Effect of Metaphor-supported Supervision in Counselor Education on Counseling Self-efficacy and Mistake Rumination

Fedai Kabadayı

Makale detayları

Effect of Metaphor-supported Supervision in Counselor Education on Counseling Self-efficacy and Mistake Rumination

Yazarlar:

Fedai Kabadayı

Yayıncı:

Recep Tayyip Erdoğan University

Ana Başlıklar:

Psikolojik Danışmanlık Eğitimi

Dergi:

Recep Tayyip Erdoğan Üniversitesi Eğitim Fakültesi Dergisi Vol.5 Issue 1, pp.15-54

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001354018

pISSN:

2822-3934

Anahtar kelimeler:

Özet:

 Previous studies indicating that metaphors can be utilized with several methods and techniques in counselor education show that the studies investigating the effect of metaphor-supported supervision on counseling self-efficacy and mistake rumination are limited. The aim of the present study was to compare the effects of metaphor-supported supervision and traditional supervision on counselor candidates helping skill self-efficacy, session management self-efficacy, counseling challenges self-efficacy, and mistake rumination in the counseling process. In this study, a quasi-experimental design consisting of pre-test and post-test measurements with intervention and comparison groups was employed. The intervention group received 14-week metaphor-supported structured group peer supervision, while the comparison group received structured group peer supervision. The measurements of the research were completed by 14 counselor candidates 7 in the intervention group and 7 in the comparison group. Twelve of the participants were female and 2 were male and the mean age was 22.57 SD  2.79. The findings of the present study showed that there was no significant change in mistake rumination and helping skill self-efficacy in both metaphor-supported supervision and traditional supervision groups. While session management self-efficacy increased significantly in the traditional supervision group, no significant change was found in the metaphor-supported supervision group. Counseling challenges self-efficacy showed a significant increase in both groups. However, no significant difference was found in any variable in intergroup comparisons. The results of the present study have provided some suggestions for supervision in counselor education.

 Previous studies indicating that metaphors can be utilized with several methods and techniques in counselor education show that the studies investigating the effect of metaphor-supported supervision on counseling self-efficacy and mistake rumination are limited. The aim of the present study was to compare the effects of metaphor-supported supervision and traditional supervision on counselor candidates helping skill self-efficacy, session management self-efficacy, counseling challenges self-efficacy, and mistake rumination in the counseling process. In this study, a quasi-experimental design consisting of pre-test and post-test measurements with intervention and comparison groups was employed. The intervention group received 14-week metaphor-supported structured group peer supervision, while the comparison group received structured group peer supervision. The measurements of the research were completed by 14 counselor candidates 7 in the intervention group and 7 in the comparison group. Twelve of the participants were female and 2 were male and the mean age was 22.57 SD  2.79. The findings of the present study showed that there was no significant change in mistake rumination and helping skill self-efficacy in both metaphor-supported supervision and traditional supervision groups. While session management self-efficacy increased significantly in the traditional supervision group, no significant change was found in the metaphor-supported supervision group. Counseling challenges self-efficacy showed a significant increase in both groups. However, no significant difference was found in any variable in intergroup comparisons. The results of the present study have provided some suggestions for supervision in counselor education.

 Previous studies indicating that metaphors can be utilized with several methods and techniques in counselor education show that the studies investigating the effect of metaphor-supported supervision on counseling self-efficacy and mistake rumination are limited. The aim of the present study was to compare the effects of metaphor-supported supervision and traditional supervision on counselor candidates helping skill self-efficacy, session management self-efficacy, counseling challenges self-efficacy, and mistake rumination in the counseling process. In this study, a quasi-experimental design consisting of pre-test and post-test measurements with intervention and comparison groups was employed. The intervention group received 14-week metaphor-supported structured group peer supervision, while the comparison group received structured group peer supervision. The measurements of the research were completed by 14 counselor candidates 7 in the intervention group and 7 in the comparison group. Twelve of the participants were female and 2 were male and the mean age was 22.57 SD  2.79. The findings of the present study showed that there was no significant change in mistake rumination and helping skill self-efficacy in both metaphor-supported supervision and traditional supervision groups. While session management self-efficacy increased significantly in the traditional supervision group, no significant change was found in the metaphor-supported supervision group. Counseling challenges self-efficacy showed a significant increase in both groups. However, no significant difference was found in any variable in intergroup comparisons. The results of the present study have provided some suggestions for supervision in counselor education.

