Psikolojik Danışman Adaylarına Göre Etkili Psikolojik Danışmanın Özellikleri ve Psikolojik Danışman Eğitiminin Etkisi
Bibliographic record
Abstract
Purpose of this study is to investigate the views of psychological counselor candidates, on the characteristics of effective psychological counselor, changes that their psychological counseling education has made in them, and in their opinion, how psychological counseling education should be. The study was conducted in qualitative research method, and data was collected via three open-ended questions from a total of 196 undergraduate students 169 female (86%) and 27 male (14%) of Psychological Counseling and Guidance programs from two state universities. Data obtained were analyzed by content analysis. According to the findings, psychological counselor candidates indicated that the characteristics an effective psychological counselor should have are having good communication skills and having the necessary conditions for good communication; willing to be with people and to help them; self-awareness and resilient; objectivity and openness to new things; professional attitude, ethics, and attitude towards life. Participants summarized the changes that they experienced due to their education as the increase of personal qualities such as knowing one’s self more and changing it, knowing others better and understanding them better, and some professional qualities as starting to have better communication. For a more effective psychological counseling education, psychological counselor candidates suggested that increasing practicum classes and supervision, rearranging the courses and years in terms of number, term, and methodology, and improving the academic staff-student relations. Findings were discussed according to literature.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.004 | 0.004 |
| Meta-epidemiology (broad) | 0.004 | 0.002 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.005 | 0.002 |
| Research integrity | 0.004 | 0.006 |
| Insufficient payload (model declined to judge) | 0.016 | 0.019 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".