The career distress scale: structure, concurrent and discriminant validity, and internal reliability in a Turkish sample

The purpose of this study is to adapt the career distress scale for Turkish university students. Participants are 493 undergraduate students. Results indicated that the two-factor structure better fit the data. For discriminant and concurrent validity, correlation coefficients with Positive and Negative Affect Schedule and Career Decision Inventory is measured. The Cronbach ? internal consistency coefficient was.81 for negative emotions subscale and.65 for perceived obstacles subscale and.81 for the entire scale. These results indicate that the scale is valid. The strengths and limitations of this study are discussed, also implications for future studies are recommended. © 2018, Springer Nature B.V

Ethical dilemmas of school counsellors: A vignette study

School counsellors often encounter ethically challenging situations due to contradictory values and roles. This qualitative research aimed to define school counsellors' ethical dilemmas and their responses to such situations. Twenty-seven school counsellors in Turkey were asked to respond to 13 vignettes with ethical dilemmas. The most frequent ethical dilemmas involved the limits of confidentiality, confusion about counsellors' professional roles in school settings, uncooperative behaviours among stakeholders, and suspected child sexual abuse. It was revealed that counsellors prioritise the students' benefit and respect students' privacy. They follow legal guidelines in risky situations and insist on working within their areas of competence; they are not willing to accept noncounselling tasks. The results and implications for counsellors, counsellor educators and researchers are discussed

The career distress scale: structure, concurrent and discriminant validity, and internal reliability in a Turkish sample

The purpose of this study is to adapt the career distress scale for Turkish university students. Participants are 493 undergraduate students. Results indicated that the two-factor structure better fit the data. For discriminant and concurrent validity, correlation coefficients with Positive and Negative Affect Schedule and Career Decision Inventory is measured. The Cronbach internal consistency coefficient was .81 for negative emotions subscale and .65 for perceived obstacles subscale and .81 for the entire scale. These results indicate that the scale is valid. The strengths and limitations of this study are discussed, also implications for future studies are recommended. ResumeL'Echelle de Detresse Professionnelle : structure, validite convergente et discriminante, et consistance interne dans un echantillon turc L'objectif de cette etude est d'adapter l'echelle de detresse professionnelle pour des etudiants turcs. Les participants sont 493 etudiants de premier cycle. Les resultats indiquent qu'une structure en deux facteurs s'adapte le mieux aux donnees. Pour la validite discriminante et convergente, les coefficients de correlation entre l'Echelle d'Affects Positifs et Negatifs (Positive And Negative Affect Schedule) et l'Inventaire des Decisions de Carriere (Career Decision Inventory) sont mesures. Le coefficient de consistance interne Alpha de Cronbach est de .81 pour la sous-echelle d'emotions negatives, de .65 pour la sous-echelle des obstacles percus et de .81 pour l'ensemble de l'echelle. Ces resultats montrent que l'echelle est un instrument valide. Les forces et les limites de cette etude sont discutees, ainsi que les implications pour les recherches futures. ZusammenfassungDie Karriere-Not-Skala : Struktur, konkurrente und diskriminante Validitat und interne Konsistenz in einem turkischen Sample Das Ziel dieser Studie ist es, die Karriere-Not-Skala fur turkische Universitatsstudenten anzupassen. Teilnehmer waren 493 Bachelor-Studenten. Die Ergebnisse zeigen, dass eine Zwei-Faktoren Struktur den Daten besser entspricht. Um die diskriminante und konkurrente Validitat zu ermitteln, wurden Korrelationskoeffizienten mit der Positiven und Negativen Affekt Liste und dem Berufsentscheidungsinventar gemessen.Der Koeffizent der internen Konsistenz - Cronbach - war .81 fur die Subskala negative Gefuhle und .65 fur die Subskala wahrgenommene Hindernisse und .81 fur die gesamte Skala. Diese Resultate deuten darauf hin, dass die Skala als valide gelten kann. Es werden sowohl die Starken und Grenzen der Studie diskutiert als auch Empfehlungen fur zukunftige Studien gemacht. ResumenLa Escala de dificultad profesional: Estructura, Validez Concurrente y Discriminante y Confiabilidad Interna en una Muestra Turca El proposito de este estudio es adaptar la escala de dificultades profesionales para estudiantes universitarios turcos. Los resultados indicaron que la estructura de dos factores es la que mejor se ajusta a los datos. Para la validez discriminante y concurrente, se miden los coeficientes de correlacion con el Registro de Afecto Positivo y Negativo y el Inventario de Decision de Carrera. El coeficiente de consistencia interna Cronbach fue .81 para la subescala de emociones negativas y .65 para la subescala de obstaculos percibidos y .81 para toda la escala. Estos resultados indican que la escala es valida. Se discuten las fortalezas y limitaciones de este estudio, tambien se recomiendan implicaciones para futuros estudios

