Pedagogika Rodziny Family Pedagogy · Ferran Calvo, Mireia Masgrau Baobab Associa on Career...

Quartely 2(2)/2012

Pedagogika Rodziny

Family PedagogyISSN 2082-8411

Wersja drukowana czasopisma jest wersją referencyjną

Redaktor naczelnyprof. dr hab. Henryk Cudak

Sekretarz redakcjidr Mariola Świderska

Rada programowaprof. zw. dr hab. Aman�us Akimjak (Słowacja)prof. zw. dr hab. Józefa Brągielprof. dr hab. Henryk Cudak (przewodniczący)prof. zw. dr hab. Arthur Ellis (USA)prof. zw. dr hab. Reinhard Golz (Niemcy)prof. zw. dr hab. Anna Kwakprof. zw. dr hab. Stanisław Kawulaprof. zw. dr hab. Tadeusz Pilchprof. zw. dr hab. Andrzej Radziewicz-Winnickiprof. dr hab. Jan Rostowskiprof. zw. dr hab. Łukasz Sułkowskidr Mariola Świderska (sekretarz)prof. zw. dr hab. Andrzej Michał de Tchorzewskiprof. zw. dr hab. Mikołaj Winiarskiprof. dr hab. Anna Żilova

Redaktor naukowy numeruprof. dr hab. Henryk Cudak

Recenzenciprof. dr hab. Zdzisław Ratajekprof. dr hab. Arkadiusz Marzec

Redakcja „Pedagogiki Rodziny. Family Pedagogy”Społeczna Akademia Naukul. Sienkiewicza 9, 90–113 Łódź42 664 66 21, e-mail: [email protected]

© Copyright by Społeczna Akademia Nauk

ISSN: 2082-8411

Skład i łamanieIlona Marczak

Projekt okładkiMarcin Szadkowski

Druk i oprawaDrukarnia „Green”, Plac Komuny Paryskiej 4, 90–007 Łódź42 632 27 13, 0604 507 082, e-mail: [email protected]

Table of contents

Disserta�ons

Henryk Cudak, The importance of educational culture of parents in children’s

social adjustment .................................................................................................................................7

Ryszard Kucha, Hermann Gmeiner (1919–1986) – the Greatest Foster Father for More than 2000 SOS Children’s Village Projects and Facilities ..............................17

Veronika Žilová, Community nursing and health .............................................................31

Mariola Świderska, A Nursery School as an Institution Supporting Parents in Raising their Children .............................................................................................................. 39

Sylwester Bębas, The meaning of love and faithfulness in the life of spouses .............55

Krystyna Ferenz, Women of two generations in modern family ....................................65

Marek Jan Kuciapiński, Extramural cultural institutions as a support for a families in the area of music activity development of young people .............................75

Grzegorz Ignatowski, The Role of the Family in Ecological Education .....................87

Alina Maria Basak, Influence of single-parent families on children’s development 95

Barbara Lulek, Earning emigration, unemployment and poverty. Family in the scope of social threats ....................................................................................................... 109

Nella Stolińska-Pobralska, Family Diagnostic and Consultation Centers as Institutions Supporting Courts and Families In Case of Maladjusted Minors ....... 127

Waldemar Basak, Alina Basak, The importance of social assistance for individuals and families in difficult life situations ........................................................... 139

Research findings

Łukasz Sułkowski, Characteristics of Polish family SMEs ............................................153

Anna Žilová , Victimization in the school environment(Results of researches realized in some regions of Slovakia) ......................................................................................177

Sławomir Cudak, Child’s emotional relationship to his or her father after the divorce of parents ...........................................................................................................................187

Anna Žilová, Young people and cohabitation in marriage with a marriage certificate...........................................................................................................................................197

Leokadia Wiatrowska, Parental tutoring as an expression of familial community ...................................................................................................................................... 205

Novotná Alena, Žilová Veronika, Birth rates and reproductive behaviour in the population of the Slovak Republic .............................................................................. 225

Anna Zilova, Anna Skokanova, Beata Akimjakova, Social care for psychosocially disabled juvenile girls in correctional establishments in the Slovak Republic ................................................................................................................ 233

Anna Žilová, Gender equality – factor supporting social inclusionin Slovakia .... 241

Ewa Przygońska, Family as a basic social unit responsible for children’s participation in culture ...............................................................................................................251

Alena Novotná, Social Relations of Voluntarily Modest People .................................. 265

Veronika Žilová, Risks of Social Exclusion in Connection with Natality and Nuptiality in Slovakia after 1990 ................................................................................. 269

Interna�onal project

Adam Gogacz, The DISTINC Project as an Example of Building New Europe, or New World by Inclusion in Education and Upbringing ........................................... 281

Ferran Calvo, Mireia Masgrau, Career guidance and tutorial actions in the educational framework in Catalonia .................................................................................... 289

Jūratė Murinienė, Career guidance services for school students in Lithuania ........ 295

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people, child is more willing to build his own paths of development and his own strategy of achieving educational/life successes. Even mistakes and errors do not generate such destructive emotions as they do in different community of growthand development. Interactivity of this process is unquestionable advantage, since child in every moment can benefit from parent’s direct help, and is not left alonewith his struggling. Furthermore mutual relations between child and parent experience escalation, because parent can repeatedly discover carefully hidden secrets of his daughter or son. Interpersonal bond is strengthen and so is the child’s sense of responsibility for personal growth and studying. It is a specific way fora child to take responsibility for building his own development plan. Although child is not always aware of this, tutor’s role is to help him in his own aspirations and projects.

