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II. NVERSTELERDE
PSKOLOJK DANIMA
VE REHBERLKSEMPOZYUMU
zet Bildiriler Kitab
PROCEEDINGS OF 2nd SYMPOSIUM
OF PSYCHOLOGICAL
COUNSELING AND GUIDANCE
AT UNIVERSITIES
Abstracts Book
Editrler / Editors:Hatice Gne - N.Ekrem Dzen
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niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu (2.: 2007: stanbul)
II. niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu zet bildiriler kitab: 7-8
Haziran 2007 = Proceedings o 2nd
Symposium o Psychological Counseling and Guidance at
Universities abstracts book : 7-8 June 2007 / ed. Hatice Gne, N. Ekrem Dzen. stanbul:
Sabanc niversitesi, 2007.iv, 48 p. ; cm. (Sabanc niversitesi Yaynlar)
ISBN 978-605-4348-09-1
1. Counseling in higher education Congresses. I. Gne, Hatice. II. Dzen, N. Ekrem.
III. Proceedings o 2nd
Symposium o Psychological Counseling and Guidance at Universitiesabstracts book : 7-8 June 2007 IV. Sabanc niversitesi Yaynlar
LB2343.55 2007
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Editrler / Editors:Hatice Gne - N.Ekrem Dzen
II. NVERSTELERDE
PSKOLOJK DANIMA
VE REHBERLK SEMPOZYUMU
zet Bildiriler Kitab
II. niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu
7-8 Haziran 2007
Sabanc niversitesi Gsteri Merkezi, stanbul
PROCEEDINGS OF 2nd
SYMPOSIUM
OF PSYCHOLOGICAL
COUNSELING AND GUIDANCE
AT UNIVERSITIES
Abstracts Book
2ndSymposium o Psychological Counseling and Guidance at Universities
7-8 June 2007
Sabanc University, Convention Center, Istanbul
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DZENLEME KURULU
Mehin Akhun Hacettepe niversitesi
Cumhur Amasyal Ik niversitesi
Tlin Arman Boazii niversitesi
Alev avdar stanbul Bilgi niversitesi
N. Ekrem Dzen zmir niversitesiala Glol Sabanc niversitesi
Derya nceolu Sabanc niversitesi
Yudit Namer Boazii niversitesi
Sevil Taner Ko niversitesi
Sabanc niversitesi, Gsteri Merkezi, Orhanl, Tuzla 34956 stanbul
II. niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu zet Bildiriler Kitab2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
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i
NDEKLER
Editrlerin Sunuu (Hatice Gne & N. Ekrem Dzen)
Gelien Bir Uygulama ve Aratrma Alan Olarak niversitelerdePsikolojik Danmanlk(N. Ekrem Dzen)
niversite Psikolojik Danma ve Rehberlik Merkezlerinin Rol ve levleri:Gelimeler ve Snrllklar (Cem Ali Gizir)
niversite Danmanlnda Yaadmz Sorunlar ve Gelimeler (Deniz Albayrak-Kaymak)
ada Rehberlik Sistemleri (Hatice Gne & zlem an)
Yksekrenimde Engelli renciler ve Destek Sistemleri (Elzi Menda)
Akran Danmanl Programnn Etkililii zerineDeneysel Bir alma: Ege niversitesi rnei (Mine Alada)
Adnan Menderes niversitesi Genlik Sorunlar Aratrma veUygulama Merkezi (AD-GEN): zgn Bir Deneyim (Mehmet Eskin & Gler Kksal)
Dou niversitesi Psikoloji Merkezi (DPEM) (Serap zer)
Yksekretimde Psikolojik Danma ve Rehberlik Uygulamalar:Atlm niversitesi Modeli (B. Dilek Karaduman)
Psikoloji ve Psikoterapide Bir Kltrleraras Uyum Modeli veUygulama rnekleri (Meral ulha)
Kiileraras Kabul: niversitelerde Uygulamalar (Fato Erkman)
niversite rencilerinin Yalnzlk Dzeylerinin Baz Deikenlere Gre ncelenmesi(zden Tagn, Selahattin Avarolu, Barbaros Yaln, Nazan Karaolu, & zgl Bike Ycalan)
niversite rencilerinde Psikodramann Kayg ve Depresyonzerindeki Etkisi (Alev avdar &Ayegl Kumanl Gne)
niversite Psikolojik Danmanlnda Yeni Bir Yaklam ve Uygulama: Snfa Terapi(zden Uslu, Mari Ito-Alptrer, lk Tosun, & Emin Doan Aydn)
Geliimsel Yaklama Gre Yksekretimde Psikolojik Danma veRehberlik Hizmetleri (Binnur Yeilyaprak)
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15
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27
29
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ii
ORGANIZING COMMITTEE
Mehin Akhun Hacettepe University
Cumhur Amasyal Ik University
Tlin Arman Boazii University
Alev avdar stanbul Bilgi University
N. Ekrem Dzen zmir University
ala Glol Sabanc University
Derya nceolu Sabanc University
Yudit Namer Boazii University
Sevil Taner Ko University
Sabanc University Convention Center, Orhanl, Tuzla, 34956 Istanbul, Turkey
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iii
CONTENTS
Editors Introduction (Hatice Gne & N. Ekrem Dzen)
Counseling in Universities: A Developing Area o Application and Research (N. Ekrem Dzen)
Roles and Functions of University Counseling Services: Developments and Limitations (Cem Ali Gizir)
Problems and Advances we Experience in University Counseling (Deniz Albayrak-Kaymak)
Contemporary Counseling Systems (Hatice Gne & zlem an)
Students With Disabilities and Support Systems in Higher Education (Elzi Menda)
An Experimental Study on the Efectiveness o Peer Helping Program:The Sample o Ege University (Mine Alada)
Adnan Menderes University Youth Research and Application Center:AD-GEN (Mehmet Eskin & Gler Kksal)
Dou University Psychology Center (DPEM) (Serap zer)
Psychological Counseling and Guidance Applications In Higher Education:Atlm University Model (B. Dilek Karaduman)
A Model o Cross Cultural Adjustment in Psychology and Psychotherapy (Meral ulha)
Interpersonal Acceptance: Application in Universities (Fato Erkman)
An Examination o University Students Loneliness Levels.(zden Tagn, Selahattin Avarolu, Barbaros Yaln, Nazan Karaolu, & zgl Bike Ycalan)
Efects o Psychodrama on Anxiety and Depression Levels among University Students(Alev avdar & Ayegl Kumanl Gne)
A New Approach and Application in University Psychological Counseling Services:Therapy in the Classroom (zden Uslu, Mari Ito-Alptrer, lk Tosun, & Emin Doan Aydn)
Psychological Counseling and Guidance Services at High Education with respect toDevelopmental Approach (Binnur Yeilyaprak)
3
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12
17
21
25
28
30
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34
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1
EDTRLERN SUNUU
lkemiz niversitelerinde giderek artan sayda psikolojik hizmet birimlerininkurulduunu grmek sevindiricidir. Her ne kadar bu say niversite saysndaki
arta paralel ykselmiyorsa da belirli bir eiin alm olduu sylenebilir. Bir
yandan psikolojik hizmetlere ynelik talebin oalmas dier yandan bu hizmetlerin
nemini kavrayabilen yneticilerin ortaya kmas psikolojik danmanlk
birimlerinin (PDM) kurulmasn ve hizmet sunmasn kolaylatrmaktadr. te
yandan uluslararas standartlarda hizmet sunma kapasitesine sahip PDMlerin
her niversitede kurulmas PDMlerin rol ve ilevlerinin dinamik bir tanmakavumasna ve zgn zelliklerine uygun dzenlemelerin hayata geirilmesine
baldr.
niversitelerde Psikolojik Danmanlk ve Rehberlik Sempozyumu bu ihtiyalarn
iyice hissedilmekte olduunun bir iaretidir. Bu Sempozyumun niversitelerde
psikolojik hizmet sunan tm uzmanlar tarandan sahiplenilmesi nemlidir. levsiz
ekimelerin psikolojik hizmet alanndan uzak tutulmas bu alann gelimesinin ilk
artdr. Gerekli ve yeterli olann uzmanlk eitimi ve denetimli deneyim olduuhibir zaman unutulmamaldr. niversitelerde uzmanlar iin zengin aratrma ve
uygulama rsatlar vardr. niversitede psikolojik hizmetler kapsamnda yaplacak
aratrma ve uygulamalar hem bu alann hem de yakn almalarda bulunan dier
disiplinlerin kendi z deerlendirmelerine ve karlkl ilikilerine ok nemli katk
salayacaktr.
II. niversitelerde Psikolojik Danma ve Rehberlik Sempozyumu zet Bildiriler
Kitab bu alanda beliren ihtiyalar karlamaya ynelik bir ilk adm niteliindedir.
Elinizdeki kitabn uzun saylabilecek bir gecikmeyle hazrlanm olmasn, bu alann
kendine zg kurumsallama zorluklarnn bir iareti olarak deerlendirmenizi
temenni ediyoruz. Umuyor ve diliyoruz ki bu kitap bundan sonra bu alanda
yaplacak almalar ortak bir deneyim birikimine dntrmey nclk eder.
