Professional Documents
Culture Documents
ÜNİVERSİTELERDE
PSİKOLOJİK DANIŞMA
VE REHBERLİK
SEMPOZYUMU
Özet Bildiriler Kitabı
nd
PROCEEDINGS OF 2 SYMPOSIUM
OF PSYCHOLOGICAL
COUNSELING AND GUIDANCE
AT UNIVERSITIES
Abstracts Book
Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu (2.: 2007: İstanbul)
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu özet bildiriler kitabı: 7-8
nd
Haziran 2007 = Proceedings of 2 Symposium of Psychological Counseling and Guidance at
Universities abstracts book : 7-8 June 2007 / ed. Hatice Güneş, N. Ekrem Düzen. – İstanbul:
Sabancı Üniversitesi, 2007.
iv, 48 p. ; cm. – (Sabancı Üniversitesi Yayınları)
ISBN 978-605-4348-09-1
1. Counseling in higher education – Congresses. I. Güneş, Hatice. II. Düzen, N. Ekrem.
nd
III. Proceedings of 2 Symposium of Psychological Counseling and Guidance at Universities
abstracts book : 7-8 June 2007 IV. Sabancı Üniversitesi Yayınları
LB2343.Ü55 2007
II. ÜNİVERSİTELERDE
PSİKOLOJİK DANIŞMA
VE REHBERLİK SEMPOZYUMU
Özet Bildiriler Kitabı
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu
7-8 Haziran 2007
Sabancı Üniversitesi Gösteri Merkezi, İstanbul
nd
PROCEEDINGS OF 2 SYMPOSIUM
OF PSYCHOLOGICAL
AT UNIVERSITIES
Abstracts Book
DÜZENLEME KURULU
İÇİNDEKİLER
ORGANIZING COMMITTEE
ii
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
CONTENTS
7 Counseling in Universities: A Developing Area of Application and Research (N. Ekrem Düzen)
12 Roles and Functions of University Counseling Services: Developments and Limitations (Cem Ali Gizir)
17 Problems and Advances we Experience in University Counseling (Deniz Albayrak-Kaymak)
25 Students With Disabilities and Support Systems in Higher Education (Elzi Menda)
28 An Experimental Study on the Effectiveness of Peer Helping Program:
The Sample of Ege University (Mine Aladağ)
34 Psychological Counseling and Guidance Applications In Higher Education:
Atılım University Model (B. Dilek Karaduman)
iii
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
iv
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
EDİTÖRLERİN SUNUŞU
Ülkemiz üniversitelerinde giderek artan sayıda psikolojik hizmet birimlerinin
kurulduğunu görmek sevindiricidir. Her ne kadar bu sayı üniversite sayısındaki
artışa paralel yükselmiyorsa da belirli bir eşiğin aşılmış olduğu söylenebilir. Bir
yandan psikolojik hizmetlere yönelik talebin çoğalması diğer yandan bu hizmetlerin
önemini kavrayabilen yöneticilerin ortaya çıkması psikolojik danışmanlık
birimlerinin (PDM) kurulmasını ve hizmet sunmasını kolaylaştırmaktadır. Öte
yandan uluslararası standartlarda hizmet sunma kapasitesine sahip PDM’lerin
her üniversitede kurulması PDM’lerin rol ve işlevlerinin dinamik bir tanıma
kavuşmasına ve özgün özelliklerine uygun düzenlemelerin hayata geçirilmesine
bağlıdır.
1
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
1
Sempozyum tarihinde Sabancı Üniversitesi üyesi
2
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
EDITORS’ INTRODUCTION
The present book include both Turkish and English versions of presentations
in order to facilitate access and contact by international networks. We find it
3
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
4
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
Diğer yandan, PDM’lerin önünde bulunan bu büyük çalışma alanı sadece araştırma
ve hizmet sunum düzenlemelerini değil uygulama alanında yer alması gereken
yenilikleri de haber vermektedir. Psikolojik hizmetler alanında üniversitenin
5
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
6
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
N. Ekrem Düzen
İzmir University
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
7
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
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 university’s life in general to help balance their adjustment
function. 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.
