Publication: Türkiye ile Kanada okul psikolojik danışmanlık ve rehberlik programlarının karşılaştırılması
Abstract
Bu araştırmada Türkiye ile Kanada okul psikolojik danışmanlık ve rehberlik programlarının (PDR) karşılaştırılarak incelenmesi amaçlanmıştır. Bu amaç doğrultusunda Kanada’nın okul PDR programının temellerini oluşturduğu ve Türkiye gibi kapsamlı/ gelişimsel yapıdaki okul PDR programını benimsemesi sebebiyle Nova Scotia ve Alberta eyaletlerinin okul PDR programları karşılaştırmaya uygun bulunmuştur. Nitel yapıdaki bu araştırmada yatay yaklaşım doğrultusunda doküman analiziyle elde edilen bulgular betimsel analiz ile özetlenmiştir. Araştırma sonucuna göre Türkiye okul PDR tasarım açısından yüzeysel, uygulama konusunda yeterli dijitalleşmeyi sağlayamamış, tüm sorumluluğun psikolojik danışmanda toplandığı, değerlendirme işlemlerinin nicel verilerle sınırlı kaldığı ve sürekli değerlendirme işlemlerini gerçekleştiremeyen bir noktadadır. Paydaşlarla işbirliği konusunda da Türkiye okul PDR yetersiz kalmaktadır ve öğrenci, veli ve okul toplulukları resmi olarak paydaş kabul edilmemektedir. Nova Scotia ve Alberta eyaletlerinde paydaş rolleri detaylı, açık ve netken Türkiye’de aynı durum söz konusu değildir. Ayrıca kariyer danışmanlığı açısından hem Türkiye hem de Alberta eyaletinin okul PDR programları geleneksel düzeyde kalırken Nova Scotia eyaleti çağdaş yaklaşımları hayata geçirmiştir. Programın etki alanları, bileşenleri, psikolojik danışmanlar için ifade edilen etik kodlar açısından Türkiye ile Nova Scotia ve Alberta eyaletleri önemli biçimde farklılaşmamaktadır. Bulgulardan hareketle Türkiye okul PDR programının amaçları ve temel özelliklerinde işbirliği ile nitel ve sürekli değerlendirme vurgusu yapılabilir, dijitalleşme konusunda Nova Scotia eyaleti örnek alınabilir, paydaşlarla işbirliği, sınıf rehberlik etkinliklerinin işlevsel hale gelmesi, nitel yapıda değerlendirme ve program tasarımı detaylandırma noktasında da Alberta eyaletinin çalışmaları örnek alınabilir.
In this research, it is aimed to compare the school psychological counseling and guidance programs (PCG) in Turkey and Canada. For this purpose, the school PCG programs of the provinces of Nova Scotia and Alberta were deemed suitable for comparison, since Canada formed the foundations of the school PCG program and adopted the comprehensive/ developmental school PCG program like Turkey. In this qualitative research, the findings obtained through document analysis in line with the horizontal approach were summarized with descriptive analysis. According to the results of the research, Turkey's school PCG program is superficial in terms of design, could not provide sufficient digitalization in practice, is at a point where all responsibility is gathered by the psychological counselor, evaluation processes are limited to quantitative data and cannot perform continuous evaluation processes. In terms of cooperation with stakeholders, the Turkish school PCG program is insufficient and students, parents and school communities are not officially accepted as stakeholders. While stakeholder roles are detailed and clear in the provinces of Nova Scotia and Alberta, the same is not the case in Turkey. In addition, in terms of career counseling, both Turkey and Alberta province's school PCG programs remained at the traditional level, while Nova Scotia province implemented contemporary approaches. The provinces of Turkey, Nova Scotia and Alberta do not differ significantly in terms of the program's domains, components, and ethical codes for psychological counselors. Based on the findings, cooperation, qualitative and continuous evaluation can be emphasized in the aims and basic features of the Turkish school PCG program, the state of Nova Scotia can be taken as an example in digitalization, the studies of the province of Alberta can be taken as an example in terms of collaboration with stakeholders, functionalization of classroom guidance activities, qualitative evaluation and program design detailing.
In this research, it is aimed to compare the school psychological counseling and guidance programs (PCG) in Turkey and Canada. For this purpose, the school PCG programs of the provinces of Nova Scotia and Alberta were deemed suitable for comparison, since Canada formed the foundations of the school PCG program and adopted the comprehensive/ developmental school PCG program like Turkey. In this qualitative research, the findings obtained through document analysis in line with the horizontal approach were summarized with descriptive analysis. According to the results of the research, Turkey's school PCG program is superficial in terms of design, could not provide sufficient digitalization in practice, is at a point where all responsibility is gathered by the psychological counselor, evaluation processes are limited to quantitative data and cannot perform continuous evaluation processes. In terms of cooperation with stakeholders, the Turkish school PCG program is insufficient and students, parents and school communities are not officially accepted as stakeholders. While stakeholder roles are detailed and clear in the provinces of Nova Scotia and Alberta, the same is not the case in Turkey. In addition, in terms of career counseling, both Turkey and Alberta province's school PCG programs remained at the traditional level, while Nova Scotia province implemented contemporary approaches. The provinces of Turkey, Nova Scotia and Alberta do not differ significantly in terms of the program's domains, components, and ethical codes for psychological counselors. Based on the findings, cooperation, qualitative and continuous evaluation can be emphasized in the aims and basic features of the Turkish school PCG program, the state of Nova Scotia can be taken as an example in digitalization, the studies of the province of Alberta can be taken as an example in terms of collaboration with stakeholders, functionalization of classroom guidance activities, qualitative evaluation and program design detailing.