THE EFFECT OF PSYCHODRAMA GROUP LIFE ON SELF-COMPASSION LEVELS OF THE GUIDANCE AND PSYCHOLOGICAL COUNSELING PROGRAM STUDENTS

Bu araştırmanın amacı psikodrama grup yaşantısının rehberlik ve psikolojik danışmanlık lisans 4. Sınıf öğrencilerinin öz-duyarlık düzeylerine etkisini ve bu yaşantıya ilişkin öğrenci görüşlerini belirlemektir. Araştırma, 2016-2017 öğretim yılı bahar döneminde bir devlet üniversitesinde, rehberlik ve psikolojik danışmanlık lisans programında seçmeli ders olarak yer alan “Psikodrama” dersi kapsamında yürütülmüştür. Psikodrama grup yaşantısı her hafta üç ders saati olmak üzere toplam 8 hafta sürmüştür. Kontrol grubuna ise herhangi bir işlem uygulanmamıştır. Bu araştırma, nitel ve nicel yöntemlerin birlikte kullanıldığı karma desen kullanılarak gerçekleştirilmiştir. Araştırmaya ait nicel ve nitel veriler ayrı ayrı değerlendirmeye alınmıştır. Deney ve kontrol grubundan öz-duyarlık ölçeği ile toplanan nicel veriler non-parametrik testlerden Mann-Whitney-U Testi ile Wilcoxon İşaretli Sıralar Testi ile değerlendirilmiştir. Araştırmanın nitel verileri ise, deney grubundaki öğrencilerin süreç sonunda teslim ettiği değerlendirme raporlarından elde edilmiş ve içerik analizi ile incelenmiştir. Nicel bulgular incelendiğinde, psikodrama grup yaşantısının öğrencilerin toplam öz-duyarlık düzeylerini ve öz-duyarlığın pozitif alt boyutları olan öz-sevecenlik, paylaşımların bilincinde olma, bilinçlilik düzeylerini anlamlı olarak arttırdığı ve öz-duyarlığın negatif alt boyutları olan öz-yargılama, izolasyon ve aşırı özdeşleşme düzeylerini anlamlı olarak azalttığı görülmektedir. Nitel bulgular incelendiğinde ise, öğrencilerin psikodrama sürecinden hem kişisel hem de mesleki kazanımlar edindikleri görülmektedir.The purpose of this research is to determine the effects of the psychodrama group experience on the selfcompassion levels of the 4th grade guidance and psychological counseling students and to reveal the student views relevant to this experience. The research was conducted in a state university in the academic year of 2016- 2017 under the scope of the elective “Psychodrama” course given in the undergraduate program of guidance and psychological counseling. Psychodrama group experience has continued for 8 weeks in total, three course hours every week. No process has been applied to the control group. This research was performed with mixed method including quantitative and qualitative methods. Quantitative and qualitative data for the research were separately evaluated. The quantitative data collected from the experiment and control group with self-compassion scale have been evaluated via Mann-Whitney-U Test and Wilcoxon Signed Rank Test among the non-parametric tests.The qualitative data of the research was taken from the evaluation reports provided by the students of experiment group at the end of the process and examined by content analysis. Upon examination of the quantitative findings,it has been observed that the psychodrama group experience has significantly increased the positive subdimensions of self-compassion such as total self-kindness, common humanity, and mindfulness levels of the students, and significantly decreased the levels of negative sub-dimensions of self compassion such as selfjudgment, isolation and over identification. Upon examination of the qualitative findings, it has been observed that the students have both personal and professional gains from the psychodrama process