Generally, the crux of tutoring is its exclusivity manifested in this, that not many people are professionally trained and chosen to be a tutor in a school23. Concentrating on this method’s functioning in school is actually its specific, for it is selecting tutors as people predisposed to fulfill this role. Althoughwhile transferring it to the base of parental support, the exclusivity becomes less transparent, because every parent is for his own child unique, the one and only. Also a child is for every parent special because of his individuality and uniqueness. Albeit exclusivity will therefore not be the crux of parental tutoring, love will undeniably take this place as an unconditional factor of child acceptance and a stimulus to cooperate with him. Based on this autotelic value parent will do a lot for that development progress of his child would follow, and so it will create the paths and ways of individual growth.

Parental tutoring has its fundament also in parents authority, which flowsnaturally from the relation between its subjects (Ferenz, 2009: 45). Child shows wide confidence in relation to them, he believes that what his parents are doingis right and necessary. Children entrust them their worries, dilemmas but also happiness and successes. Therefore parent’s knowledge about his child is wide,and the continuous observation of child’s behaviour also blends with it. Parent appears then as first – albeit not always objective – expert of successes and fails. Asan unprofessional tutor, he puts the maximum effort in helping activities, whichare obtaining features like regularity and intentionality. They become a source ofchild’s growth, the ember of creating and choosing the educational paths.

The occurrence of tutoring requires integrated actions in many communities,groups such as students, parents, teachers and other school workers. This kind of

23 alacz.edu.pl/files/znaczenie%20tutoringu.pdf (29.11.2011).

Parental tutoring as an expression of familial community

Ferran Calvo, Mireia Masgrau

Baobab Associa�on

Career guidance and tutorial ac�ons in the educa�onal

framework in Catalonia

Catalonia is a country that is part of Spain as autonomous community in northeastern Iberian Peninsula, with the official status of a “nationality” of Spain.http://en.wikipedia.org/wiki/Catalonia - cite_note-0 Catalonia comprises four provinces: Barcelona, Girona. Lleida and Tarragona. Its capital and largest city is Barcelona which is the second Spanish city by population after Madrid. Its borders essentially reflect those of the former Principality of Catalonia. It borders France and Andorra to the north, Aragon to the west, the Valencia Community to the south, and the Mediterranean Sea to the east (580 km coastline). The official languages are Catalan, Spanish and Aranese (Occitan).

1. Introduc�on

The objectives of the tutorial action and career guidance are included in the Catalan education law and they refer to monitoring, personal development, personal guidance and to academic and professional relationship with families and environment.

The tutorial action has to plan activities that allow the involvement of students in their educational process.

The teaching function implies a close link between the guidance and teaching, therefore the objectives are a shared responsibility of all teachers involved, being also necessary that students and families have the knowledge and they know how to value it.

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The Centre’s educational project and its organizational and operational rulesmust specify how to distribute the individual and collectively responsibility.

The tutorial action and career guidance contribute to the acquisition anddevelopment of basic skills to be developed trough contexts, learning, modelling approaches and interactions that promote their autonomy and personal initiative, as well as the integration and social cohesion.

2. Career guidance for secondary school students

The Catalan Government makes available to the students, families and professionalstaff, the psycho-pedagogical guidance teams: (PGT). The PGT are educationalservices teams.

The teams are composed by different profiles (psychology, pedagogy, socialwork). Their aim is the counselling and educational guidance in schools to respondin the best way to the different needs that students face throughout their schooling.The teams give support to teachers and schools in responding to student diversityand in relation to learners with special educational needs as well as their families.

The PGT teams are part of the educational services in different areas. Theywork together with learning centres and with specialized support equipment: language, multiculturalism and social cohesion.

The PGT resources are addresses to schools, management teams, teachers and other professionals involved in caring for students with difficulties or with special educational needs, as well as the students and their families.

Professionals, teachers and parents can access these services through the schools.

Normally is needed an “Action Plan” previously made for the centre according the detected needs.

Currently there are 79 PGT covering all CataloniaIn each PGT team there are one or two social workers taking care of all

educational centres in the area. In total, there are 111 professionals in Catalonia.Each psychologist attends several schools per area and collaborates with health

and social services of each area to provide a coordinated attention to students and families in need.

The targets are schools, management teams, teachers and staff involved in thecare of students or their families.

The goals of the PGT teams are:- To identify and assess educational needs of students and make an education

proposal, working together with specific services if needed.- Guiding teachers and families of learners with special educational needs, in

collaboration with specialist teachers and specific educational services.


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- Advising teaching staff, students and families on personal, educational andprofessional aspects.

- Supporting schools in improving the attention to diversity and inclusion.- Working together with the educational services of each area to promote

exchange activities.- The model used in the guidance process considers the personal characteristics,

the real possibilities and the socioeconomic circumstances.The tutor and the educational psychologist advice on a personal, educational

and professional way, however, others can also inform and assist: family, friends, teachers and specialists in educational guidance.

The guidance processes consists at four phases:- To determinate objectives: In general, people who start the post-compulsory

studies have the idea of preparing themselves to enter professional world. But the choice of studies does not always means a well-defined career option.

- Many times the choice is making a college education or to continue studies as an alternative to joining the labour market. In other circumstances the student prioritizes the duration of studies or if they are compatibles with the simultaneous development of a job.

- Although the structure of the educational system offers the possibility ofreconsidering a change in the choice made, it should be bear in mind that premature specialization, sometimes behaves more disadvantages than advantages.

