ÇOKKÜLTÜRLÜ PSİKOLOJİK DANIŞMA YETERLİKLERİ

Bu çalışmada psikolojik danışmanların çokkültürlü psikolojik danışma yeterlikleri algılarını ölçebilecek bir ölçek geliştirilmiş ve geliştirilen ölçeğin geçerlik ve güvenilirliği araştırılmıştır. Ölçek geliştirme sürecinde madde havuzunu oluşturmak amacıyla ilgili alanyazın taranmış, yurt dışındaki benzer ölçme araçları incelenmiş ve odak grup çalışması yapılmıştır. Madde havuzundaki maddelere uzman görüşü ile son şekli verilmiş ve 62 maddeden oluşan ölçek formu ile 332 psikolojik danışmandan veri toplanmıştır. Elde edilen veriler açımlayıcı faktör analizi ile incelenmiştir. Tüm analizler sonucunca ÇPDYÖ için 11 maddeden oluşan beceri, 9 maddeden oluşan farkındalık ve 6 maddeden oluşan bilgi alt boyutları şeklinde 3 faktörlü bir yapı ortaya çıkmıştır. Aynı veri seti ile birinci düzey doğrulayıcı faktör analizi yapılmış, gerçekleştirilen bazı modifikasyonlarla üç faktörlü yapı doğrulanmış, yapıya ilişkin uyum indekslerinin iyi uyum değerlerine sahip olduğu görülmüştür (X2/sd: 2.51; RMSEA: .07; NFI: .92; NNFI: .95; CFI: .95; IFI: .95; GFI: .85; AGFI: .83; SRMR: .06). Gerçekleştirilen ikinci düzey doğrulayıcı faktör analizinde ise üç faktörün çokkültürlü yeterlik olarak isimlendirilen üst faktörde birleştiği gözlenmiştir. Sonuç olarak Çokkültürlü Psikolojik Danışma Yeterlikleri Ölçeğinin, psikolojik danışmanların değerlendirme de geçerli ve güvenilir bir ölçme aracı olduğu düşünülmektedir. çokkültürlü psikolojik danışma yeterliklerini

DEVELOPING OF MULTICULTURAL COUNSELING COMPETENCIES SCALE

In the most basic sense, multiculturalism is a sociological concept and refers to the coexistence of multiple different cultures in the same area (Kymlicka, 1998). However, the coexistence of cultures should not only be considered as the coexistence of just the different races or ethnic origins. American Psychological Association (APA, 2002) defines multiculturalism as a concept that recognizes the broad scope of dimensions of race, ethnicity, language, sexual orientation, gender, age, disability, class status, education, religious/spiritual orientation, and other cultural dimensions. Recognition of the multicultural nature of societies is also reflected in the field of psychology. The multiculturalism in the field of counseling is expressed as multicultural counseling or culture-sensitive counseling, which is preferred term in Turkey. According to Arredondo et al. (1996), multicultural counseling refers to practices that require multicultural and culture-specific knowledge, skills and awareness in the counseling interaction. Sue and Torino (2005) define multicultural counseling and therapy as both a helping role and a process that uses modalities and defines goals consistent with the life experiences and cultural values of clients; recognizes client identities to include individual, group, and universal dimensions; advocates the use of universal and culture-specific strategies and roles in the healing process. Multicultural counseling approaches have been studied since the 1950s. Initially, the research has focused only on ethnicity (Christensen, 1975; Pedersen, 1978; Sue & Sue, 1972; Sue & Sue, 1977; Vontress, 1976) however, the concepts that cover factors such as sexual orientation and disability have also been studied in time (Davis, 2014, Lewis, 2006; Mpofu & Harley, 2006, Swanson, 1993, Whitman & Bidell, 2014). In Turkey, it can be said that studies on multicultural counseling are very limited. Available studies are theoretical assessments in general (Bektaş, 2006; Kağnıcı, 2013; Karaırmak, 2008; Koç, 2003). Professional organizations such as American Counseling Association (ACA) and American Psychological Association (APA) have stated that mental health professionals should have cultural competencies when dealing with clients of different cultures. On the other hand, the Ethical Rules Booklet published (2011) by the Turkish Psychological Counseling and Guidance Association, which have professional activities in counseling and guidance area in Turkey, states the awareness on the cultural characteristics of the clients as an ethical necessity. Multicultural counseling competencies consist of three main domains. These are expressed as counselor awareness of own assumptions, values and biases, counselor awareness of worldview of clients from different cultures, and ability to use culturally appropriate intervention strategies (Arredondo et al., 1996). And, each sub-domain is divided into beliefs and attitudes, knowledge and skills subscales. Attitudes and beliefs refers to counselor awareness of their own biases Çokkültürlü Psikolojik Danışma Yeterlikleri Ölçeğinin Geliştirilmesi 783 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 against other ethnic and racial groups, respect for differences, understanding of the cultural equality rather than cultural superiority, and knowing that traditional counseling approaches may not be suitable for all people (Corey, 2008). The