Sempozyum Bildiriler Kitab, uluslararas dzlemlerde tarama ve takip kolayl
salamak amacyla almalarn hem Trke hem de ngilizce zetlerinibarndrmaktadr. Uluslararas standartlarda hizmet retme ve sunmas beklenen
bir alanda ilk almalardan balayarak bu standartlara uygun davranma gayretini
nemsiyoruz.
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Sempozyuma nclk eden ve bu ortak zemini ilk olarak niversitelerde Psikolojik
Danmanlk ve Rehberlik Gnleri olarak dzenleyen Ko niversitesi Psikolojik
Danmanlk Birimi uzmanlar Pelin etinkaya, Meltem Aydodu, ve Sevil Tanernemli bir misyon balatmtr. Sabanc niversitesi Bireysel Danmanlk Birimi
de bu zemini gelitirmeyi ve misyonu srdrmeyi amalamtr. Bu erevede,
Sempozyumun dzenlendii tarihte Sabanc niversitesi Bireysel ve Akademik
Geliim Merkezi (BAGEM) Direktr Mnire Arkola kran borluyuz.
yelerimiz Do. Dr. Meral ulha, Dr. ala Glol, ve Uzm.Psk. Yudit Namerin
ok nemli katklarn anmadan gememeliyiz. Dzenlemenin her aamasnda
zverili desteini sunan, dnemin BAGEM dari Asistan Nee Aktua ve renci
asistanlarmza da teekkr ediyoruz. Kukusuz, Sempozyum Yrtme Kurulu
bu nc giriim nedeniyle zel bir teekkr hakediyor. Elbette, almalarn bu
Sempozyum araclyla paylaan tm katlmclara da teekkrlerimizi sunuyoruz.
Hedemiz bu Sempozyumun srekliliinin salanmasdr. Diliyor ve umuyoruz
ki nmzdeki yllarda Sempozyum gerek kapsam gerek ierik olarak geliecek,
genileyecek ve bu alann zerk bir alma alan olarak kurumsallamasnn
yolunu aacaktr.
Dr. Hatice Gne Dr. N. Ekrem Dzen1
Sabanc niversitesi zmir niversitesi
1 Sempozyum tarihinde Sabanc niversitesi yesi
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EDITORS INTRODUCTION
It is gratifying to observe that psychological counseling units are increasingly
coming into service at universities of our country. Although, this number does
not increase parallel to the increase in number of universities, it could be noted
that a certain threshold had already been exceeded. A growing demand for
psychological services on one hand and a growing number of administrators who
perceive the importance of these services on the other facilitate the launching
of psychological counseling units than earlier times. Nevertheless, establishing
psychological counseling units, in each and every university, having the capacity
to offer services at international standards entail a number of requirements.
These requirements include dynamic definitions of roles and functions of
psychological counseling units within the framework of practically applicable
by-laws and regulations specifically tailored to suit these units.
II. Symposium of Psychological Counseling and Guidance at Universities is itself
a significant sign that these basic needs are being thoroughly felt. In this sense,
it is important for this Symposium to be owned by all psychological counselingexperts at universities. The development of this field is possible only by
keeping away from dysfunctional quarrels. It should never be disregarded that a
combination of recognized expertise and supervised experience composes both
the necessary and the sufficient condition for being able to offer psychological
services. There are infinitely rich research and application opportunities in
universities waiting for experts. Research in and application of psychological
services within the context of universities would contribute significantly to self-
evaluations of the field itself as well as and interrelationships between fields
working on close domains.
2nd Symposium of Psychological Counseling and Guidance at Universities
Abstracts Book is a first attempt to respond to the needs rapidly emerging in
this area. We wish you deem the delay in preparation of this Proceedings is an
indication of inherent difficulties frequently encountered during the process of
institutionalization of which this area encounters. We hope that this book wouldpioneer to transform work in this area into a common ground of experience and
sharing
The present book include both Turkish and English versions of presentations
in order to facilitate access and contact by international networks. We find it
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important to follow international standards in a field devoting itself to produce
and provide services at high standards.
We are pleased to express our indebtedness to several people. The experts in
Ko University Psychological Counseling Services Unit; Pelin etinkaya, Meltem
Aydodu, and Sevil Taner assumed a mission by initiating this Symposium
and helped it to become a common ground for us all under the designation
of Istanbul Psychological Counseling and Guidance Days. Sabanc University
Individual Counseling Center aspired to expand this ground and continue the
mission. In this sense, we are thankful to Munire Arkol, Director of Center for
the Individual and Academic Development at the time of the Symposium. We
must not skip mentioning valuable contributions of Individual Counseling Center
members; Assoc. Prof. Meral ulha, PhD ala Glol and PhD candidate Yudit
Namer. We also express our thanks to then administrative assistant Nee Aktu
and assistant students for their invaluable help at every step of the organization
of this Symposium. The steering committee deserves special thanks for their
pioneer endeavor. Finally, we should express our thanks to all Symposium
participants who showed their diligent motivation.
In the long run, we aim to sustain an uninterrupted continuation of this Symposium.
We hope and wish that in the forthcoming years this Symposium will expand and
develop in terms of scope and content, giving way to institutionalization of this
field, to become an autonomous area of research and application.
Hatice Gne, PhD N. Ekrem Dzen, PhD
Sabanc University zmir University
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Gelien Bir Uygulama ve Aratrma Alan Olarak
niversitelerde Psikolojik DanmanlkN. Ekrem Dzen
zmir niversitesi
Uluslararas standartlar, niversitelerde psikolojik hizmetlerin zel olarak
tasarlanm bir ereve iinde ele alnp deerlendirilmesi gerektiini
gstermektedir. Bu gereklilik, niversitelere zg zelliklerden, bu zelliklerin iaret
ettii hizmet eitlilii ve sunum biimlerinden kaynaklanmaktadr. niversitetoplumu arlkl olarak belirli geliim evrelerinde bulunan, zel bir renme ve
yaama evresini paylaan, bireysel hedeere sahip ancak benzer amalar etranda
bir araya gelmi kiilerden olumaktadr. Bu toplumda psikolojik hizmet ilkeleri
deimeyecektir; ancak, ihtiyalarn baz alanlarda younlamas veya arkllamas
olaandr. te yandan genel psikolojik hizmetlerin henz gelime srecinde olduu
lkemizde bu zel balama gre gelitirilmi program, eitim, ve rgtlenmeler
bulunmamaktadr. Gnmzde bu hizmetler her niversitenin kendi bnyesinde
edindii deneyimlerle yrtlmektedir. Psikolojik danma merkezlerinin (PDM)hizmetleri henz ortak bir paylam zemini bulabilmi deildir ve ortak deneyime
dnme srecine girmemitir.
Dolaysyla PDMlerin rol ve ilevleri ile hizmet sunum dzenlemelerinin
doas ncelikle hizmet sunan uzmanlar tarandan iyi anlalmadr. Bu ise yine
disiplinin kendi metodolojisi ve olanaklaryla gerekletirilmelidir. Bu anlamda
niversitelerde ihtiya duyulan ve talep edilen psikolojik hizmetlerin hangialardan genel psikolojik hizmetlerle benzerlikler ve arkllklar gsterdii
balbana bir alma alan olarak ortaya kmaktadr. Bu alma alannda
saysz aratrma bal bulunaca aktr. lkemizin zgl koullar daima gz
nnde tutularak niversite toplumunu ve bu toplumun dinamik yapsn yakndan
tanmay salayacak aratrma balklar byk bir kme oluturmaktadr. Dier bir
byk balk kmesi ise yine niversite toplumunun psikolojik hizmet taleplerinin
nasl ekillendii ve hangi alanlarda younlatdr. Bu iki kme bir arada
dnldnde PDMlerin niversitelerdeki dier destek birimleriyle iliki veibirlii konular da nc bir balk kmesi olarak kendiliinden belirmektedir.
Dier yandan, PDMlerin nnde bulunan bu byk alma alan sadece aratrma
ve hizmet sunum dzenlemelerini deil uygulama alannda yer almas gereken
yenilikleri de haber vermektedir. Psikolojik hizmetler alannda niversitenin
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dinamik doasndan kaynaklanan talep arkllamasnn, bu hizmetlerin sunum
biimlerinde bir akllamaya yol amas olaandr. Baka bir deyile, bu alanda
hizmet sunan uzmanlarn repertuarnda bulunan uygulama yntem, ara, vetekniklere yenilerinin eklenmesi veya var olanlarda deiiklikler yaplmas
doal bir gerekliliktir. Kukusuz psikolojik hizmet alannda ok sayda etkili
ara bulunmaktadr. Bu aralarn niversitelerde ilevsel olarak kullanlabilmesi
uygulamann da niversitenin doas gz nnde bulundurularak yaplmasyla
mmkndr. Bu anlamda PDMler, niversite toplumunun ilevsel uyumuyla
ilgili katk sunarken kendisi de niversite yaamna uyum gelitirme iiyle kar
karyadr.
rneklemek gerekirse, niversite yaam belirli dnemlerde belirli ilerin
tamamlanmasnn zorunlu klnd son derece somut hedeerle ekillenmi bir
yaam alandr. Dier yandan ayn yaam alannda belirsiz veya zorunlu olmayan
iler ve yaam grevleri de yer almaktadr. Bir anlamda niversite yaam, biri
zorunlu programlara dieri kiilerin insiyatierine gre ekillenen bu iki ana
grevin birlikte ve dengeli olarak yerine getirildii uyumlu bir yaam biimini
gerektirmektedir. Bireylerin tm kiisel zelliklerinin ve bu evrede yaayabilecekleritm deneyimlerin bu denge denkleminde yer almas gerekmektedir. Bu noktada
PDM, sadece bireylerin deil niversite yaamnn da genel uyumuna ok nemli
bir katk yapma potansiyeline sahiptir. Bu potansiyelin gereklemesi, PDM
uygulamalarnn niversite erevesinin gerektirdii zorunlu ve insiyatie bal
grevler balamnda yeniden ve dinamik olarak adapte edilmesiyle mmkndr.