- Gather information: To be able to choose in the best way is necessary to have complete, clear and updated information on the range of studies. Thereforeto carry out this process is needed to know about the conditions required for access, the knowledge subjects, the professional fields where youth apply andthe study centres.

- Analysis of possible option, meaning the identification of alternatives moreaccording to the possibilities.

- Choosing an option. The Educational Department offers different tools to do it. Tools can be used as an intervention integrated into the guidance and tutoring plan.

The Education Department brings several tools to face the career guidanceprocess:

An application to help finding the most suitable career path based on thecompleted studies. The application is addressed to the young people, in factare the same youth who, through a circuit of questions, solve their professional unknowns.

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A career guidance book that includes a student guide, to help the youth to define their career plans. To help them in the process of choosing the future careerto better understand how they are and reflect on what they want to do. Youngpeople are guided through several questions classified according to the workenvironments, areas of learning, skills and abilities, professional values, interests, personal and professional type, professional codes, table of correspondence between codes and professional working environments, analysis of results, table of correspondence between the workplace and areas of learning, skills and values.

A tutor’s Guide to help students to a better understanding how they are and reflect on what they want to do.

The guide is structured in five main objectives; a classification of workenvironments,

an analysis and reflection on the areas or subjects, skill, abilities and occupationalvalues that students believe they have, an inventory of interests and typologies, the analysis of the results, the correlation table between work areas, skills and values.

The main objective of all the tools offered by the Educational Department isto bring to the young people a better understanding of themselves, as well as the range of studies and professions.

All the counselling activities in Catalonia are carried out during the last year of secondary school.

The families are a very important target and the offered tools are very focuson them.

3. The role of the family in the academic and professional process

Families develop the most important roles as educators. Despite sometimes parents do not have enough information, they are the ones that must accompany their children in decision-making.

One of the strategic objectives of the Catalan Government Plan 2011-2014 is to facilitate and promote family involvement in the monitoring of the academic and personal development of their children.

In this sense and with a clear idea of ensuring that families are involved in the process guide, in 2010-2011 the Department of Education added a new procedure in the educational process, “the letter of commitment to education”. The documentaims to encourage the involvement of families in the education of their children and to get some commitments from the centres.

The educational community of each school must design the model letterwhich considers appropriate, within the framework of its autonomy. However the Department of Education establishes the minimum content for the letter: tracking the progress of students; respect for the moral and ideological convictions of the families; communication between school and families; the responsibility


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of the centre and the family in the orientation process and additional specific commitments between the centre and families in particular, if deemed necessary.

Also with the aim to involve families in the educational process the Department of Education makes available to the school centres the “School and family” document. The paper is a support with guidelines and resources to promote theinvolvement of families in the educational process as well as their cooperation and participation with the centre.

The “School and family” paper covers the following areas of intervention:reception and welcome for families, Letter of commitment to education, information, communication, Participation in the monitoring of school children, participation in the school project, training for families: school parents.

The Education department also offers a guide for families. The guide is a resource to support the tutorials and guidance sessions, especially in periods that education is a transitional stage for some children and families.

4. Families and schools, an inseparable tandem

The family is the best agent to transmit the necessary values to motivate childrenfor further studies and therefore to continue training.

The opinion of the family is an essential conditioner factor for the academicand career choices of youth. It is very important that parents follow with interest and support during the orientation process and decisions about the academic and professional future of their children.

Provide support through dialogue, not from taxation.When, in the guidance process, the children obtain the results about their self-

knowledge, the tutor asks to the children to show the results and comment them with the family.

That is a good opportunity to initiate the dialogue between children andparents and help children to analyze the different aspects that the report contains:personal factors, professional environments, etc.

When establishing this dialogue is important not to put much emphasis on the results achieved but in the opinions and expectations generated by the results with the idea to start thinking about a future option.

For all those reasons we can conclude that in all career guidance process families are the cornerstone, working together with schools. It is the responsibility of both to help and guide the young people. The process is achieved from theschool by involving parents in the exciting world of education, and from families’ perspective, being open to suggestions proposed by the educational professionals.

It is very important families and school “working” together, especially in the orientation process because it is in that process when more young people need to feel accompanied.

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Of course it’s not a simple task. It is not. But it is a rewarding work and there are many pleasant surprises which we can find along the way.

Don’t forget is in the education of our children that families and schools must make an effort to work together for the common good of our society.

SummaryIn Catalonia is the Educa�on Department of the Catalan Government the responsible for establishing guidelines and tools for voca�onal guidance and tutorial ac�ons.The 2011-2014 Government Plan considers the Educa�on one of the main priori�es. One of the areas developed in the axis of Educa�on is the Training and the Lifelong learning, integra�ng the promo�on of voca�onal training as a great challenge.The Government Plan considers families as an essen�al element to achieve educa�onal success and contribute to be�er academic and social integra�on of the children. The Educa�on Department works on:- Crea�ng mechanisms to achieve the progressive integra�on of voca�onal training

subsystems in Catalonia.- Developing an integrated model of informa�on and guidance to propose routes to facilitate

the qualifica�on and employment.- Developing a flexible and feasible model of recogni�on and accredita�on of skills

acquired.- Strengthening the possibili�es to combine training and work.- Establishing degrees, according to the needs of produc�ve sectors and integra�ng them

into the catalogue of training and professional qualifica�ons.- Improving the management of ini�al voca�onal training programs and exploring new ways

of funding.