8
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
Tarihsel açıdan bakıldığında, 1920 ile 1980 yılları arasında mesleki rehberlikten
bireysel rehberliğe bir geçiş olduğundan söz edilebilir. Üniversite rehberlik
bölümlerinin görev ve işlevleri zamanla gelişmiş, çoğalmış ve üniversite kampus
hayatının genel özelliklerini göz önünde bulundurarak değişmiştir. 1980
yılından beri gerçekleşen değişiklikler incelendiğinde öne çıkan konular ise şöyle
sıralanabilir:
1. Yükseköğrenim çatısı altındaki kurumlar arasında mali kaynakların paylaşımı
açısından rekabet artmıştır.
2. Üniversite rehberlik servislerindeki en büyük kısıtlamalar mali sınırlamalar
ve personel sayısı kısıtlamalarıdır ve bu kısıtlamalar yakın gelecekte de devam
edecektir.
3. Yerleşkelerde rehberlik servislerine olan talep, sürekli artmaktadır.
4. Üniversite öğrencilerinde görülen ruh sağlığı sorunlarının yaygınlığı ve
şiddeti, düzenli olarak artış göstermektedir.
5. Öğrenciler arasında görülen ruh sağlığı sorunlarının şiddetindeki artışın
yanı sıra, çeşitliliğinde de artış görülmektedir.
6. Sunulan rehberlik hizmetlerinin çok kültürlülüğü göz önünde bulundurması
beklenmektedir.
7. Rehberlik alanındaki uygulama, eğitim ve süpervizyonda postmodern
yaklaşımların giderek yaygınlaştığı görülmektedir.
9
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
10
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
11
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
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 observed
since 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 university
students 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.
12
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
13
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
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, economical
and 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.
14
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
15
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
16
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
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 administrative
structures, 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.
17
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
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.
18
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
19
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
20
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
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 for
direct 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, and
this 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
21
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
22
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
Diğer yandan öğretim üyeleri, her öğrenciye eşit mesafede durarak, tüm öğrencilerin
erişebileceği ders malzemelerini hazırlayıp, sınıfın yapısına uygun bir öğretim
metodu geliştirmelidir. Fakültelerin, öğrencilere ders seçimlerinde yardımcı olacak
bir akademik danışman atamaları, öğrencinin doğru yönlendirilmesi açısından son
derece önemlidir. Atanan danışmanın önyargıdan uzak bir şekilde, öğrencinin nasıl
yapabileceğine odaklanması, öneriler sunması ve son kararı öğrenciye bırakması
gerekir. Öğrencinin sorumluluğu ise öncelikle birime başvurmak, gereksinimlerini
dile getirmek, istenen belgeleri sağlamak, düzenleme taleplerini zamanında iletmek,
derslere katılmak ve kararlaştırılan düzenlemelerin takipçisi olmaktır.
23
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
24
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
Elzi Menda
Sabancı University
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 student’s
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.
25
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
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 student’s 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.
26
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
27
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
Mine Aladağ
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 carried
out 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.
28
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
29
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
30
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
31
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
Serap Özer
Doğuş University
32
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
33
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
B. Dilek Karaduman
Atılım University
34
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
35
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
Meral Çulha
Sabancı 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 students’
compatibility, 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 individual’s adjustment to the
environment is going to be. (If you will notice, we are not saying ‘the individual’s
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
individual’s abilities meet the environment’s expectations. If we are to implement
this model to a student’s adjustment to a new university: a student’s 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 student’s
adjustment are detected and implemented in any university. In my opinion, this is
consistent with the philosophy of psychological counseling. In short, satisfaction
is a measure of how much the individual’s needs are met, and satisfactoriness is
a measure of how much the individual’s abilities meet the expectations of the
environment. Satisfied and competent individual is at peace with herself.