Bylece niversitelerde psikolojik danmanlk hizmetleri lkemizde kendine zg
zellikler tayan bir alma alan olarak yeniden ortaya kmaktadr. Dier yandanbu durum, gelimi dnya iin ne yeni ne de z itibaryla tartmal bir durumdur.
Baka hizmet ve destek alanlarnda olduu gibi psikolojik hizmetler alannda da
lkemize uygun adaptasyon ve dzenleme sistemleri kurulmas gerektii aktr.
Bu anlamda, temel ilkelerin ve dzenlemelerin yerleik hale getirilmesinin
nnde ilkesel bir engel bulunmadn saptamak da nemlidir. Ayn zamanda
bu durum lkemizde genel psikolojik hizmetlerin daha kkl ekilde yerlemesi
iin nemli bir rsat sunmaktadr. Psikolojik hizmetlerin niversitelerdenbalayarak yaplandrlmas ve alann gerektirdii dzenlemelere kavuturulmas
dier tm psikolojik hizmetlerle ilgili yaplandrma ve dzenleme ilerine olumlu
katk salayacaktr. Psikolojik hizmet sunum ve dzenlemelerinin akademideki
uygulamalardan balayarak yaplandrlmas inandrcl yksek iyi rnekler
oluturacaktr.
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Counseling in Universities: A Developing Area of Application
and Research
N. Ekrem Dzen
zmir University
International standards clearly ordain that counseling services at universities
should be dealt in a specially designed frame. This requirement arises from
unique features of universities and due variations in service offerings those unique
features point out. University society consists mainly of people who go throughspecific developmental stages, share a special learning and living environment, and
have individual aims while getting along with shared goals. In this society, basic
principles of psychological services are not expected to change; however, it is
predictable that psychological needs center upon in some areas than others and
in differential ways. On the other hand, there is no supportive program, training
or organization targeting this special context in our country where general
psychology services, too, are still in the process of development. Today, these
services are carried out by sole experiences being accumulated within the body of
each separate university. The counseling units did not yet had founded a common
ground of sharing; neither they are in the process of converting these experience
into a common knowledge.
Therefore, the roles, functions, and the nature of service provision regulations of
counseling should comprehensively be understood, in the first place, by experts
offering services in those units. As a matter of course, the methodology and utilities
of the discipline are natural means in such understanding. In this sense, the search
for similarities and differences between counseling at universities and general
psychological services emerge as a vast field of inquiry. It is obvious that in this
field there will be unlimited research topics. Not disregarding the unique state of
affairs specific to our country, research topics that enable a close understanding of
university dynamics, including its society, comprise one large cluster. Another large
cluster consists of assessing psychological service demands of university society
with respect to areas of concentration and frequency. Taken these two together,the ways of collaboration between counseling services and other support facilities
in universities emerge as a third cluster of research topics, unpretentiously.
Nevertheless, this vast area of study encompasses not only fields of research but
essential improvements and novelties in the field of application. It is expectedly
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usual that dynamic nature of universities might have a differentiating effect on
demands with regard to psychological services. This logically follows that new
methods, tools and techniques should be added to or renewed in the repertoire ofexperts serving in these units. Apparently there are already effective tools in the
field of psychological services. Functional use of these tools within a university
framework is possible only by taking into account the nature of university dynamics.
In this sense, university counseling units are also face the challenge of adjusting
themselves to university life while contributing university society to adjust to the
university and to life.
More specifically, university life is shaped by certain tasks that are supposed to
be accomplished by certain stages throughout a predefined schedule. On the
other hand, the same life space brings about uncertain and unobligated tasks.
Therefore, it is implicit in these two types of charges that university life is shaped
by this tension of balancing obligatory and nonobligatory tasks. All characteristics
and experiences of individuals are called for help to take a role in this equation.
At this point, counseling units have the potential to contribute not only to
individuals but also universitys life in general to help balance their adjustmentfunction. Actualization of this potential is viable if and when counseling units
adapt themselves and their service applications to the dynamic context of those
obligatory and nonobligatory tasks. Hence, psychological counseling in universities
emerges as if there is a new field of study having its own particular qualities.
Although this is neither new nor controversial for the rest of the developed world,
it is obvious that essential adaptation and regulation mechanisms should be
established in our universities, adjusted to our country, via international standards,
as it should be in other service providing fields. In this respect, it is important to
emphasize that there is no substantial obstacle preventing the establishment of
fundamental principles and regulations.
This presents us with an important opportunity to help psychological services
establish in a more sound way with a stronger base. Structural and organizational
improvements in psychological services at universities would contribute positively
to the improvements that should be realized in the general realm. These
improvements would constitute good examples of high credibility if academy
would take the lead.
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niversite Psikolojik Danma ve Rehberlik Merkezlerinin
Rol ve levleri: Gelimeler ve SnrllklarCem Ali Gizir
Mersin niversitesi
Son yllardaki hzl sosyal, kltrel, ekonomik ve politik deiimlere bal
olarak niversite Psikolojik Danma ve Rehberlik (PDR) Merkezlerinin rol ve
ilevlerinde de nemli deiiklikler meydana gelmektedir. zellikle Trkiyede
1982de yksekrenim kanunuyla beraber kurulan rehberlik servislerinin grev veilevlerinde nemli gelimeler grlmekle birlikte, bu merkezlerin kurumsallama
sreci henz tamamlanmamtr. Yasal dzenlemelere ramen ou niversitenin
rehberlik servisleri, birbirinden arkl ama ve anlayla yrtlmektedir ve sz
edilen grev tanmlarndaki deikenlie bal olarak verimlilik dzeyi dktr.
Dolaysyla, rehberlik hizmeti sunan uzmanlarn sre giden deiiklikler, talep ve
rsatlardan haberdar olmas ve bu balamda kendi grev ve ilevlerini stratejik
olarak gzden geirmesi beklenmektedir.
Tarihsel adan bakldnda, 1920 ile 1980 yllar arasnda mesleki rehberlikten
bireysel rehberlie bir gei olduundan sz edilebilir. niversite rehberlik
blmlerinin grev ve ilevleri zamanla gelimi, oalm ve niversite kampus
hayatnn genel zelliklerini gz nnde bulundurarak deimitir. 1980
ylndan beri gerekleen deiiklikler incelendiinde ne kan konular ise yle
sralanabilir:
1. Yksekrenim ats altndaki kurumlar arasnda mali kaynaklarn paylamasndan rekabet artmtr.
2. niversite rehberlik servislerindeki en byk kstlamalar mali snrlamalar
ve personel says kstlamalardr ve bu kstlamalar yakn gelecekte de devam
edecektir.
3. Yerlekelerde rehberlik servislerine olan talep, srekli artmaktadr.
4. niversite rencilerinde grlen ruh sal sorunlarnn yaygnl ve
iddeti, dzenli olarak art gstermektedir.
5. renciler arasnda grlen ruh sal sorunlarnn iddetindeki artnyan sra, eitliliinde de art grlmektedir.
6. Sunulan rehberlik hizmetlerinin ok kltrll gz nnde bulundurmas
beklenmektedir.
7. Rehberlik alanndaki uygulama, eitim ve spervizyonda postmodern
yaklamlarn giderek yaygnlat grlmektedir.
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8. Alkol kullanm, cinsel istismar ve intihar konularna ynelik sunulan kriz
rehberlii ve kriz ynetimi hizmetleri iin talep artmaktadr.
9. Kriz rehberlii modellerinde nemli gelimeler olmutur ve niversiterehberlik servisleri ounlukla bu kriz ynetimi giriimlerini uygulamaktadr.
10. niversite rencileri arasnda bireysel danmanlk iin youn talep
olmasna ramen giderek grup danmanl, geliimi hedeeyen nleyici
mdahaleler ve danma programlarna ynelik ihtiya ve beklentiler
artmaktadr.
11. ou niversite rehberlik merkezinde uygulanan temel mdahale yntemi
hala ksa sreli danmanlk hizmetidir.