Bibliography

Vall O. (2012), Professional Guidance, Educaweb Catalan Government, Department of Education.Elzo J. (2004), Education in the future and values Telematic Educational network of Catalonia.Project From School to Career: A Methodology for a Student-Centric Career Guidance by using Career Path Test (CPT). http://www.s2cpt.eu/

This project has been realised with the financial support from the European Commission (Programme LLP – Leonardo da Vinci). The content of the project and related publication reflect the attitude of their author only and the European Commission cannot be held responsible for them.


Jūratė MurinienėJaunimo karjeros centras (JKC)

Career guidance services for school students

in Lithuania

The paper presents an overview of career guidance service provision for school students in Lithuania: how it works, what career guidance services are provided in various educational and labour market institutions, plans for future. It also discusses legal basis, which creates preconditions for development of career guidance in schools.

The formation and development of the career guidance policy in Lithuania is under the responsibility of two executive authority institutions of the Republic of Lithuania:- The Ministry of Education and Science, which is mainly responsible for career

education and guidance service development in educational system;- The Ministry of Social Security and Labour, which is responsible for career

guidance service development and improvement in labour market.These two ministries are responsible for political decisions on quality standards

applied to career guidance service provision. Career guidance system in Lithuania was started to develop in 2003, when a

strategy of vocational guidance was approved by those two ministries. It is one of the key documents describing the vision and goals of the national career guidance policy, the roles of various institutions in the development and administration of the national career guidance system.

A huge impulse for development of the whole system was provided by entering European Union and occurrence of opportunity to use the support of structural funds for that.

During 2005–2008 using those funds two interrelated projects of national importance were implemented “Development and Implementation of the Career

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Guidance System” and “Development and Elaboration of the Open Information, Counselling and Guidance System (AIKOS)”. Due to these projects, regulatory documents important for career information and counseling as well as various training programs and methodologies for career guidance practitioners were developed. Career guidance is still a priority as regards absorption of the European Union Structural Funds for 2003–2013.The main career guidance service providers in educational system inLithuania are:

- General education schools – Career guidance at schools takes several directions: extra curricula career information and guidance lessons, various tests for analyzing inclination and purposefulness, integration of career issues into different subjects, the activities of Career Information points in many schools,cooperation with other institutions providing career guidance services. Since 2007, finances for pupils’ career counseling have been allocated in the schoolbudget and used for seminars, lectures, fairs and other events related to the pupils career counseling, purchase of various teaching tools.

- Career Information Points (CIP) – Career Information Points provide vocational information services: information on issues of career choices, training and employment opportunities in the country and abroad and the situation within the labour market and vocations. Career Information Points are set up at general education and training schools, youth centers, education centers, non-formal development institutions, etc. They are main actors, working directlywith clients (learners, teachers, parents) in Lithuanian career guidance system. In some schools, CIPs have been reorganized into student career centers where services are provided by teams of school specialists.

- Pedagogical-psychological services – Pedagogical-psychological services perform psychological and pedagogical assessments of the child, advice parents and teachers on issues related to learning, behaviour, emotions and communication problems of learners with special needs or psychological difficulties, andprovide recommendations on their further development. Psychologists of some pedagogical-psychological services also provide learners with the services of vocational information and counseling. The services are provided to students,their parents and teachers.

- Career planning centre under the Lithuanian Youth Technical Creativity Palace – The center is established by the Ministry of Education and Science withthe purpose to perform the important functions in career education: organize vocational information and career planning activities within educational institutions, prepare and publish methodical and information material, develops and implements qualification improvement programmes for specialists, arrangesworkshops on career planning vocational information for students and parents.

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The center plans, coordinates the development and accreditation of CareerInformation points.

- National Open Information, Counselling and Guidance system (AIKOS) – It is the internet site that introduces learning opportunities in Lithuania, provides information about educational and scientific institutions, qualifications,training licenses, etc., contains information about professions, admission rules, the situation in the labour market, etc. The website provides opportunity tosearch for information necessary for choosing a profession, training or studies.

- Euroguidance project in Lithuania. - Promotes career guidance ideas in Lithuania, delivers information on career planning, studies, mobility opportunities in Europe, creates various products and tools for guidance practitioners, organizes training seminars for career information and counselling professionals, each year publishes the Career Guidebook

- The Lithuanian Labour Exchange Youth Employment centers - 11 Youth job centers operate within the Labour Exchange throught Lithuania, which provide information and counselling for young jobseekers, introduce to young people the world of professions, organize informative events and practical training, assist in preparation for job interviews, provide with profession descriptions and informative movies about occupations, administer professional orientation tests.

- Career guidance services are also provided by non-governmental institutions. One of them is Youth Career and Advising center in Kaunas (www.karjeroscentras.eu), which provides career guidance services for young people all over the country, consults on career planning, vocational choices issues pupils and students, administer professional orientation test, organizes seminars/workshops for students, teachers, parents, involves students and teachers in various national and international projects/programs. The center also is focused on developing,introducing new and innovative career guidance tools and materials. At the moment it is involved in Leonardo da Vinci transfer of innovation project “ From School to Career: A methodology for a Student-centric career Guidance by using Career path Test (CPT)”. Together with partners from Poland, Turkey, Spain and Finland center’s experts will implement new on line guidance tool to help young people, especially from rural areas to self-diagnose their abilities, skills, personality type and many other elements that will help them to decide about their future career path, evaluate their professional tendencies. It will be also of great value for career counselors and parents as it will be followed by career counselling curriculum material and a manual for implementig the new system. In conclusion it is important to mention that for the further development of

effectively working career guidance system in Lithuania it is important to develop

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a set of tools and instruments for provision of quality assurance process. Special attention should be paid to tools and instruments for analysis of the context of career guidance service provision, instruments for assessment of knowledge and skills. The plan for the future is to integrate career education into the generaleducation in all schools, ensure the unity and continuity of the career guidance system in the transition from general education schools to vocational and higher education schools, to improve the areas of management, infrastructure and personnel training in career guidance.

