Rehberlik ve Psikolojik Danışmanlık
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Browsing Rehberlik ve Psikolojik Danışmanlık by Author "Ener, Judith."
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Item The concept of coıınselor of tenth grade (Lycee 2) girls in a Turkish school compared with their concepts of teacher, mother and confidante(Thesis (M.A.)- Bogazici University. Institute of Social Sciences, 1979., 2021.) Manyasiğ, Yeşim.; Ener, Judith.The role and the function of the counselor is difficult to define, because counseling is a new profession. Studies in the American literatüre show that only some of the children in schools with established guidance programs have developed an idea of what the counselor should be doing. In Turkey the guidance counseling movement is cotnparatively new, therefore it is quite probable that the ideas of counseling and the role of the counselor in the school are quite vague in the minds of many people. The present descriptive study tried to investigate the meaning of the concept of counselor of a small select group of Turkish female students who had been exposed to counseling, in compa rison to the meaning of the concepts of mother, teacher and confidante of the same students, It was felt that the individuals represented by the concepts of mother, teach er and c onfi dante were ali people whose func tions and roles might conveivably overlap at times with the concept of the counselor, making it difficult for students to distinguish them and causing students to assign certain cha racteristics in common to several or ali of them. Further it was felt that since some of the concepts were perhaps more familiar to the majority of the students than others, (e.g. concept of mother versus concept of counselor) that, sensing a relationship between concepts, they would perhaps assign some of the attributes of the more well-known concepts to the coposelor. Subjects for the study were selected frora among students of Üsküdar American College for Girls, Lycee 2 class (lûth grade) who had been exposed to some counseling and who were at an age to be able to distinguish between counselor, mother, teacher and confidante. The students rated each of the above concepts, counselor, mother, teacher and confidante on a semantic differential scale of nine bipolar adjectives and the Wilcoxon test was applied to the data received. The results showed that the students did not statistically differentiate among the four concepts in terms of the bipolar adjective check list. This was interpreted to mean that there was no significant difference in the rating intensities of adjectives for the four concepts. However, there was a ten dency in student's responses to rate the mother and the con» f_i_dajvte more favorably than either the counselor or the teacher, who was given the least favorable ratings among ali four.Item The current status of guidance services in the Istanbul schools a survey(Thesis (M.A.)- Bogazici University. Institute of Social Sciences, 1979., 2021.) Gökhan, Melsa.; Ener, Judith.The present study intended to explore the current status of guidance offices in the secondary schools in lsta n bu l area. For this purpose a questionnaire 1·1as constructed and a sample of 14 schools thought to have a guidance office were visited . In 12 of these schoo ls which had guidance offices, the guidance counselors , and in the remaining two, th e Persons responsible for similar activities, were inter viewed by the author. The questionna ire was organized into seven categories which were: 1. 'Character.istics of schools, 2. Characteristics of respondents , 3. Physical facilities and services of the guidance programs , 4 . Work schedule , 5. Student counseling , 6. I nteracti on with parents , 7. Interaction with teachers and admi ni strators . Very few of the schools had similar characteristi c s which ~ade general i zation and categorization of the f ind i ngs difficult. For example , the titles by which respondents ca ll ed themselve~ differed from school to school which seemed to create confusion i n the eyes of the stude nts , ;i a r e n ts , fa c u l t y a n d a ·d m i n i s t r a t o r s a n d e v e n t h e g u i d a n c e professional s themselves . In ten of the sample schools , t he persons basically respons i ble for the running of the guidance program and the delivery of guidance services were th e guidance personne l; na me ly, the guidance counselor, the educational specia lists or the assistant-specialists and the vice-princ i pal i n charge of guidanca activities . The persons who helped them carry out these activities were group counselors , class teachers and guidan ce teachers . · The survey results su gge st five interrelated fa ctors which may contribute to the acceptance and success of guidance in Rarticular schools: counselor duties in the school , counselor/student ratio , counselor/student rapport, the attitude of the school principal and the number of years guidance had been practiced in the school. These factors , however, were also obse rved not to have a significant effect by thems el ves but only when they were put togethe r meaningfu lly accordin g to the needs of the schools. Other fa ctors in secur ing effective guidance ser vices include d tha students ' and the faculty 's fam1li.:1rit:y to and acceptance of the notio n of guidance and the coun selor's training/background in psyc ho logy versus educ ation. One very i mporta nt finding of the survey was the rol e the principal 's attitude toward gu id ance played in the running of the guidance program properly and effecti ve ly. That i~ , re spondents reported that the guidance services were organized and carried out mu ch more effect ive ly when the principal was supportive of guidance , but were no t successfu l when he held a negative attitude toward quidance . It was reveal ed in the findings that positive rela tions with other members of the school system influence and increas e th e performance of the gu idance offi ce· perso nne l. In fact , recommendations of the respondents included me a s u res t o tr a i n a 11 o f the sch o o l p e rs on n e 1 i n th~ b a s i cs of ·guidance , emphasizing the necessity of teamwork (coopera tion). Another wish was the standardization of titles, responsibiliti es and functions , that is , ro,-e defi nitions of the guidance personnel in Turkish schools .