi

Bu araştırma, psikolojik danışman adaylarının özel eğitimde psikolojik danışmanlık ve rehberlik ile ilgili rolleri ve sorumluluklarına ilişkin öz yeterlik algılarına kurum deneyiminin etkisini belirlemek amacıyla yapılmıştır. Araştırmanın çalışma grubunu, Psikolojik Danışmanlık ve Rehberlik Anabilim Dalı son sınıf öğrencileri oluşturmaktadır. Psikolojik danışman adaylarının özel eğitimde psikolojik danışma ve rehberlik ile ilgili görevlerine ilişkin öz yeterlik algılarını belirlemek için “Rehber Öğretmen Özel Eğitim Öz Yeterlik Ölçeği” kullanılmıştır. Ön testler, Psikolojik Danışmanlık ve Rehberlik Anabilim Dalı son sınıf öğrencilerinin alanda uygulama yapacakları “Kurum Deneyimi” dersini almadan önce, son testler ise dönem sonunda uygulanmıştır. Psikolojik Danışmanlık ve Rehberlik lisans eğitim müfredatının son döneminde yer alan “Kurum Deneyimi” dersinin psikolojik danışman adaylarının özel eğitimde psikolojik danışma ve rehberlik ile ilgili görevlerine ilişkin öz yeterlik algıları üzerindeki etkisini belirlemek amacıyla İlişkili Örneklemler İçin t testi yapılmıştır. Bunun sonucunda psikolojik danışman adaylarının kurum deneyimi sonrasında özel eğitimde psikolojik danışmanlık ve rehberlik ile ilgili görevlerine ilişkin öz yeterlik algılarının anlamlı düzeyde arttığı (p

The Effect of the Internship Course on Counselor Trainees’ Sense of Self-Efficacy Regarding Special Education

Counselors are expected to carry out studies on children with special needs, their families and teachers at their institutions. Counselors have the following duties; recognition of children with special needs (ASCA, 2013), gaining vocational skills for children with special needs and guiding them in transition to upper-level education institutions (Milsom and Hartley, 2005), development of individualized educational programs for students, meeting the family needs related to those children, support of their trainings and helping them accept the situation (Aksoy, 2008; Kaygusuz, 2004; Küçüker 1993), information of teachers of children with special needs about their education and developments (Quigney and Studer, 1998), consultation and cooperation with their teachers (ASCA, 2013). Counselors need to have adequate knowledge of counseling and guidance services to be provided in special education so that they can provide these services to children with special needs, their teachers and families. It is critically important for counselors to have relevant undergraduate education in acquiring knowledge and skills related to guidance services offered to students with special needs. Considering the Psychological Counseling and Guidance undergraduate curriculum, it is seen that the courses are classified as pre-practicum, practicum and internship (Meydan, 2014). Considering the undergraduate curriculum in terms of guidance services in special education, it is noticed that there are only a few theoretical courses related to special education in the curriculum and the program has an implementation schedule only for normally developing children, but not for children with special needs and their families. Additionally, it is observed that internship under the scope of internship that are carried out in schools and guidance services are mostly applied to normally developing students in these schools. However, there are possibilities to receive supervision from the school counselors in internship schools about the services offered to students with special needs who benefit from the integration program. For counselors to fulfill their expected duties and responsibilities, besides having the relevant knowledge and skills, it is also very influential how well they see themselves able to fulfill the duties associated with counseling and guidance services offered in the field of special education. Counselors with high sense of self-efficacy in being able to fulfill expected tasks in special education areas are expected to be able to cope more easily with difficulties they encounter, adapt to situations they meet more easily, and be more productive (Aksoy and Diken, 2009). For this reason, it is important to examine sense of self-efficacy of counselor trainees regarding the tasks in special education and carry out studies to develop their self-efficacy perceptions in undergraduate education. This study was conducted to determine the effects of internship on counselor trainees’ sense of self-efficacy related to their roles and responsibilities in counseling and guidance services regarding special education. The study group consisted of undergraduate students from Ondokuz Mayıs University and Uludağ University at Psychological Counseling and Guidance Departments. The data were collected from a total of 161 undergraduates who took the "Internship" course in the spring semester of the 2015-2016 academic year. The "School Counselors’ Self-Efficacy Scale regarding Special Education (SCSSSE)" developed by Aksoy and Diken (2009) was used to examine counselor trainees’ sense of self-efficacy regarding psychological consultation and counseling in special education. Pre-tests were applied before the internship, and post-tests were applied at the end of the internship in which they had field practice. Dependent Samples t test was used to determine the effects of the "Internship" course in the last semester of the Psychological Counseling and Guidance undergraduate curriculum on counselor trainees’ sense of self-efficacy regarding psychological consultation and counseling in special education. As a result, it was determined that there was a significant difference between the pre-test and post-test scores of the counselor trainees taken from the scale. In other words, this study demonstrated that the counselor trainees’ sense of self-efficacy regarding counseling and guidance services in special education increased after the internship. The answers given by the counselor trainees to the questions about the internship were remarkable. It was observed that only 3.72% of counselor trainees interned at special education schools, 17.39% of them satisfied with the internship, 21.73% of them applied counseling and guidance services in special education during the internship and 15.52% of them found themselves adequate in counseling and guidance services in special education. It was determined that counselor trainees’ sense of self-efficacy regarding

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