Project From School to Career: A Methodology for a Student-Centric Career Guidance by using Career Path Test (CPT) http://www.s2cpt.eu/

This project has been realised with the financial support from the European Commission(Programme LLP – Leonardo da Vinci).The content of the project and related publication reflect the attitude of their author only andthe European Commission cannot be held responsible for them.

Jūratė Murinienė

INTERNATONAL COUNSELING AND EDUCATION CONFERENCE ICEC 2013 - ABSTRACTS BOOK

1

ABSTRACTS BOOK

2nd

INTERNATIONAL COUNSELING AND EDUCATION

CONFERENCE

(ICEC-2013)

2-4 May 2013

Istanbul Commerce University - Sütlüce Campus

Istanbul-TURKEY

ORGANAZING COMMITTEE

General Coordinator

Prof. Dr. Ramazan ABACI

Coordinators

Prof. Dr. M. Engin DENĠZ Prof. Dr. Mustafa BALOĞLU

Prof. Dr. Hasan BACANLI

Dr. Hanifi PARLAR Basri ÖZÇELĠK

Assistant Coordinator

Recep UYSAL

Conference Secretary

Lütfü ÇAKIR


2

Academic Advisory Board

Dr. A. Rezan ÇEÇEN EROĞUL Mugla University, Turkey

Dr. Abbas TÜRNÜKLÜ Dokuz Eylül University, Turkey

Dr. Adnan KAN Gazi University, Turkey

Dr. Adnan KULAKSIZOĞLU Fatih University, Turkey

Dr. Ahmet ġĠMġEK Sakarya University, Turkey

Dr. Ahmet ġĠRĠN Marmara University, Turkey

Dr. Alim KAYA Ġnönü University, Turkey

Dr. Angela DUCKWORTH Unversity Of Pennsylvania, USA

Dr. Arzu ÖZEN Anadolu University, Turkey

Dr. Asım ÇĠVĠTÇĠ Pamukkale University, Turkey

Dr. Atilla CAVKAYTAR Anadolu University, Turkey

Dr. Aydoğan Aykut CEYHAN Anadolu University, Turkey

Dr. Ayhan DEMĠR Middle East Tech. University, Turkey

Dr. AyĢe Esra ASLAN Ġstanbul University, Turkey

Dr. Barbara PLAKE University of Nebraska-Lincoln, USA

Dr. Bayram ÇETĠN Gaziantep University, Turkey

Dr. Burhanettin DÖNMEZ Ġnönü University, Turkey

Dr. Çağlar ÇETĠNKAYA Dumlupınar University, Turkey

Dr. CoĢkun ARSLAN Necmettin Erbakan University, Turkey

Dr. David CONROY Pennsylvania State University, USA

Dr. Elif Tekin ĠFTAR Anadolu University, Turkey

Dr. Enver SARI Giresun University, Turkey

Dr. Erdal HAMARTA Necmettin Erbakan University, Turkey

Dr. Erkan YAMAN Sakarya University, Turkey

Dr. Ersin ALTINTAġ Sakarya University, Turkey

Dr. Fatma Nevra SEGGIE Boğaziçi University, Turkey

Dr. FatoĢ ERKMAN Boğaziçi University, Turkey

Dr. Ferda AYSAN Dokuz Eylül University, Turkey

Dr. Feride BACANLI Gazi University, Turkey

Dr. Figen COK BaĢkent University, Turkey

Dr. Filiz BĠLGE Hacettepe University, Turkey

Dr. Frank C. WORRELL University of California Berkeley, USA


3

Dr. Frederick RHODEWALT University of Utah, USA

Dr. Galip YÜKSEL Gazi University, Turkey

Dr. Georgios D. SIDERIDIS University Of Crete, Greece

Dr. Gülay SARIÇOBAN Hacettepe University, Turkey

Dr. Gürhan CAN Anadolu University, Turkey

Dr. Halil EKġĠ Marmara University, Turkey

Dr. Hanifi PARLAR Istanbul Commerce University, Turkey

Dr. Hasan BACANLI Yıldız Technical University, Turkey

Dr. Hatice ODACI Karadeniz Tech. University, Turkey

Dr. Hikmet YAZICI Karadeniz Tech. University, Turkey

Dr. Hüseyin EKĠZ Süleyman ġah University, Turkey

Dr. Ġbrahim H. DIKEN Anadolu University, Turkey

Dr. Jale ELDELEKLIOGLU Uludag University, Turkey

Dr. James J. GROSS Stanford University, USA

Dr. Jianzhong XU Mississippi State University, USA

Dr. John KANTOR Alliant International University, USA

Dr. June P TANGNEY George Mason University, USA

Dr. Ken WALLSTON Vanderbilt University, USA

Dr. Kristin NEFF University of Texas at Austin, USA

Dr. Kurtman ERSANLI Ondokuz Mayıs University, Turkey

Dr. M. Engin DENĠZ Yıldız Technical University, Turkey

Dr. Maria KAVUSSANU University of Birmingham, United

Kingdom

Dr. Mehmet ÇARDAK Sakarya University, Turkey

Dr. Mehmet DEMĠREZEN Hacettepe University, Turkey

Dr. Mehmet Durdu KARSLI Hasan Kalyoncu University, Turkey

Dr. Mehmet GÜVEN Gazi University, Turkey

Dr. Melek KALKAN Ondokuz Mayıs University, Turkey

Dr. Metin PĠġKĠN Ankara University, Turkey

Dr. Michael F. STEGER Colorado State University, USA

Dr. Michael McCULLOUGH University of Miami, USA

Dr. Mona ALAHMADI Taibah University, Saudi Arabia