12. alanlarn gncel mdahale yntemleri, eitim ve aratrmalar takip
edebilmeleri iin onlara imkan salanmas, stajyer eitliliinin tevik edilmesi
nemle tavsiye edilmektedir.
13. niversite rehberlik merkezlerindeki yeni teknolojilerin kullanm
artmaktadr.
14. Etik konu ve dourgulara olan ilgi ve ihtiya artmaktadr.
15. niversite rehberlik merkezlerinin deerlendirme ve aratrma aaliyetlerini
artrmalar asndan ihtiya olduu gibi, bu alandaki aaliyetleri oaltmalariin bask da sz konusudur.
Bu gelimelerle beraber Uluslararas Rehberlik Servisleri Birlii (International
Association o Counseling Services, IACS), niversite rehberlik programlarna
ynelik yeterlik onay kriterleri gelitirmitir. Bu standartlar renciler iin gerekli
olan, yksek kaliteli rehberlik hizmeti program ve uygulamalarn yanstr. Yeterlik
onay kriterlerini karlayabilmek iin niversite rehberlii u ykmllkleri
yerine getirmelidir (IACS, 2005):1. Bireysel ve grup danmanl/psikoterapisi.
2. Kriz mdahale ve acil durum hizmetleri.
3. Da-eriim (outreach) hizmetleri.
4. Danmanlk hizmetleri.
5. Ynlendirme kaynaklar.
6. Aratrma.
7. Program deerlendirmesi.8. Eitim.
Yeni gelimeler ve IACS yeterlik onay standartlar gz nnde bulundurulduunda,
niversite rehberlik merkezlerinin grev ve ilevlerini hzl sosyal, kltrel, ekonomik
ve siyasal deiikliklere gre gzden geirmesi ve geniletmesi kanlmazdr. Bu
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nedenle, niversite rehberlik merkezlerinin, rencilerin deien ihtiya, beklenti
ve taleplerini tespit edebilmesi, gncel hizmet ve mdahale yntemleri gelitirmesi,
snrl kaynaklarn etkin bir biimde kullanmas, ve stratejik planlama yaparakhizmetin kalite ve etkinliinin gelecekte karlalabilecek zorluklara kar dayankl
hale getirmesi beklenmektedir.
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Roles and Functions of University Counseling Services:
Developments and Limitations
Cem Ali Gizir
Mersin University
There have been important modifications in the roles and functions of university
counseling services related to the rapid social, cultural, economical and political
changes in the last years. Especially in Turkey, although important improvements
in the roles and functions of university counseling services have been observedsince they were established after the legislation of higher education act in 1982,
these services could not have been finished their institutionalization process.
In addition, there are many university counseling services having different
objectives and understanding form each other despite legal arrangements
and most of them have low level of productivity related to variety of tasks.
When these explanations are taken into consideration, it can be stated that
counseling center staff should be aware of the continious changes, demands
and opportunities in the environment and also should evaluate their roles and
functions strategically.
Historically, it can be stated that there was a transtion form vocational guidance
to individual counseling between the years 1920-1980 and the functions and the
roles of the university counseling centers have been gradually developed and
expanded as taking into consideration the general environmental characteristics
of the university campuses. When the research examined after 1980, the issues
emerge in the last years are as followings:
1. There is an increasing competition for financial resources among
institutions in higher education.
2. Financial constraints and available staff limitations are the most important
restrictions of many university counseling centers and these restrictions will
continue in near future.
3. Demand for counseling services on campuses are continuously increase.
4. Number and severity of mental health problems among universitystudents on campus has been steadily increasing.
5. Not only severity, but also diversity of mental health problems among
university students has been steadily increasing.
6. Increasing the multicultural competence of counseling services provided
are suggested.
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7. Postmodern approaches to counseling are being used widely in counseling
practice, training, and supervision.
8. The demands for crisis counseling and crisis management services mainlyon the abuse of alcohol sexual-assault and suicide is increasing.
9. There are important developments on crisis counseling models and
university counseling services are mostly implementing these crisis
management initiatives.
10. Although the intense demands for individual counseling services among
university students, there is an increasing needs and expectations for the
group counseling interventions, outreach and consultation programs efforts
that are directed toward personal and educational growth on campus.
11. Short-term counseling continues to be the primary treatment model at
most universtiy counseling centers.
12. Providing training and opportunities for staff to keep up with the latest
research related to students and treatment approaches and training is to
promote intern diversity are strongly suggested.
13. Using new technology in university counseling centers are increasing.
14. Interest and needs on ethical implications are increasing.15. There are strong need and pressure to conduct assessment, evaluation
and research activities of university counseling services.
With these developments, International Association of Counseling Services
(IACS) outlined the accreditation standards as the basis for the formal
accreditation of university counseling programs. These standards reflect
program elements and practice standards that are deemed essential in a
counseling center that provides high quality services to students. To be eligible
for accreditation a university counseling service must provide the following
program functions (IACS, 2005):
1. Individual and group counseling/psychotherapy.
2. Crisis intervention and emergency services.
3. Outreach intervention.
4. Consultation interventions.
5. Referral sources.
6. Research.
7. Program evaluation.
8. Training.
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When current developments and IACS accreditation standards were taken into
consideration, it is inevitable for university counseling centers to modify and
expand their roles and functions related to the rapid social, cultural, economicaland political changes in the last years. As a result, university counseling centers
must continue to identify the changing needs, expectations and demands of
university students on campus; develop updated interventions and services; use
their limited resources effectively; implement strategic planning and evaluate
the quality and effectiveness of their services in order to be resilient for future
challenges.
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niversite Danmanlnda Yaadmz Sorunlar
ve GelimelerDeniz Albayrak Kaymak
Boazii niversitesi
lkemizde niversite rencilerine sunulan psikolojik yardm hizmeti mediko-
sosyal yaplanmann ierisinde eyrek yzyldan beri bulunmakla birlikte, rehberlik
ve psikolojik danmanlk balamnda bu hizmetin salanmas grece yenidir
ve geliim aamasndadr. Bu almada, niversite rehberlik ve danmanlkhizmetlerine zg i ve d idari yaplanma, yerlekedeki konum ve mekan
olanaklar, nansal kaynaklar, alanlar, sunulan hizmetler, i ve d ibirlii
ihtiyalar, alanlarn mesleki geliimi, hizmetlerin deerlendirilmesi, niversite
danmanlna zg zorluklar, gncel sorunlar ve son olarak danmanlk eitimi
verenlerin gz nnde bulundurmas gereken unsurlar ele alnmaktadr.
ne kan konunlar u ekilde sralanabilir. ncelikle, d idari (ynetimsel)
yaplanma asndan merkezlerin taraszln salayacak ekilde, medikal,akademik ve dier idari birimlerden bamsz bir organizasyona sahip olmalar
gerekmektedir. idari yaplanma sz konusu olduunda, danmalk anlay
ierisinde kendine zg, esnek almalarn yaplabildii ibirliine ak bir sistem
beklenmektedir. Merkezlere yeterli destek ve kaynak salanmas ve personelin
hizmetleri salayacak lde geni olmas, zellikle yetersiz salk sistemleri
ierisinde d kaynaklara ynlendirmenin ilevsellikten uzak olmasndan dolay,
byk nem tamaktadr. Mevcut sistem ierisinde danmanlar ve spervizrleriin yeterli uygun pozisyonlar ne yazk ki bulunmamaktadr. Yine mevcut sistem
ierisinde danmanlarn niversitedeki konumlar olduka eitlilik gstermekte
ve rol tanmlaryla uyumamaktadr. Sunulan hizmetler asndan danmanlar
dorudan hizmet yolunu semekte ve bu nedenle niversite topluluu zerindeki
etkileri azalmaktadr. renciler, dier hizmetlerdense bireysel danmanlktan
yana tercih gstermekte olduklarndan, bekleme listeleri de uzayp gitmektedir.
Kstl kaynaklarn daha ilevsel kullanlabilmesi iin ksa sreli, danmanlk
odakl hizmetlerin sunulmas nerilmektedir. rencilerin yaadklar sorunlarneitlilii ve ciddiyetindeki art, danmanlk hizmeti salayanlarn yetkinliinde
ilerlemeyi de gerekli klmaktadr. Danmanlar, rencilerin tm hizmet ihtiyalarn
karlayamamakta; aratrma ve program deerlendirme gibi almalarda ekingen
davranmaktadrlar, buna bal olarak da niversite genelinde ve aklteler arasnda
grnrlk asndan dk bir prol ortaya koymaktadrlar. Danmanlk
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hizmeti sunanlarn gerekli tm teknolojik olanaklara sahip olmalar; rencilerin
yaad ortak sorunlara ynelik ksa, bilgilendirici metinler hazrlayarak geni
renci topluluklarna ulaabilmeleri, kendi kendine yardm cesaretlendirici birrol stlenmeleri beklenmektedir. Hazrlanan programlarn nleyici ve geliimsel
niteliine arlk verilmesi, tm sistemi kapsayan mdahaleler planlanmas,
alanlarn mesleki geliimine de nem verilmesi gerekmektedir.
