Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Suggested Characteristics of School-Based Counseling Practicum in Counselor Education

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Suggested Characteristics of School-Based Counseling Practicum in Counselor Education

Article excerpt


This article covers the characteristics that are supposed to be present in the practicum of school-based counseling in Turkey. In the light of the related literature, 11 characteristics are determined. These are the place of practicum, the importance of official permission for the school, the characteristics of practicum schools and its school counselors, supervisory meetings and supervisors, the time of the applications and the institutions that the practicum will take place, developing a counseling program, the administration of self-report techniques, group and classroom guidance activities, career guidance, consultation and assessing the counseling program. The last section includes the results and the suggestions for further research.

Key Words

Application and Internship of School-based Counseling and Supervision.

Since school counselors are mostly trained in undergraduate level in Turkey it would be helpful to examine counseling programs provided in undergraduate level by focusing especially on the content of practicum in school counseling. Thus, as a result of this study it would be possible to produce feedback regarding the effects of undergraduate training on counseling students' professional development.

The Characteristics of Guidance Practices Related to School Counseling in Turkey

In this section, the characteristics of guidance practicum at schools are reviewed in the light of the related literature. These characteristics are grouped into two categories. The first category is mainly related to the opportunities provided by the university to counseling students. The second category is related to the extent of school based guidance practicum and skills to be developed by students. Eleven characteristics, four in the first category and seven in the second category are identified. These are explained in detail below.

Opportunities provided by the university

In this section, theoretical lessons that must be attended by students before they start school-based practicum, the properties of schools, supervisory meetings and the duration of school-based practicum are explained. So, the first set of characteristics is defined as follows: (i) Students must attend psychology-based lessons, (ii) courses on psychological counseling skills and, (iii) feel ready and efficacious before they begin to practicum at school counseling center.

The second set of characteristics: (i) School principals and school counselors must be informed, and (ii) official permission for schools must be obtained before students begin practicum at schools. The third set of characteristics: (i) Both primary and secondary schools must be involved; (ii) various secondary schools regarding their educational orientation (e.g., vocational-academic) and students' academic aptitude can be considered; (iii) schools must have guidance service and counselors in these schools must be working effectively and graduated from guidance and counseling departments, and (iv) school principals must provide an appropriate environment in which counseling students conduct practicum.

The fourth set of characteristics: (i) Practicum supervisors must be working in the field and must hold a Ph.D. degree, (ii) site supervisors must be school counselors who work effectively and productively, (iii) supervisors can be responsible for up to 10 students, (iv) students should be observed when they are conducting counseling activities, (v) supervisory meetings should take place at the university, and (vi) supervisors must give corrective and positive feedback to counseling students, provide achievement standards to establish their goals, provide opportunities for vicarious learning (modeling), and assess students by giving grades.

The extent of school based guidance practices and guidance skills to be developed by students.

In this category seven characteristics are defined. These are explained below. …

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