Dr. Muhammad Tahir KHALILY National University of Ireland, Ireland

Dr. Murat DEMĠRBAġ Kırıkkale University, Turkey


4

Dr. Murat ĠSKENDER Sakarya University, Turkey

Dr. Mustafa BALOĞLU Gaziosman PaĢa University, Turkey

Dr. Mustafa KILIÇ Ġnönü University, Turkey

Dr. Mustafa KOÇ Sakarya University, Turkey

Dr. Mustafa KUTLU Ġnönü University, Turkey

Dr. Mustafa ġAHĠN Karadeniz Tech. University, Turkey

Dr. Mustafa USLU Selçuk University, Turkey

Dr. Mustafa YILMAZLAR Sakarya University, Turkey

Dr. Nils BEER London Metropolitan University,

UnitedKingdom

Dr. Omer Faruk TUTKUN Sakarya University, Turkey

Dr. Ömer ÜRE Mevlana University, Turkey

Dr. Osman TĠTREK Sakarya University, Turkey

Dr. Osman Tolga ARICAK Fatih University, Turkey

Dr. Owence CHABAYA University of Limpopo, South Africa

Dr. Pamela G. REED Unıversıty of Arizona, USA

Dr. Peter LOVIBOND University of New South Wales, USA

Dr. Ramazan ARI Necmettin Erbakan University, Turkey

Dr. Rebecca P. ANG Nanyang Technological University, USA

Dr. Recep KAYMAKCAN Sakarya University, Turkey

Dr. Rengin KARACA Dokuz Eylül University, Turkey

Dr. Richard M. RYAN University of Rochester, USA

Dr. Rita CLAES Universiteit Gent, Belgium

Dr. Robert EMMONS University of California, USA

Dr. ġahin KESĠCĠ Konya University, Turkey

Dr. Sara FINNEY James Madison University, USA

Dr. ġefika ġule ERÇETĠN Hacettepe University, Turkey

Dr. Selahattin GELBAL Hacettepe University, Turkey

Dr. Sema Batu Anadolu University, Turkey

Dr. ġermin KÜLAHOĞLU Uludağ University, Turkey

Dr. Sezgin Vuran Anadolu University, Turkey

Dr. Sinclair VAUGHN Vanderbilt University, USA

Dr. Sırrı AKBABA Uludağ University, Turkey

Dr. Songül TÜMKAYA Çukurova University, Turkey


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Dr. Süleyman DOĞAN Ege University, Turkey

Dr. Susan E. CROSS Iowa State University, USA

Dr. Susan SPRECHER Illinois State University, USA

Dr. Syed Farhana JAHANGIR Frontier Women University, Pakistan

Dr. Todd KASHDAN George Mason University, USA

Dr. Turan AKBAġ Çukurova University, Turkey

Dr. W. Keith CAMPBELL University of North Carolina, USA

Dr. YaĢar ÖZBAY Gazi University, Turkey

Dr. Zafer GÖKÇAKAN Mugla University, Turkey

Dr. Zekeriya NARTGÜN Abant Ġzzet Baysal University, Turkey

Dr. Zeynep HAMAMCI Gaziantep University, Turkey

Dr. Zeynep KIZILTEPE Boğaziçi University, Turkey

Dr. Zümra ÖZYEġĠL Arel University, Turkey


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TABLE OF CONTENTS

The Development of a Scale to Measure Values in a Sample of At-risk Adolescents

M. Engin Deniz, Bülent Dilmaç, Erdal Hamarta, Erkan Işık……………..……........................…………………10

Mindfulness and Personality as Predictors of Self-compassion

Zumra Ozyesil, Coskun Arslan……………………………………………………………………………………………………….11

The Relationship between Interpersonal Problem Solving and Academic Motivation

Ahmet Bedel, Erdal Hamarta…………………………………………………………………………………………………..……12

Pedagojik Formasyon Öğrencilerinin Öğretmenlik Mesleğine Yönelik Tutumları ve

Kişilik Özellikleri Arasındaki İlişkinin İncelenmesi

Mustafa USLU………………………………………………………………………………………………………………………………13

From Intention to Action (FIT:A) Program Demonstrates that Post-secondary Student

Retention Problems can be Addressed by an Integrated Approach that Harnesses Student

Commitment, Assessment, and Therapeutic Alliance with Service Coordinators to Improve

Grades and University Standing

John A. Meissner, Larry McCloskey……………………………………………………………………………………………….14

The Spoken About but Hidden Counseling Issues Facing Learners in Some Namibian Schools

Simon Taukeni ……………………………………………………………………..………………………………………………………15

The Effects of Comminication Skills Program

Ramazan ABACI…………………………………………………………….………………………………………………………………16

Aggressive Behaviour of Children in Bih Research Findings and Case Study Analyses

Senija Tahirovic …………………………………………………………………………………………………………………………...17

Psychological and Social Problems of Turkish Students

Perihan Akcan ……………………………………………………………………………………………………………………………..18

Ergen Akran İlişkileri Ölçeği Zorba ve Kurban Formunun Türkçeye Uyarlanması: Geçerlik ve