Trkiyede niversite danmanl alannda bamsz bir birlik atsndan, belirli
konularda aratrma ve yaymlama aaliyetlerinin srekliliinden henz sz
etmek olanakl deildir. Yine de, son on yl iersinde YRET (Yksekrenimde
Rehberlii Tantma ve Rehber Yetitirme Vak) bamsz vak olarak niversite
danmanl ekseninde bir dizi toplantlarn dzenlenmesine nclk yapmtr.
Dier yandan niversiteler ise, ancak geen yldan itibaren (2006) zgn mesleki
toplantlar dzenlemeye balam, ilki Ko nivesitesinde gerekletirilmitir. Bu
alma, ilkini takiben Sabanc niversitesi bnyesinde dzenlenen sempozyumda
sunulan bildiri temelinde hazrlanmtr. Son szler olarak, niversite danmanlk
alannda ilerlemelerin, rencilerin yaam kalitesine yklenen deere bal olduu;
danmanlk hizmetlerinin balang aamasnda ve geliim iin daha ok yol katedilmesine ihtiya duyulduu iade edilebilir.
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Problems and Advances we Experience in
University Counseling
Deniz Albayrak Kaymak
Boazii University
Psychological services for Turkish university students existed within medical social
framework over a quarter century, but counseling services are rather new and at
the stage of development. This article examines various unique characteristics
of university counseling services, including external and internal administrativestructures, campus location and setting, fees and financial sources, personnel,
services provided, cooperation needs to be built, evaluation and development of
services, unique challenges faced, issues and current concerns and finally, lessons
to be taken by counselor educators.
Important issues can be listed as in the following: outer administrative structure
of counseling services need to be affiliated to, but separate from medical,
administrative and academic units to have their own neutral organizations;
inner administrative structure need to be kept open to contributions of its own
personnel; local services are preferred over single centers if they are provided by a
sufficiently large team and supported by adequate resources; services have to be
affiliated to clinicians or in good referral relations for treatment of severe problems;
outsourcing is not an effective way of serving students especially in insufficient
health care systems; there is lack of appropriate positions for counselors and
supervisors within the existing system; positions held by counselors are various
and do not fit their role definitions; counselors either prefer direct student
services, thus remain limited in their impact on campus life or get lost in providing
in indirect services; students have clear preference for individual counseling over
other services thus waiting lists accumulate; brief and focused counseling and
limited number of sessions are recommended to better use of scarce resources;
variety, severity of student problems as well as their diversity are on rise requiring
higher competence level from counselors; counselors cannot meet all student
service needs and replace other services like career development; counselors shyaway from research and evaluations thus present a low profile lacking visibility
among academic faculty; peer projects are just beginning and have importance in
increasing student input; counselors need to use technological means and prepare
brief informative texts on common student concerns to reach larger groups and
encourage self-help; counselor education programs need to give more emphasis
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on lifespan development, college counseling, system-wide interventions,
consultation and personal development as a way to avoid burn-out.
University counseling in Turkey does not yet have its own association (separate
from the national association of counseling), continuing publication and consistent
research focus. However, it has its own foundation, YORET, which initiated a
series of meetings on university counseling issues last decade. Universities,
however, started unique professional meetings only last year. This first meeting
was organized by Koc University. This article was based on a presentation made
at the second meeting held at Sabanci University this year. Despite all the efforts
both meetings had limited attendance rates. Advances in university counseling are
dependent upon the social value attached to increased quality of student life and
services were initiated but they are yet to develop.
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ada Rehberlik Sistemleri
Hatice Gne zlem anSabanc niversitesi Boazii niversitesi
Yksek renimde renci destek hizmetlerinin son derece nemli olmasnn
nedeni, tek hede zerine odaklanmalardr: renciler iin verimli bir renim
ve yaam ortam yaratmak. Genlerin ruhsal sal ve iyilik hallerini ana eksene
yerletirmi olmalarndan dolay, bu hizmetler arasnda rehberlik servislerinin esiz
bir konumda olduu sylenebilir. Yksek renim Kanununun 2574. maddesigerei Trkiyede 1982 ylndan itibaren niversiteler, sz edilen hizmetleri
(psikolojik danmanlk, salk, sosyal olanaklar vb.) sunmakla grevlendirilmitir.
Dolaysyla, akademik almalar tarandan glgede braklm olmasna ramen
rehberlik servislerinde say, grev ve ilev eitlilii asndan 1982den beri nemli
bir art olmutur. ada rehberlik sistemlerinden bireysel/grup danmanlk/
psikoterapi, kriz ynetimi, da eriim, konsltasyon, aratrma, program
deerlendirme ve eitim gibi geni bir alanda grevler beklenmektedir. Ancak
bireysel danmanlk/psikoterapi gibi dorudan hizmetlere ayrlan dengesiz iyk dalm, gnmz uzmanlarnn en ne kan sorunlarndandr. Uzmanlar,
aklteler ve idareyle birlikte almay hedeeyen bir iliki kurmaya, nleyici
ve geliimsel mdahalelere, aratrma yapmaya, dzenli olarak hizmetlerini
deerlendirmeye, stajyer eitimine, ve ayn zamanda kendi mesleki geliimlerini
salayacak aaliyetlerde bulunmaya yeterince vakit ve kaynak ayramamaktadrlar.
eitli psikolojik zorluklarla karlaan rencilere sunulan bireysel danmanlk/
terapi kukusuz rehberlik merkezlerinin yerine getirmeleri gereken nemli bir
hizmetidir, ancak, yalnzca bireysel seanslara odaklanmak baz sorunlar da
beraberinde getirmektedir.
ncelikle merkezlerin sadece psikolojik sorunlar yaayanlara deil, btn
niversite rencilerine ynelik grev ve sorumluluklar vardr; onlarn geliimsel
gereksinimlerini karlayacak almalar yrterek eitim ve yaam kalitesinin
ykselmesine de katkda bulunmalar, istendikten te, temel hedeeri arasnda
olmaldr. Bunun yan sra, dorudan hizmetlere odaklanmak, danmanlkmerkezlerinin niversitedeki konumunu marjinalletirmekte, bu da aklteler
ve idareyle olan iletiim ve ibirliini zayatmaktadr. Kanlmaz olarak
danmanlk merkezinin niversitede karar alma ve politika gelitirmede etkisi
azalmakta, idari kurumlar ve aklteler tarandan grnrlkleri ve aldklar
destek zayamaktadr. Farkl merkezlerdeki uzmanlar gncel durum ve sorunlar
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sempozyum gibi toplantlarda tartmaktadrlar ancak, niversiteler ncelikle
eitim kurumlardr ve her ne kadar uzmanlarn izlenimleri nemli olsa da ideal
olan, alanda alan kiiler olarak almalarn, grlerini akademik yaymlardada iade etmeleridir. Bu ekilde etkileyici tartmalardan daha ok verilere nem
veren akademik topluluk iindeki karar alc merciiler tarandan ayn misyon iin
alldna dair arkndaln oluturulaca umulmaktadr. Son olarak, yksek
renim ats altnda bulunmann gereine dayanarak ada rehberlik hizmetinin
gereksinimlerini karlayabilecek uzmanlar yetitiren akademik programlarn
hazrlanmasnn da sz edilen btn bu almalarla birlikte, niversite topluluu
iinde rehberlik hizmetinin nemiyle ilgili bilinci arttraca ve tannmasn
salayaca dnlmektedir.
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Contemporary Counseling Sytems
Hatice Gne zlem an
Sabanc University Boazii University
Student support services are vital institutions in higher education for they focus
on one organizing belief: building a fruitful learning and living environment for
university students. Counseling services are in a unique position among these,
since they are dedicated to student mental health and well being. In Turkey, Higher
Education Law No. 2574 mandates university student services to provide students
with health services, guidance and counseling as well as social services since 1982.
Since then, although overshadowed by academic activities, there has been a
significant increase in the number of counseling centers and multiplicity of roles
and functions in higher education. Contemporary counseling systems are expected
to provide a wide range of activities including individual/group counseling/
psychotherapy, crisis intervention, outreach and consultation interventions,
research, program evaluation and training. However, one of the challenges that
deeply concern the professionals today, is the unbalanced workload spent fordirect services, namely individual counseling/psychotherapy. Practitioners do
not have time to develop working relationships with faculty and administrators;
to offer preventive and developmental interventions for students; to conduct
research; to evaluate their services regularly and provide education for trainees
as well as promoting their own ongoing professional development. Needless to
say, providing individual counseling/therapy to students experiencing diverse
psychological difficulties is an essential duty of counseling centers; however being
lost in individual sessions causes some major problems.
