Vak’a Kavramsallaştırma Eğitim Programı'nın Psikolojik Danışman Adaylarının Vak'a Kavramsallaştırma Becerilerine ve Özyeterlik Düzeylerine Etkisi
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The purpose of this study is to examine the effect of Case Conceptualization Training Program on candidate counselors’ “case conceptualization skills”, “counseling self-efficacy in general”, “helping skills self-efficacy”, “session management self-efficacy”, “counseling challenges self-efficacy”, and to examine the opinions of counselor candidates regarding the effectiveness of the program. The program, which was tested to be efficient, had been developed within the scope of the research. During the program development process; after the needs analysis, preparation program draft and implementation, and pilot study phases, the main study of the program was implemented. An experimental design, based on pre-test, post-test with control group was used in the study. The participants of the study were candidate counselors who were undergraduate level. The number of the participants was 48. To measure candidate counselors’ case conceptualization skills; case, open ended questions, “Case Conceptualization Scoring Rubric” which were developed in this research were used. To gather demographic information “Personal Information Form”, to examine the opinions of candidate counselors’ regarding the effectiveness of the program “Program Feedback Form” and “Candidate Counselor’s Diary” were utilized, which were prepared for this research. The data about counseling self-efficacy were gathered by “Counselor Self Efficacy Scale”. Within the scope of validity studies of the case, open ended questions, and “Case Conceptualization Scoring Rubric” benefited from experts’ opinions. For validity of the criterions and criterion levels of the “Case Conceptualization Scoring Rubric” concerning expert opinions Marginal Cappa Coefficent and Percent of Overall Agreement were calculated. For reliability of “Case Conceptualization Scoring Rubric” within the scope of inter rater reliability; Intraclass Correlation Coefficient and Pearson's Correlation Coefficient were calculated. Case, open ended questions, and Counselor Self-Efficacy Scale were applied on the experimental and control groups as the pre-test and post-test. To assess participants’ case conseptualization skills scores, mean scores were calculated from scores given by three raters. For determining reliability of raters scoring correlation cofficients were calculated. To determine whether there is a statistical significant difference between experimental and control group pre test scores Mann Whitney U Test was used. For comparing experimental and control group pre test and post test scores in themselves Wilcoxon Signed Ranks Test, comparision of both groups pre test post test scores with each other Mann Whitney U Test were used. In addition, to compare the difference between experimental group’s case conceptualization skills pre test and post test scores with the difference control group’s case conceptualization skills pre test and post test scores Mann Whitney U Test was used, too. To reveal opinions of candidate counselors’ regarding the effectiveness of the program frequency count and content analysis, which is in the scope of qualitative research, were used. To ensure of qualitive data reliability coding made by two persons. Explanatory information candidate counselors’ opinions about the programme were extracted from “Candidate Counselor’s Diary”. The results of the study revealed that Case Conceptualization Training Program has a meaningful effect on candidate counselors’ “case conceptualization skills”, “counseling general self-efficacy”, “helping skill self-efficacy”, “session management self-efficacy” and “counseling challenges self-efficacy”. As a result of candidate counselors’ opinions about the program; best of participants find the program beneficial, have high levels of satisfaction for participating the program, and find the program as preparing to counseling. According to the participants’ opinions, program is preparative for counseling in terms of counseling skills and emotional area, and helps to gain awareness about strengths and weaknesses for the same areas. The strengths of the program is related to learning outcomes, content, teaching-learning process, assessment and evaluation. While the weaknessess of the program is related to planning the instruction theme; suggesstions for improving the program are related to the same theme.