multicultural knowledge refers to worldviews of counselor and clients and counselor's understanding of the information implied by these views. And, the multicultural skills covers competencies such as ability to apply culture-specific interventions, ability to analyze counselor's biases and cultural values about different cultures, ability to make appropriate guidance, and ability to follow studies on multiculturalism (Toporek & Reza, 2001). Determining the standards for multicultural counseling competencies also implies the issue of the evaluation of the multicultural counseling competencies. The measurement of multicultural competencies is a topic of discussion in the literature, and although there are different opinions on this issue, there is no consensus on how to measure competencies exactly (Constantine & Ladany, 1996; Dunn et al., 2006; Ponterotto, Rieger, Barrett, & Sparks, 1994; Ponterotto et al., 1996). In the evaluation of the multicultural counseling competencies, methods such as individual assessment tools, institutional and program evaluation tools and portfolio methods are used (Dunn, Smith & Montoya, 2006; Hays, 2008). In the scale development process, first the related literature was reviewed, and the individual assessment tools and focus group interviews, which are commonly used in the literature, were utilized in the current study. An item pool consisting of 93 items was created by making use of the feedback obtained from the related literature and focus group interviews. After performing the necessary corrections, the number of items was reduced to 62. Since it is aimed to make the scale a selfassessment tool for counselors to evaluate themselves; the items were designed in a 5 point Likert-type scale, ranging from 1 - Strongly Agree to 5 - Strongly Disagree. In addition to the early form of the scale, a Personal Information Form developed by the researchers with the questions to learn demographic information and whether the participants had any education on multicultural counseling was also given. The early form of the scale was applied to 332 counselors, and the data was evaluated by exploratory and confirmatory factor analysis. Looking at the factor eigenvalues resulting after Varimax rotation, variance and cumulative variance values together with the scree plot graph, it was found that there are 3 factors with eigenvalues greater than 1, the scree plot graph indicates a three-factor structure, and at least three items were grouped under these factors, also the items grouped under these factors have the same conceptual meaning. The factors obtained after analysis were names as skills (11 items), awareness (9 items), and knowledge (6 items). It was observed that these three factors explain 50.86% of the total variance. A first-order confirmatory factor analysis was carried out with the same data set, and after some modifications the three-factor model structure was confirmed, and it was observed that it has good fit indicates (X2sd 2.51; RMSEA: .07; NFI: .92; NNFI: .95; CFI: .95; IFI: .95; GFI: .85; AGFI: .83; SRMR: .06). In the second order confirmatory analysis, the three-factor construct was found to merge with an upper-construct which named Multicultural Counseling Competency. 784 Ömer ÖZER – Tahsin İLHAN Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 As a result, it is thought that the Multicultural Psychological Consulting Competencies Scale is consistent with the scales in the literature in terms of subscales, and it is a valid and reliable tool to be used for assessing multicultural competencies of counselors.

PDF

___

APA (2002). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists- American Psychological Association [Available online at: http://apa.org/pi/oema/resources/policy/multicultural-guidelines.aspx?item=5], Retrieve d on June 29, 2014.
ARREDONDO, P., TOPOREK, R., BROWN, S., SANCHEZ, J., LOCKE, D. C., SANCHEZ, J., ve STADLER, H. (1996). Operationalization of the multicultural counseling competencies. Journal of Multicultural Counseling and Development 24 (1), 42-78.
BAŞBAY, A. VE KAĞNICI, D. Y. (2011). Çokkültürlü yeterlik algıları ölçeği: Bir ölçek geliştirme çalışması. Education and Science / Eğitim ve Bilim, 36(161), 209-212.
BAŞBAY, A., KAĞNICI, D. Y., ve SARSAR, F. (2013). Eğitim fakültelerinde görev yapmakta olan öğretim elemanlarının çokkültürlü yeterlik algılarının incelenmesi. TURKISH STUDIES - International Periodical For The Languages, Literature and History of Turkish or Turkic Volume 8/3, Winter ANKARA-TURKEY. www.turkishstudies.net, DOI Number: http://dx.doi.org/10.7827/TurkishStudies.4045, p. 47-60.
BEKTAŞ, D. Y. (2006). Kültüre duyarlı psikolojik danışma yeterlikleri ve psikolojik danışman eğitimindeki yeri. Ege Eğitim Dergisi, 7(1), 43-59.
BÜYÜKÖZTÜRK, Ş. (2008). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
CHRISTENSEN, E. W. (1975). Counseling Puerto Ricans: some cultural considerations. Personnel and Guidance Journal, 53(5), 349-356.