Güvenirlik Çalışması

İsmail SEÇER, Başaran GENÇDOĞAN, İsmail AY, Ümit Ragıp YALÇIN…………………………….……….………19

Parental and Peer Attachment, Psychological Needs, and Autonomous Self in Adolescents:

A Self Determination Theory

Ercan Kocayörük, Bülent Baki Telef, Enes Ergün……………………………………………………………………………20

Evli Çiftlerde İş Tükenmişliğinin Yordanması

Elif ERCAN, Semra UÇAR ……………………………………………………………………………..…………………………….…21


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Procedural Consultancy as a Tool for Quality Assurance and Improvement in Education

at the University of Zilina

Rostášová Mária, Čorejová Tatiana, Vavríková Danuša…………………………………………………………………22

AnalyzingAnxiety Level of Parents with Visually Impaired Children According to Some Variables

Selahattin Avşaroğlu, İsmet Çavdar………………………………………………………………………………………..…….23

İlköğretim Öğrencilerinin Çizdikleri Resimlerde İyi ve Kötü Kavramlarının İncelenmesi

Sultanberk Halmatov……………………………..…………………………………………………………………………………….24

Interaction betweenthe Success Level of Turkish Teaching Courses and Attitude and

Metacognitive Skills

Ayfer Aktaş ……………………………………………………..…………………………………………………………………………..26

Comparison of Managers and Employees in Terms of Psychological Well-Being and Stress Levels

Ramazan ABACI ………………………………………………………….……………………………………………………………….28

İlköğretim Birinci Kademe Öğrencilerinin Duygusal Gösterme Kurallarının Gelişim

Düzeylerine Göre İncelenmesi

Sultanberk Halmatov, İsmail Seçer, Medera Halmatov…………………………………………………………………29

S2CPT - From School to Career: A Methodology for a Student-Centric Career Guidance

by using Career Path Test (CPT)

F. Tunç Bozbura, Orhan Gökçöl, Didem Yıldız……………………………………………………………………….………30

Sınıf Ortamında Çok Kültürlü Eğitime İlişkin Öğretmen Algıları

Betül Tonbuloğlu, Dolgun Aslan, Bülent Alcı………………………………………………………………………..……….32

Educators’ Perception on Religious Education in the Education System of Kosovo

Gülten Caca..……………. …………………………………………………………………………………………………………………33

Üniversite Öğrencilerinde Yalnızlık ile Güvengenlik, Sosyal Destek ve Psikolojik

Dayanıklılık Arasındaki İlişkinin İncelenmesi

Birol ALVER, Mücahit DİLEKMEN, İsmail SEÇER, Semanur KODAN,

Ercan ARAS, Şenay Duygu KILIÇ…………………………………………………………………..………………………………..34

Tek Ebeveynli Olan ve Olmayan Ergenlerin Atılganlık Düzeyleri İle Benlik

Saygılarının İncelenmesi

Mustafa OTRAR, Mesut DEMİRBİLEK…..…………………………………………………………………………………….. 35

Çocuk Yaşam Stillerinin Yordayıcılarının İncelenmesi

Ahmet Ragıp ÖZPOLAT, İsa Yücel İŞGÖR, Fikret GÜLAÇTI, Mücahit KAĞAN……………………………….….36


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Üniversite Öğrencilerinde Psikolojik İyi Olmanın Yordayıcılarının İncelenmesi

Fikret GÜLAÇTI……………………………………………..………………………………………………………………………….…..37

Üniversite Öğrencilerinin Siber Zorbalıkve Siber Mağduriyet Düzeylerinin Çeşitli Değişkenler

Açısından İncelenmesi

Abdullah Manap, Erdal Çetin………………………………………………………………………………………………..………38

Investigating Academic Self-Efficacy of University Students in Terms of Various Variables

Seydi Ahmet SATICI, Gürhan CAN………………………..………………………………………………………………..……..39

The Examination of High School Students’ Learning Strategies and Motivation Levels

In Physics Course

Erol Süzük, Cem Gürel,Hakan Olgun..……………………………………………………………………………………………40

Investigation of Pre-service Physics Teachers’ Perceptions about Models in

Model-Based-Inquiry Process

Arzu ARSLAN, Feral OGAN-BEKİROĞLU, Erol SÜZÜK……………………………………………………………………41

Positive Negative Emotions, School Alienation, and School Happiness in Adolescents

Bülent Baki TELEF, Ercan KOCAYÖRÜK, Enes ERGÜN………………………………………………………………….42

Forgiveness in Counseling Based on the Views of Counselor Trainees

F. Ebru Ikiz, Bahar Mete Otlu, Esra Asıcı………………………………………………………………………….……………43

Psychological Measures of Religiousness in Albanian Muslim Adolescents

Suela Kaca………………………………………………….…………………………………………………………………………………44

Comparing Employees in Terms of Self-compassion and Social Desirability

Ramazan ABACI, Zekeriya ALP……………………………………………………………………………………….……………..45

The Role of the Career Counseling Offices in the Development of the Leadership,

Social Innovation, And Entrepreneurship of the University Students

Gamze Sart ……………………………………………….…………………………………………………………………………………46

Teaching English for Students of Mathematics, Physics and Computer Science

Alexandra Křepinská, Miluša Bubeníková……………………………………………………..………………………………47

Assessment of Knowledge of Edgar Morin Seven for Sustainable Education

in the Field of Economic and Administrative Sciences

Arriaga Campos Ricardo, Castañeda Sortimbrán América Nitxin,

González Ferrnández Celia Luz, Negrete Vargas María Amalia Belén……………………………………………48