Firstly, these centers are not expected to be solely involved with students who
suffer from psychological problems, but they have duties and responsibilities
for the entire student population in the university; they are also expected to
make every effort to meet the developmental needs of all students in order to
maximize their higher education experience. Additionally, being fixated in direct
services marginalizes the role of the centers in the university community, andthis debilitates communication and cooperation with faculty and administrative
units. And this, in turn, weakens decision taking and policy making power of
the centers to promote various aspects of university life. Due to the lack of
cooperative relationship, administrative units and faculty are far from being fully
aware of and supportive of the complex role of counseling services. Without
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any hesitation, universities are primarily academic institutions and practitioners
do not have time to engage in academic writing due to being overwhelmed by
direct service. Professionals from different centers generally tend to discuss theircurrent issues and concerns during the meetings as symposiums. Needless to say,
impressions of practitioners are valuable, and ideally such knowledge should be
based on written documents authored by university counselors who are on the
front lines working with students and university community, because it is more
likely that the actions of decision makers will be influenced more by data than by
impressive arguments in academic communities. Finally, as being an integral part
of the educational mission, counseling services are supposed to design academic
programs producing professionals who are fully equipped to meet the needs of
contemporary counseling service. All of these efforts will contribute to raising
awareness about the crucial role of these services and to achieve recognition in
university communities.
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Yksekrenimde Engelli renciler ve Destek Sistemleri
Elzi MendaSabanc niversitesi
Yksekrenim gren engelli rencilerin eitim-retim srelerine tam
katlmlarnn salanabilmesi iin gerekli destek sistemleri gelitirilmelidir. 2006da
yaynlan zrller Danma ve Koordinasyon Ynetmelii de bu gerekliliin resmi
bir iadesidir. Destek sisteminin oluturulmasnda dikkat edilmesi gereken en
nemli noktalar unlardr: rsat eitliini hedeemesi; renci katlmna nemvermesi; rencinin sosyal ve kiisel geliimini hedeemesi, her renciye bireysel
yaklamas; gvenilir ve gizlilik ilkesine bal olmas, adil olmas (renciye haksz
avantaj salamamas; eitim standartlarndan dn vermemesi) ve sorumluluklarn
paylalmasdr. Sorumluluklarn paylamnda ynetime, akltelere, retim
yelerine, rencilere ve destek sorumlusuna nemli grevler dmektedir.
niversite ynetimi, renciden talebin gelmesini beklemeden, gerekli olabilecek
dzenlemeleri dnmeli ve planlamasn yapmaldr.
Dier yandan retim yeleri, her renciye eit mesaede durarak, tm rencilerin
eriebilecei ders malzemelerini hazrlayp, snn yapsna uygun bir retim
metodu gelitirmelidir. Fakltelerin, rencilere ders seimlerinde yardmc olacak
bir akademik danman atamalar, rencinin doru ynlendirilmesi asndan son
derece nemlidir. Atanan danmann nyargdan uzak bir ekilde, rencinin nasl
yapabileceine odaklanmas, neriler sunmas ve son karar renciye brakmas
gerekir. rencinin sorumluluu ise ncelikle birime bavurmak, gereksinimlerini
dile getirmek, istenen belgeleri salamak, dzenleme taleplerini zamannda iletmek,
derslere katlmak ve kararlatrlan dzenlemelerin takipisi olmaktr.
Destek sorumlusu ise gerekli dzenlemelerin koordinasyonundan ve takibinden
sorumludur. Destek sreci, adayn bavuru aamasndan balar. Aday renciler
iin hazrlanan tm tantm malzemelerinin (CD, bror, kitapk, vs.) eriilebilir
olmas ve engelli rencilere sunulan destek hizmetleri de iermesi gereklidir.
Bavuru ormlarna herkesin eriebildiinden emin olunmaldr. Bu ormlardaengellilik durumu ile ilgili sorular bulunursa, sonraki aamalar iin gerekli
dzenlemeler tespit edilerek hazrlklara balanabilir. Destek srecinin ikinci
aamas niversiteye kayttr. Burada da kaytla ilgili tm bilgi ve ormlara
eriilebildiinden emin olunmaldr. Ulam, konaklama, yabanc dil snav gibi
konularda gerekli dzenlemeler yaplmaldr. rencinin kampus ve niversite
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yaamna oryantasyonunda st snardan gnll akran danmanlar destek
verebilir. Ders kaytlaryla birlikte balayan akademik destek srecinde, rencinin
gereksinimleri dorultusunda ders materyallerinin arkl ormatta sunulmas,alternati deerlendirme yntemleri, destekleyici teknolojiler, vb. gibi dzenlemeler
sz konusudur.
niversiteye gelene kadar birok engellerle karlaan bu renciler iin niversite,
baa kmalar gereken yeni engelleri de beraberinde getirmektedir. Bu anlamda
destek sorumlusunun renciyle dzenli grerek, gerekli grd durumlarda,
psikolojik danmanlara ynlendirmesi rencilerin kiisel geliimlerinin
desteklenmesi asndan da son derece nemlidir. Destek srecinin bir dier
paras da kariyer danmanldr. Uygun staj olanaklar, staj yaplan kurumla
iletiime geilerek dzenlemeler konusunda destek verilmesi son derece nemlidir.
Kukusuz ziksel eriimin salanmad bir yerde destek de snrl kalacaktr. Bu
nedenle ziksel koullarn, herkesin eriimine uygun ekilde olmas iin almalar
yaplmaldr.
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Students With Disabilities and Support Systems
in Higher Education
Elzi Menda
Sabanc University
Support systems need to be developed in order to provide the full participation
of students in academic learning and teaching environments. The Consultation
and Coordination Regulations for People with Disabilities, published in 2006 and
it is an official document stating this requirement. The most essential points thatneed to be regarded while developing the support system are as follow: targeting
equality of opportunity; valuing student participation; targeting the social and
personal development of the student; individualized approaches to every student;
abiding by the safety and confidentiality principles; being fair (should not unjustly
advantage the student; should not concede from educational standards) and
sharing responsibilities. Administration, departments, instructors, students and
support personnel have important roles in sharing responsibilities. University
administration must consider and plan the necessary arrangements before a
request is made by the student.
Instructors, on the other hand, need to regard all students equally, prepare course
materials accessible to every student, and develop a teaching method that suits
the needs of the class. Appointment of academic advisors by departments to
assist in the proper selection of courses is a crucial process towards the students
guidance. Appointed instructor needs to act without prejudice and focus on how
the student can accomplish things, make recommendations and leave the final
decision up to the student. Responsibilities of the student are primarily to request
assistance, voice his or her needs, provide the necessary documents, submit
arrangement forms on time, participate in classes, coordinate and follow up on
the necessary arrangements.
Assistance period starts after the candidates application. The introductory
materials for assistance (CD, fliers, booklets, etc) need to be accessible and alsoinclude the support materials offered to students with disabilities. It should be
made certain that the application forms are accessible by everyone. If these forms
include questions about the conditions of disability, necessary arrangements for
the further steps can be detected and preparations can start. Second step in the
assistance period is registration to the university. University should make sure that
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all forms and information about registration is accessible to everyone. Necessary
arrangements should be made to areas like transportation, residency, and foreign
language examinations. Peer upperclassmen can volunteer to be advisors duringthe students orientation to campus and university life. In the period of academic
assistance that starts with course registrations, presentation of the course
material in formats requested by the student, alternative evaluation methods,
supportive technologies and similar arrangements are made.
University brings about new challenges that need to be dealt with for these
students who have faced with numerous challenges throughout their lives.
Therefore it is essential for the students personal development that the support
personnel meet with the student regularly and direct the student to psychological
counselors if it is necessary. Another component of the support system is career
advising. It is very important that the support personnel communicate with the
places of internship in order to provide support for the necessary arrangements
to take place in the workplace for the creation a suitable environment. Support
systems will be limited in places where physical accessibility is restricted. Work
needs to be done to make sure that the physical conditions are appropriate.
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Akran Danmanl Programnn Etkililii zerine
Deneysel Bir alma: Ege niversitesi rneiMine Alada
Ege niversitesi
Bu alma ile akran danmanl programlarnn daha nitelikli ve etkili bir
ekilde yrtlebilmesi iin belirlenen standartlar ve izlenmesi gereken aamalar
temel alnarak niversite rencilerine ynelik olarak gelitirilen bir akran
danmanl programnn tantlmas amalanmaktadr. Aamalar, (a) programnplanlanmasn (ihtiya taramas, rasyonel ve amalarn belirlenmesi, eitim
programnn gelitirilmesi ve program iin ynetimden destek alnmas), (b)
programn uygulanmasn (akran danmanlarn seilmesi ve eitilmesi, akran
danmanl hizmetlerinin sunulmas ve spervizyon verilmesi) ve (c) programn
deerlendirilmesini (programn deerlendirilmesi ve uzun sreli bir planlamann
yaplmas) kapsamaktadr.
almann birinci aamasnda Ege niversitesi, Eitim Fakltesinden 316 (168
kz, 148 erkek) renciden oluan bir rneklem ile bir ihtiya taramas almasyaplmtr. Bulgular, rencilerin dier yardm alabilecekleri kiiler arasnda akran
danmann setiklerini; hem ynlendirici olmayan (empatik tepkiler) hem de
ynlendirici olan yardm biimlerini (arasal tepkiler) tercih ettiklerini; programn
yararna inandklarn ve bavurma eilimi gsterdiklerini ve programn onlarn
mesleki, akademik ve kiileraras ilikiler konusundaki sorunlarna odaklanmasn
istediklerini gstermitir.
almann ikinci aamasnda akran danmanlarn yardm becerileri ve kiiselgeliimlerini artrmada akran danmanl eitim programnn etkisini aratrmak
amacyla 31 katlmcdan (15 deney grubu, 16 kontrol grubu) oluan bir rneklem ile
n-test, son-test, izleme testi kontrol gruplu deneysel desen almas yrtlmtr.