COLEMAN, H. L. K., MORRIS, D.,VE NORTON, R. A. (2006). Developing multicultural counseling competence through the use of portfolios. Journal of Multicultural Counseling and Development, 34(1), 27-37.
CONSTANTINE, M. G., VE LADANY, N. (1996). New visions for defining and assessing multicultural counseling competence. In D. Pope- Davis, ve H. L. K. Coleman (Ed.), Multicultural counseling competencies: Assessment, education and training, and supervision (pp. 482–498). Thousand Oaks, CA: Sage.
COREY, G. (2008). Psikolojik Danışma Kuram ve Uygulamaları (çev. T. Ergene). Ankara: Mentis Yayıncılık.
ÇEKİN, A. (2013). Çokkültürlülük ve din öğretimi: Din kültürü ve ahlak bilgisi öğretmenlerinin çokkültürlü eğitime ilişkin tutumları çerçevesinde bir analiz. TURKISH STUDIES - International Periodical For The Languages, Literature and History of Turkish or Turkic Volume 8 Issue 12. ANKARA - TURKEY. www.turkishstudies.net , DOI Number: http://dx.doi.org/10.7827/TurkishStudies.6003, p. 241-248.
ÇOBAN, A. E., KARAMAN, N. G., ve DOĞAN, T. (2010). Öğretmen adaylarının kültürel farklılıklara yönelik bakış açılarının çeşitli demografik değişkenlere göre incelenmesi. Abant Izzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 10(1), s. 125 -131.
ÇOKLUK, Ö., ŞEKERCİOĞLU, G. VE BÜYÜKÖZTÜRK, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara : Pegem Akademi.
DAVIS, D. N. (2014). Complexity overlooked: Enhancing cultural competency in the white lesbian counseling trainee through education and supervision. Journal of Lesbian Studies, 18(2),192- 201.
DEMİR, S. (2012). Çok Kültürlü eğitimin erciyes üniversitesi öğretim elemanları ıçin önem derecesi. TURKISH STUDIES - International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 7/4, Fall. ANKARA-TURKEY. www.turkishstudies.net, DOI Number: http://dx.doi.org/ 10.7827/TurkishStudies.3871, p. 1453-1475.
DUNN, T. W., SMITH, T. B., VE MONTOYA, J. A. (2006). Multicultural competency instrumentation: A review and analysis of reliability generalization. Journal of Counseling and Development, 84(4), 471-482.
GAMST, G., DANA, R. H., DER-KARABETIAN, A., ARAGON, M., ARELLANO, L., MORROW, G., VE MARTENSON, L. (2004). Cultural competency revised: The California Brief Multicultural Competence Scale. Measurement and Evaluation in Counseling and Development, 37(3), 163-183.
HAYS, D. G. (2008). Assessing multicultural competence in counselor trainees: A review of instrumentation and future directions. Journal of Counseling and Development 86(1), 95- 101.
HOLCOMB‐MCCOY, C. C., VE MYERS, J. E. (1999). Multicultural competence and counselor training: A national survey. Journal of Counseling and Development, 77(3), 294-302.
HU, L.T., VE BENTLER, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to under parameterized model misspecification. Psychological Methods, 3, 421-453.
HU, L. T., VE BENTLER, P. M. (1999). Cut off criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, p. 1–55.
KAĞNICI, D. Y. (2011). Psikolojik danışman adaylarının çokkültürlü farkındalık ve bilgi kazanımında yaşantısal öğretimin katkısı. 11. Ulusal Psikolojik Danışma ve Rehberlik Kongresinde sunuldu. Izmir.
KAĞNICI, D. Y. (2013). Çok kültürlü psikolojik danışma eğitiminin rehberlik ve psikolojik danışmanlık lisans programlarına yerleştirilmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi 5(40), 222-231.
KARAIRMAK, Ö. (2008). Çok kültürlülük, kültürel duyarlılık ve psikolojik danışma. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(29), 115-129.
KIM, B. K., CARTWRIGHT, B. Y., ASAY, P. A., VE D'ANDREA, M. J. (2003). A Revision of the Multicultural Awareness, Knowledge, and Skills Survey-Counselor Edition. Measurement and Evaluation In Counseling and Development, 36(3), 161-180.
KOÇ, Z. (2003). Kültüre duyarlı psikolojik danışma yaklaşımı: Kuramsal bir açıklama. Gazi Ünive rsitesi Endüstriyel
KYMLICKA, W. (1998). Çokkültürlü Yurttaşlık. (çev. A.Yılmaz). Istanbul: Ayrıntı Yayınları.
LA FROMBOISE, T. D., COLEMAN, H. L., VE HERNANDEZ, A. (1991). Development and factor structure of the Cross-Cultural Counseling Inventory-Revised. Professional Psychology: Research and Practice, 22(5), 380-388.