The Mediating and Moderating Role of Subjective Happiness in the Relationship

between Vengeance and Forgiveness


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Recep UYSAL, Seydi Ahmet SATICI, Ramazan ABACI…………………………………………………………………….49

Adult Attachment Styles in Relation to the Quality of Marital Relationships

Shaimaa Ezzat Mostafa Basha……………………………………………………………………………………………………...50

The Effects of EmotionalIntelligence of the University Students’ Creativity

Gamze Sart……………………………………………………………………………………………………………………………..…...51

The Psychological Factor Influence on Youngsters’ Linguistic Change

Hanane Sarnou, Sabri Koç, Henri-josé Deulofeu, Linda Pillère……………………………………..……………….52

A New Approach to School Counseling in Turkey

Seydi Battal Bertlek, Fatih Sezgin, Ümit Serkek…………………………..………………………………………….…….53

Social Safeness and Forgiveness

Mehmet ÇARDAK……………………………………………………………………………………………………………………….…54

Bebeğin Anne ile Birlikte Uyuması ile Güvenli Bağlanma Arasındaki İlişkinin İncelenmesi

Adem GÜNEŞ……………………………………………………………………………………………………………………….……….55

Mathematics Self-efficacy and Mathematics Performance Relationship at Primary Education

Level

Lütfü Çakır, Mustafa Kaçmaz……………………………………………………………………………………….……………….56

Preservice Teacher Anxiety Related to the Teaching Practicum

Lütfü Çakır, Kamil Cesur……………………………………………………………………………………………….……………….57

Discourse Analysis of the Arguments Developed in Model Rocketry Learning Environment

Cem Gürel, Hakan Olgun, Erol Süzük, Zeynep Gürel………………………………………..………………….………..58

Arbitrability of Patent Law Disputes: The Notion of Ordre Public

Luljeta Plakolli-Kasumi………………………………………..……………………………………………………………….……….59

Comparison of Attitudes Towards Stuttering Among a Population of Polish and English Students

Marta Wesierska, Kenneth St. Louis…………………………..……………………………………………………..………….61

Using Effective Counseling Skills in Prevention and Early Stuttering Intervention:

A Single Case Study

Katarzyna Wsierska………..………………………………………………………………………………………………….……….62

Investigation of Self Construal in terms of Coping Styles and Life Satisfaction

Hilal Karatekin…………………………………………………….…………………………………..…………………………………..63

The validity and reliability of the Turkish version of the Active-Empathic Listening Scale (AELS)

Süleyman Balcı, Hakan Sarıçam, Recep Uysal …….…………………………………..…………………………………..64


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S2CPT - From School to Career: A Methodology for a Student-Centric Career

Guidance by using Career Path Test (CPT)

Assoc. Prof. Dr. F. Tunç Bozbura, BahçeĢehir University, Turkey

[email protected]

Assist. Prof. Dr. Orhan Gökçöl

Didem Yıldız

Abstract

Most young European citizens miss opportunities and lack access to a satisfactory education

& career guidance. Lisbon strategy aims at reaching a capacity of sustainable growth with

more and better jobs and greater social cohesion. Central to this aim is the need to have a

more efficient career guidance approaches, focusing on the misemployment of tomorrow‘s

work force: youngsters. S2CPT (School to Career Path) project aims at developing a career

guidance system which can be used as either a standalone or a complimentary tool in schools.

The project has three main parts. CPT inventory, youth-parents and counselor career

curriculums and self counseling approach. CPT is based on Dr. John Holland‘s RIASEC

model and Dunn & Dunn Learning Style Model and is based on a formerly developed tool

from CPT project. In Career Path Test, three dominant career interests can be determined and

according to the test results, the most suitable profession covering the students‘ fields of

interest, personal career reflections and tendencies can be advised. Career Path Test also

discovers student‘s best ways of learning and informs parents and students to plan their study

programs according to their style preferences. For S2CPT previous CPT inventory was

analyzed for its reliability and validity. Factor item analysis was applied. After these analyses

CPT have 96 questions (42 for career interests and 54 for learning styles). For CPT, software

is developed. Students‘ test results can be evaluated in this computer program. The student-

centric approach of the S2CPT lets students gain more by means of online material. Career

planning curriculums will support student in their vocational decision making and train them

about lifelong career management skills. Parents will also be informed about basic concepts

of career planning. Counselor‘s curriculum will enhance skills related to career counseling. In

S2CPT self counseling is part of the students‘ curriculum. Some activities can be assigned to

students as homework for their self counseling. These activities can be discussed separately or

during the sessions if needed. In self-counseling activities; students can analyze themselves

more deeply. Thus, self counseling activities should be used for the students who are


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ambivalent for their future career and need more assistance. After this program students will

be able to choose occupation and higher education program compatible with their personal

features. They will also be trained how they will plan their work life after they graduate from

their school and be active in workforce. Parents and school counselors will support students

more efficiently in this process because they will also be informed about career planning.

Overall project is funded by European Commission under the life-long learning programs.

Partners from Poland, Turkey, Spain, Austria and Lithuania work together for the project.

Piloting has recently started in all partner countries.

Keywords:Career counseling, RAISEC model, Dunn-Dunn learning styles.

Pedagogika Rodziny Family Pedagogy · Ferran Calvo, Mireia Masgrau Baobab Associa on Career...

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