Bulgular, akran danmanl eitim programnn deney grubu katlmclarnn hem
empati hem de yanstma becerilerini artrmada kontrol grubundaki katlmclara
gre daha etkili olduunu ortaya koymutur. Bulgular, deney grubunun benlik
saygs puanlarnda n test ve izleme testi arasnda ve kendini kabul puanlarnda da
n test ve son test arasnda anlaml bir art olduunu gstermitir.almann nc aamasnda, 15 akran danman ve akran danmanl hizmeti
alan 33 gnll renci/akran dananla (17 kz, 16 erkek) byk lde nitel verilere
dayal bir alma yrtlmtr. Nitel veriler, akran danmanl programnn hem
akran danmanlar hem de akran dananlar tarandan olumlu deerlendirildiini
gstermitir.
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An Experimental Study on the Effectiveness of Peer
Helping Program: The Sample of Ege University
Mine Alada
Ege University
The purpose of this study is to introduce a peer helping program developed for
university students based on the standards and consecutive phases defined for
conducting more effective and well-qualified peer programs. The phases includes
(a) program planning (need assessment; rationale and goals of the program;development of training program; administrative permission-support; program
trainer-coordinator), (b) program implementation (screening and selection of peer
helpers; peer helpers training; service delivery; supervision), (c) program evaluation
(evaluation of the training program and service delivery; long-range planning).
In the first phase of the study, a need assessment study was carried out with a sample
of 316 (168 females, 148 males) students from Faculty of Education of Ege University.
Results indicated that students preferred peer helpers among other helping agents;
they preferred both non-directive helping styles (empathic responses) and directive
helping styles (instrumental responses); they seemed to believe the helpfulness of
the program; they tended to apply to the program; and they wanted the program
to concentrate on their career, academic, and interpersonal relationships concerns.
In the second phase of the study, in order to investigate the effect of peer helping
training program on improving peer helpers helping skills and the self-growth, a pre-
test post-test, follow-up test control group experimental design study was carried
out with a sample of 31 participants (15 experimental group and 16 control group).
The results indicated that a peer helping training program was more effective on
improving both the empathic and the reflection skills of the experimental group
participants as compared to the control group participants. The results also indicated
that there was a significant increase in the experimental group participants self-
esteem scores from the pre-test to the follow-up test and also a significant increase
in the experimental group participants self-acceptance scores from the pretest to
the posttest.
In the third phase of the study, a study, mainly based on qualitative data, was carriedout with 15 peer helpers and 33 volunteered students/peer helpees (17 females,
16 males) who received peer helping services. The analysis of the qualitative data
indicated that peeer helping program was positively evaluated by both peer helpers
and peer helpees.
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Adnan Menderes niversitesi Genlik Sorunlar
Aratrma ve Uygulama Merkezi (AD-GEN):zgn Bir Deneyim
Mehmet Eskin Gler Kksal
Adnan Menderes niversitesi
Geliimsel bir dnem olan genlik nemlidir. Bu dnemin geliimsel zellik ve
gereksinmelerinin anlalmas, hem bilimsel adan hem de toplumun bu kesimine
ynelik hizmet retilebilmesi iin, nemle zerinde durulmas gereken birunsurdur. Bilindii gibi genlik dnemi rsatlar a olduu kadar belli skntlarn
yaand da bir dnemdir. Adnan Menderes niversitesi Genlik Sorunlar
Aratrma ve Uygulama Merkezi (AD-GEN) sz konusu gereklilikler gz nne
alnarak 1997 ylnda kurulmutur. Bu almada AD-GEN ve etkinlik alanlar
tantlmaktadr. Psikoloji, psikolojik danmanlk, psikiyatri, sosyoloji, psikiyatri
hemirelii gibi deiik akademik disiplinlerden gelen retim elemanlarnn
birlikte grev ald merkez, genlik ana zg sorunlarn belirlenip zme
kavuturulmas ve bu konularda kamu ve zel sektre danmanlk verilmesi gibi
etkinliklerde bulunmaktadr. Merkezin etkinlikleri psikolojik-eitsel hizmetler,
aratrma-planlama ve sosyal-kltrel hizmetler birimlerince yerine getirilmektedir.
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Adnan Menderes University Youth Research
and Application Center: AD-GEN
Mehmet Eskin Gler Kksal
Adnan Menderes University
Youth is an important developmental period. Knowing the developmental
characteristics and needs of this developmental period is important from a
scientific point of view and for providing service for this group of society. As iswell known, youth is a period of opportunities as well as a developmental period
characterized by some problems. By taking these considerations into account,
Adnan Menderes University Youth Research and Application Center (AD-
GEN) was founded in 1997. This paper describes AD-GEN and its activities.
At the center, academicians from fields of psychology, psychological counseling,
psychiatry, sociology and psychiatric nursing work together to determine the
problems of youth and for the solution of these problems. The activities of the
center are realized through the units of psychological-educational services,
research-planning and the social-cultural services.
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Dou niversitesi Psikoloji Merkezi (DPEM)
Serap zerDou niversitesi
Dou niversitesi Psikoloji Eitim Merkezinde rencilere ynelik danma
hizmetleri, arkl bir modelle sunulmaktadr. niversitede yer alan klinik psikoloji
yksek lisans programnn i staj kapsamnda yksek lisans rencileri canl
spervizyon alarak grmeleri gerekletirmektedirler. Bu merkezde rencilerin
yan sra renci aileleri, personel ve aileleri de hizmet almaktadrlar. Bu programbilisel davran terapi modelinde eitim vermektedir. Btn grmeler canl
olarak izlenmekte ve grsel-iitsel kayt alnmaktadr. Dananlara en bata tm
sistem tantlmakta ve spervizrn de psikoterapinin katlmc bir paras, terapi
ekibinin nc yesi olduu anlatlmaktadr. Bu srecin banda da kiilerden bu
terapi ekli ile ilgili onay alnmaktadr. Spervizrler grmelere teleon yolu ile
veya ieri girerek katlmaktadrlar. Spervizyon hem teleon kanal ile canl olarak, ya
da canl modelleme ile gerekletirilmesinin yan sra, her grme bitiinde stajyer
ve spervizr grme kaydnn zerinden geerek de yaplmaktadr. Byleliklebir ekip almas gerekletirilerek hem yksek lisans rencileri tezgahta
eitim almakta hem de dananlar kaliteli hizmet almaktadrlar. Merkezin iki yllk
kullanm istatistikleri rencilerin bu hizmeti kayt altnda almay ret etmedikleri
ve erken sonlandrma yzdesinin, uzun sreli terapi alma yzdesinden arkl
olmadn gstermektedir. Bu yzdelerin arkl merkezlerdeki kullanm yzdeleri
ile karlatrmas ve rencilerin aldklar hizmetle ilgili doyumlar ve yararlanma
lmleri, gelecekte zerinde allmas gereken konulardr.
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Dou University Psychology Center (DPEM)
Serap zer
Dou University
Dogus University Psychological Education Center (DPEM) provides psychological
services to students, staff as well as families. Services are provided to clients at
DPEM within a unique framework. The therapeutic interviews are conducted by
second year graduate students in the clinical psychology MSc program under live
supervision within the module of the programs Internal Internship. The Masters
Program is clearly defined as providing education within the Cognitive Behavior
Therapy framework. All therapeutic interviews are conducted in rooms equipped
with audio-visual recording capacity and all interviews are supervised live and are
recorded. Supervision is not only provided live, but also, the recordings are viewed
after each session by the intern and supervisor and discussed. At the beginning of
the therapeutic process the setup of the center and how it operates is explained
to the client and the supervisor is introduced as a third member of the treatment
team. An informed consent is obtained from the client at this stage. Supervisorsbecome a part of the therapeutic process through phone calls to the consultation
room or by actively entering the therapy room when they deem necessary. This
model enables the graduate student to receive on the job skills training, while
providing high level services to clients. Two year utility statistics of the Center
is provided. These statistics appear to indicate that students are not averse to
receiving services in this setting, very few refusals were observed. Premature
termination percentage is not higher than percentage of clients continuing for 12
or more sessions. It would be important to compare these statistics with utility
statistics from other University Centers. Further research at the Center will focus
on client satisfaction and pre and post measurements of problem behavior.
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Yksekretimde Psikolojik Danma ve Rehberlik
Uygulamalar: Atlm niversitesi ModeliB. Dilek Karaduman
Atlm niversitesi
Bu almann amac, Atlm niversitesi rencilerine ynelik olarak hizmet
veren renci Geliim ve Danma Merkezi (GDM) ile ilgili bilgi vermektir. Bu
ama dorultusunda; merkezin kuruluu, hedeeri ve aaliyet alanlar ile ilgili bilgi
paylamnda bulunulmaktadr. Atlm niversitesi renci Geliim ve DanmaMerkezi, 2001-2002 akademik yl balangcnda, renci sorunlarnn youn
olarak yaand, ngilizce Hazrlk Okulu Mdrlne bal olarak kurulmutur.