LEWIS, A. N. (2006). Three-factor model of multicultural counseling for consumers with disabilities. Journal of Vocational Rehabilitation, 24(3), 151-159.
MPOFU, E., VE HARLEY, D. A. (2006). Racial and Disability Identity: Implications for the career counseling of African Americans with disabilities. Rehabilitation Counseling Bulletin, 50(1), 14-23.
PEDERSEN, P. B. (1978). Four dimensions of cross-cultural skill in counselor training. Personnel and Guidance Journal, 56(8), 480-484.
POLAT, I., ve KILIÇ, E. (2013). Türkiye’de çokkültürlü eğitim ve çokkültürlü eğitimde öğretmen yeterlilikleri. Yüzüncü Yıl Ünıversıtesı Eğitim Fakültesi Dergisi, 10(1), s. 352- 371.
PONTEROTTO, J. G., RIEGER, B. P., BARRETT, A., VE SPARKS, R. (1994). Assessing Multicultural counseling competence: A review of instrumentation. Journal of Counseling and Development, 72(3), 316-322.
PONTEROTTO, J. G., ALEXANDER, C.M., VE INGRID,G. (1995). A multicultural competency checklist for counseling training programs. Journal of Multicultural Counseling and Development, 23(1), 11-20.
PONTEROTTO, J. G., RIEGER, B. P., BARRETT, A., HARRIS, G., SPARKS, R., SANCHEZ, C.
M., VE MAGIDS, D. (1996). Development and initial validation of The Multicultural Counseling Awareness Scale. In G.R. Sodowsky, ve J.C. Impara (Eds.), ulticultural assessment in counseling and clinical psychology (pp. 247-282). Buros Institute of Mental Measurements.
POPE-DAVIS, D.B., LIU, W.M., NEVITT, J., VE TOPOREK, R.L. (2000). The development and initial validation of the Multicultural Environmental Inventory: A preliminary investigation. Cultural Dive rsity and Ethnic Minority Psychology, 6(1),57-64.
SODOWSKY, G. R., TAFFE, R. C., GUTKIN, T. B., VE WISE, S. L. (1994). Development of the Multicultural Counseling Inventory: A self-report measure of multicultural competencies. Journal of Counseling Psychology, 41(2), 137-148.
SUE, D.W., BERNIER, J,, DURRAN, A., FEINBERG, L., PEDERSEN, P., SMITH, E., VE VASQUEZ-NUTTAL, E. (1982). Position paper: Cross-cultural counseling competencies. The Counseling Psychologist, 70, 45-52.
SUE, D. W., ARREDONDO, P., VE MCDAVIS, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling and Development, 70(4), 477-486.
SUE, D. W., VE TORINO, G. C. (2005). Racial-cultural competence: Awareness, knowledge, and skills. In Carter, R. T. (Ed.), Handbook of racial-cultural psychology and counseling: Training and practice, (Second edition). John Wiley and Sons.
SUE D. W., VE SUE, S. (1972). Counseling Chinese-Americans. Personnel and Guidance Journal, 50(8), 637-644.
SUE, D. W., VE SUE, D. (1977). Barriers to effective cross-cultural counseling. Journal of Counseling Psychology, 24(5),420-429.
ŞENCAN, H. (2005). Sosyal ve davranışsal ölçümlerde güve nilirlik ve geçerlilik. Ankara: Seçkin Yayıncılık.
TABACHNICK, B. G., VE FIDELL, L. S. (2013). Using multivariate statistics. Sixth Edition. Boston: Pearson Education.
TAYLOR, C. (1996). Çokkültürlülük (çev. L. Köker). Istanbul: Yapı Kredi Yayınları.
TOPOREK, R. L., VE REZA, J. V. (2001). Context as a critical dimension of multicultural counseling: Articulating personal, professional, and institutional competence. Journal of Multicultural Counseling and Development, 29(1), 13-30.
VONTRESS, C. E. (1976). Counseling middle-aged and aging cultural minorities. Personnel and Guidance Journal, 55(3), 132-135.
TÜRK PDR DERNEĞI (2007). Psikolojik danışma ve Rehberlik Alanında Çalışanlar Için Etik Kurallar. 7. Baskı, Ankara.
SWANSON, J. L. (1993). Integrating a multicultural perspective into training for career counseling: Programmatic and individual interventions. The Career Development Quarterly,42(1), 41- 49.
YAZICI, S., BAŞOL, G. ve TOPRAK, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37(37), 229-242.
WHITMAN, J. S.,VE BIDELL, M. P. (2014). Affirmative lesbian, gay, and bisexual counselor education and religious beliefs: How do we bridge the gap?. Journal of Counseling and Development, 92(2), 162-169. doi:10.1002/j.1556-6676.2014.00144.