 Psikolojik danışman eğitiminde metaforların çeşitli yöntem ve tekniklerle kullanılabileceğini gösteren önceki araştırmalara rağmen metafor destekli süpervizyonun MDS psikolojik danışma öz-yeterliği ve hata ruminasyonu üzerindeki etkisini inceleyen çalışmaların sınırlı olduğunu göstermektedir. Bu çalışmanın amacı, MDS ile geleneksel süpervizyonun GS psikolojik danışman adaylarının PDAlar yardım becerileri öz-yeterliği, oturum yönetmeye ilişkin öz-yeterlik, psikolojik danışma sürecindeki zorluklarla başa çıkmaya yönelik öz-yeterlik ve hata ruminasyonu üzerindeki etkilerini karşılaştırmaktır. Bu araştırmada, müdahale ve karşılaştırma gruplarının yer aldığı ön-test ve son-test ölçümlerinden oluşan yarı-deneysel desen kullanılmıştır. Müdahale grubunda 14-haftalık metafor destekli yapılandırılmış grup akran süpervizyonu sağlanırken karşılaştırma grubuna yapılandırılmış grup akran süpervizyonu sağlanmıştır. Araştırmanın ölçümlerini 14 psikolojik danışman adayı PDA 7si müdahale grubu, 7si karşılaştırma grubu tamamlamıştır. Katılımcıların 12sı kadın ve 2si erkektir ve yaş ortalaması 22.57 Ss  2.79 şeklindedir. Mevcut araştırmanın bulguları, hata ruminasyonu ve yardım becerileri öz-yeterliği açısından hem MDS hem de GS gruplarında anlamlı bir değişim olmadığını göstermiştir. Oturum yönetme öz-yeterliği GS grubunda anlamlı bir şekilde artarken, MDS grubunda anlamlı bir değişim saptanmamıştır. Psikolojik danışma sürecindeki zorluklarla başa çıkma öz-yeterliği her iki grupta da anlamlı artış göstermiştir. Ancak, gruplar arası karşılaştırmalarda hiçbir değişkende anlamlı bir fark bulunmamıştır. Mevcut araştırma bulgularından yola çıkılarak psikolojik danışman eğitiminde süpervizyona ilişkin birtakım öneriler geliştirilmiştir.

Makale detayları

Effect of Metaphor-supported Supervision in Counselor Education on Counseling Self-efficacy and Mistake Rumination

Yazarlar:

Fedai Kabadayı

Yayıncı:

Recep Tayyip Erdoğan University

Ana Başlıklar:

Psikolojik Danışmanlık Eğitimi

Dergi:

Recep Tayyip Erdoğan Üniversitesi Eğitim Fakültesi Dergisi Vol.5 Issue 1, pp.15-54

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001354018

pISSN:

2822-3934

Counselor education

metaphor-supported supervision

counseling self-efficacy

mistake ruminationPsikolojik danışman eğitimi

metafor destekli süpervizyon

psikolojik danışma öz-yeterliği

hata ruminasyonu

Sayı

Makale detayları

Yazarlar: Fedai Kabadayı

Yayıncı: Recep Tayyip Erdoğan University

Ana Başlıklar: Psikolojik Danışmanlık Eğitimi

Dergi: Recep Tayyip Erdoğan Üniversitesi Eğitim Fakültesi Dergisi Vol.5 Issue 1, pp.15-54

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001354018

pISSN: 2822-3934

Sayı

Yazarlar:

Fedai Kabadayı

Yayıncı:

Recep Tayyip Erdoğan University

Ana Başlıklar:

Psikolojik Danışmanlık Eğitimi

Dergi:

Recep Tayyip Erdoğan Üniversitesi Eğitim Fakültesi Dergisi Vol.5 Issue 1, pp.15-54

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001354018

pISSN:

2822-3934