36
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
37
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
Fatoş Erkman
Boğaziçi University
It is known that university students today perceive enormous distress and that
their adjustment and health are under threat. The solution to this situation is
raising youth who possess resiliency. For youth to be resilient there has to be a
basic structure and the foundation of it, is made up of high self esteem, a sense of
competence and hope. The parental acceptance and rejection theory (PARTheory)
is a theory of socialization developed by Ronald P.Rohner (2000), explaining and
describing how the parental acceptance or rejection during childhood effects the
psychological development and adjustment not only during childhood but also into
adulthood. Today this theory has enhanced its territory and has been developed
to include all important close interpersonal relationships. This theory has proven
that everyone in the world has a basic need for acceptance. Research carried out
in different parts of the world has shown that acceptance- rejection has a strong
impact on the emotional, behavioral and social-cognitive development of children
as well as the psychological adjustment as adults (Rohner, 2002, 2005; Erkman,
1992, 2007).
Accordingly, when planning interventions for the university students the frame to be
utilized can be structured such that the primary aim of guidance and psychological
counseling in the university, is the development of resilient and competent
youth, university environment is regarded as an important key integrative social
system, and the two theories can be used are resiliency development (Brooks &
Goldstein, 2001) and interpersonal acceptance-rejection theory (Rohner, 2000).
When starting the university, since they are entering a new environment students
are open to new learnings emotionally, cognitively and behaviorally. Then ideally
the guidance and psychological counselors should cooperate with every person
and unit, starting with faculty and dormitory personnel, that has close contact
with the students and lead the way to create the accepting environment that will
be conducive to the development of resilient people.
38
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
39
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
40
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
41
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
42
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
University students are individuals generally between the ages 18 to 25, in late
adolescence-early young adulthood. They are going through a period in life when a
desire for economic, social and psychological independence prevails and forming
close relationships gain importance. University life brings anxiety and struggle
along with rich academic and social opportunities. For youth at this stage of life
and facing these hardships, psychodrama group therapies are one of the best
methods of therapy to help them integrate easily and to feel like they belong in
the university. Psychodrama group psychotherapy allows work in all problem-
ridden areas by creating an environment where behavior is monitored, emotions
and conflicts are revealed, differences voiced with compassion, new manners and
solutions are tried. Psychodrama’s ability to reveal the promptive and creative
potential can result in effective and positive solutions in a short time. With this view
in mind, Istanbul Bilgi University Psychological Counseling unit organizes 8-week
psychodrama sessions every term. In the previous years it was observed that the
participant students were faster in integrating to the university, their anxiety levels
dropped and depressive complaints decreased. Therefore, a study was conducted
in fall and spring semesters of the 2006-2007 academic year in which anxiety and
depression levels of two psychodrama groups were measured before and after
the completion of the session. State-Trait Anxiety Inventory and Beck Depression
Inventory were administered before the therapy started and after it ended to a
group of 13 students in fall term (11 women, 2 men, Ages:18-24) and a group of
15 students in spring term (14 women, 1 men, Ages: 18-30). In the comparison
of pre-test and post-test scores it was observed that there was a decrease in
anxiety and depression levels in both groups after the 8 session psychodrama
therapy. Although the scores for trait anxiety pointed in the expected direction
the result was statistically insignificant. Everyone except for one participant
showed decreasing scores from pre-test to post-test scores in at least one scale,
and almost half of the participants showed decreases in all scales. As a result it
was concluded that the state anxiety levels increase due to academic and social
demands, the youth’s developmental coming-of-age coincides with the university
period, and psychodrama group therapies have a significant role in dealing with
anxiety and depression among this youth, and that these therapies should become
43
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
44
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
45
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
46
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
47
II. Üniversitelerde Psikolojik Danışma ve Rehberlik Sempozyumu Özet Bildiriler Kitabı
2nd Symposium of Psychological Counseling and Guidance at Universities Abstracts Book
Binnur Yeşilyaprak
Ankara University
48
NOTLAR / NOTES
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
NOTLAR / NOTES
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
...............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
..............................................................................................................................................................................................................................................
Sabanc› University
Orhanl› - Tuzla, 34956 Istanbul/ Turkey
Phone: +90 (216) 483 90 00
Fax: +90 (216) 483 90 05
www.sabanciuniv.edu