Kapsaml geliimsel psikolojik danmanlk yaklamna gre almalarn srdren
merkezde, u anda bir merkez bakan ve iki tam zamanl psikolojik danman
grev yapmaktadr. Merkezde, bireysel ve grup danmanlk almalarna ek
olarak renci niteliklerini belirlemek iin aratrmalar yrtlmekte, rencilerin
bireysel ve akademik geliimlerine yardmc olmak amacyla, "akademik baary
artrma ve etkili ders alma teknikleri" gibi tm rencilere ynelik olarak herrencinin katlmnn saland sertikal kurs programlar dzenlenmekte ve
eitli seminerler verilmektedir. Hazrlk okulunda renimlerine devam eden
tm rencilerin bir sn akademik danman bulunmakta ve bylece renciler,
bireysel olarak takip edilebilmektedir. Hazrlk okulunu baaryla tamamlayarak
blmlerine devam edecek rencilerden danmanlk hizmeti verilenlere dair
nemli olan bilgiler, renci bilgi aktarm ormuna ilenerek, blmlerindeki
akademik danmanlarna gnderilmekte, bylelikle bilgi ak ve ibirlii dahaetkili hale getirilmektedir. niversitemizde, psikolojik danma hizmetlerinde
uyguladmz bu modelin, yeni kurulacak niversiteler iin de nerilebilecei
dnlmektedir.
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Psychological Counseling and Guidance Applications In
Higher Education: Atlm University Model
B. Dilek Karaduman
Atlm University
The purpose of this article is to give information about Student Development
and Counseling Center at Atilim University. For this purpose; the information
concerning the establishment, goals and the activities of the center will be
presented. Atilim University Student Development and Counseling Center wasestablished at the beginning of the 2001-2002 academic year as a subdivision of
English Preparatory School, since newcomers have many problems. Our centers
aproach is comprehensive, developmental psychological model. There are two
full time psychological counselor and a coordinator at the center. Apart from
individual and group counseling, researches focusing student profiles and needs
are fulfilled. Seminars and course programs like improving academic achievement
level of students and effective studying strategies are delivered to all the students
at Atilim University, English Preparatory School. All students at preparatory school
have an academic advisor, so that students can be followed individually. Important
information related to student is shared with their advisors in the departments as
soon as they finish the preparotory school succesfully. The model used at Atlm
University Student Development and Counseling Center could stand as a good
example for the new universities pychological counseling centers.
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Psikoloji ve Psikoterapide Bir Kltrleraras Uyum
Modeli ve Uygulama rnekleriMeral ulha
Sabanc niversitesi
Psikoloji ve psikoterapi uygulamalarmda yllardr kullandm bir modeli takdim
edeceim. nereceim kuramsal ereve bir kltrleraras uyum modelidir ve
A.B.D.de Minnesota niversitesi Psikoloji Blmnde yrtm olduum doktora
tezimde uygulanmtr. Tez almas yabanc rencilerin uyumunu aratrmaktave kuramsal model kii ile evresi arasndaki uyumu, uygunluu ele almaktadr.
Kii ile evresi arasndaki uygunluk kii-evre ilikilerinin harmonisi, kii ile evresi
arasnda karlkl ve birbirini tamamlayan bir ilikinin varl demektir. Bu ilikiye
kii kendi beklentilerini getirir, buna karlk evrenin de kiiden beklentileri vardr.
Herhangi bir evrede yaayabilmek iin kiinin bu evre ile belirli bir derecede (bir
asgari derecede), uyum halinde olmas gerekmektedir. Doyum ve yetkinlik kii ile
evresi arasndaki uygunluu-uyumu gsteren iki nemli kavramdr. Bu iki kavram
kiinin evresi ile uyumunun ne derecede baarl olduunu gsterir. (Dikkatedilirse evresine olan uyum demiyoruz). Burada kiinin evresi ile karlkl
uyumu vurgulanmaktadr. Kii ile evre arasnda bir etkileim, bir alveri
sz konusudur. evre de kii kadar iin iindedir. Kiiden bu evreye uyumu
beklenemez, nk sre tek ynl deildir. Modelin baka bir boyutu da kiinin
yeteneklerinin evrenin beklentilerini karlayp karlamadnn saptanmasdr.
Modeli bir rencinin yeni balad niversiteye uyumuna uygulayacak olursak:
Bir niversite rencisinin niversiteye uyumu, kiinin olduu kadar niversiteninde sorumluluudur. Genlerin yeterli olmadklar alanlar tespit edilip bu alanlarda
programlar dzenlenebilir. O halde herhangi bir niversite ortamnda yukarda
anlatld ekilde rencinin uyumunda nemli grlen aktrler, artlar tespit
edilip yerine getirilir. Bu kanmca psikolojik danmanlk elseesine de uymaktadr.
Ksaca, doyum (satisaction) kiinin ihtiyalarnn ne derece karlandn,
yetkinlik (satisactoriness) ise kiinin yeteneklerinin, evrenin beklentilerini
hangi lde karlayabildiinin gstergeleridir. Memnun ve yetkin kii kendisi ile
barktr.
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A Model of Cross Cultural Adjustment in
Psychology and Psychotherapy
Meral ulha
Sabanc University
I will present a model that I have been using for years in my practice of psychology
and psychotherapy. My proposed theoretical framework is a model for cross
cultural adjustment and was implemented in my psychology doctoral dissertation
in the University of Minnesota, USA. The thesis researches foreign studentscompatibility, and deals with the adjustment and correspondence between the
theoretical model individual and the environment. The correspondence between
an individual and the environment means the harmony between the person and
the environment, and the existence of a mutual and complementary relationship
between the individual and the environment. The individual brings his/her own
expectations into this relationship; on the other hand, the environment has
expectations from the individual. In order to live in an environment, the person needs
to be in a certain degree (at least a minimum degree) of correspondence with that
environment. Satisfaction and competence are two important concepts showing
the adjustment-correspondence between an individual and the environment.
These two concepts indicate how successful the individuals adjustment to the
environment is going to be. (If you will notice, we are not saying the individuals
adjustment to the environment). The mutual adjustment between the individual
and the environment is emphasized here. Environment is a participant as well.
We cannot expect an individual to conform to the environment because it is
not a one-way process. Another dimension of the model assesses whether the
individuals abilities meet the environments expectations. If we are to implement
this model to a students adjustment to a new university: a students adjustment to
the university is as much a responsibility of the university as it is of the individual.
Areas where the youth is not competent should be detected and programs need
to be developed. Therefore, the factors and conditions important to students
adjustment are detected and implemented in any university. In my opinion, this is
consistent with the philosophy of psychological counseling. In short, satisfactionis a measure of how much the individuals needs are met, and satisfactoriness is
a measure of how much the individuals abilities meet the expectations of the
environment. Satisfied and competent individual is at peace with herself.
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Kiileraras Kabul: niversitelerde Uygulamalar
Fato ErkmanBoazii niversitesi
Gnmzde niversite rencilerinin ar bask algladklar ve psikolojik
uyum ve salklarnn tehdit altnda olduu bilinmektedir. Bu durumun zm
psikolojik salamla sahip genler yetitirmekten gemektedir. Genlerimizin
direnli olabilmeleri iin bir alt yapya ihtiyalar vardr ve bu alt yapnn temel
talar da kabaca yksek zdeer, yetkinlik duygusu ve umuttur. Ronald P. Rohner(2000) tarandan ortaya atlm olan ebeveyn kabul red kuram, ocuklukta
anne-baba tarandan kabul veya reddedilmenin, ocuun psikolojik geliimini ve
yetikinlikteki uyumunu nasl etkilediini aklayan ve yordayan bir sosyalleme
kuramdr. Gnmzde bu kuramn kapsam geniletilmi ve insanlarn tm
nemli yakn ilikilerini ierecek biimde gelitirilmi ve dnyada herkesin kabul
edilme temel gereksinimi olduunu grgl almalarla ispatlanmtr. Bu modelde
herkesin az veya ok kabul alglad ve herkesin bu boyutta, her ilikisinde bir
yere yerletii ne srlmektedir. Dnyann eitli lkelerinde yaplm olanaratrmalar, kabul veya reddedilmenin ocuklarn hem duygusal, davransal ve
sosyal-bilisel geliimini, hem yetikinlikteki psikolojik uyumlarn etkilediini
gstermitir (Rohner, 2002, 2005; Erkman, 1992, 2007).
Bu balamda niversitelerde rencilere ynelik etkinlikler planlarken oturtulacak
olan ereve yle izilebilir: 1. niversitede rehberlik ve psikolojik danmanln
birincil hede, direnli ve etkin genlerin geliimini salamaktr. 2. niversite
ortam nemli bir anahtar btnletirici sosyal sistemdir. 3. Gvenle kullanabilecek
olan iki kuramsal yaklam; psikolojik sa