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Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adaylık eğitimi kısaca öğretmenlerin resmi olarak bir okula atanmalarıyla başlayan mesleki gelişim sürecidir. Bu süreçte öğretmenler sınıflarını, diğer öğretmenleri, okullarını, okul içinde yer alan süreçleri tanırken örgütsel ve mesleki bağlılık geliştirler. Bu nedenle öğretmenlerin mesleğini benimsemelerinde ve etkili bir öğretmenlik yaşamı oluşturmalarında adaylık dönemi önemli bir aşamayı oluşturur. Bu çalışmanın temel amacı aday öğretmenlerin mesleğe uyum sürecinde yaşadıkları deneyimleri yine öğretmenlerin bakış açılarıyla ortaya koymaktır. Çalışmada nitel araştırma yöntemi kullanılmış ve verilerin çözümlenmesinde içerik analizi kullanılmıştır. Veriler Çanakkale’de 2016 yılında lise ve ortaokulda göreve başlayan dört aday branş öğretmenine Aday Öğretmelerin Mesleğe Uyum Süreci adlı yarı yapılandırılmış görüşme formu uygulanarak elde edilmiştir. Araştırmada aday öğretmenlerin görüşleri doğrultusunda aday öğretmenlikte mesleğe uyum sürecinde bürokratik işlemlerde yaşanan zaman kaybı haricinde rehber/danışman öğretmen uygulaması katkısıyla etkin ve nitelikli bir program uygulandığı sonucuna ulaşılmıştır.

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: Epilepsy is a neurological disorder that can affect students' success and peer relations. Students with epilepsy sometimes have epileptic seizures at school. The aim of this study was to investigate the knowledge and behavior of guidance counselors regarding epilepsy. Methods: A descriptive survey model to assess a total of 73 guidance counselors working in schools in Istanbul. A total of 11 questions were prepared by the researcher based on the literature. In the analysis of the data, descriptive statistics, such as frequency, percentage, and arithmetic mean were used. Results: It was determined that the majority of guidance counselors had not received training about epilepsy and, that their primary sources of information about the disorder were newspapers and magaziness. They knew the students with epilepsy at school and had been advised of the condition by the family. While counselors have a responsibility to support epileptic students, they often do not feel qualified and do not accept the role at the time of a seizure. Serious errors in the appropriate behavior during a seizure were also noted. The qualifications of the guidance counselors were insufficient for neuropsychiatric intervention. Conclusion: Counselors have an important role in the care of epileptic students in the school environment. Training programs should be implemented to increase knowledge of epilepsy. Information about epilepsy should also be added to the university curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, it is aimed to find out whether guidance services are required in preschool education in line with the views of school counselors. It was a case study of qualitative research design. Typical case sampling among purposive sampling methods was used. The study group included 45(Male = 16, Female = 29) school counselors working in primary and secondary schools within Sivas Provincial Directorate of National Education. Data were collected through an interview form including semi structured questions that were prepared in line with the aim of the study by the researchers. The data were analyzed using descriptive analysis technique. Main themes were generated and then the views were aligned under the themes. The emerging categories are: Informing students about guidance, place and importance of guidance in preschool education, current knowledge of teachers about guidance and their training needs and guidance for parents in preschool education. The findings revealed that although guidance service have been found necessary in the preschool education, teachers should be informed more about guidance services. [ABSTRACT FROM AUTHOR]

Burnout; a loss of energy, idealism, perspective and purpose, and a state of physical, emotional and mental exhaustion that causes feelings of constant stress, hopelessness, and helplessness. The concept of burnout is more common in people-centred professions that serve people face-to-face. One of these occupations is school counsellor / psychological counselling. School counsellors are the people most in contact with the administrators, teachers, students and families in the educational institutions. In this study, which is based on the assumption that guide teachers in intensive human relationships are more likely to experience burnout than other individuals, burnout levels and affecting factors of school counsellors working in public schools will be examined according to different variables. The sample of the research consists of 75 school counsellors working in different school levels in the province of Istanbul. The data of the study were obtained from the application of the Maslach Burnout Inventory and the responses from two open-ended questions. SPSS statistical package program was used for the quantitative analysis of the data and content analysis technique was used for the open-ended survey questions. It was found that the school counsellors had low scores in the emotional exhaustion and depersonalization subscales and high scores in the personal accomplishment subscale. In addition, it is observed that the burnout level of the school counsellors affected the physical condition of the school, personal perception of the school counsellors and professional problems. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Similar principles totalling 58 items resembling the laws that are listed about various issues and known as Murphy Laws are offered to the attention of our young Colleagues. These principles are the personal thoughts of the author and are hoped to be anonymous and adopted by guide theachers all our the world. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Aim of this study is to investigate the effectiveness of psychodrama therapy in reducing school counselors' occupational burnout. In addition, the increase in satisfaction with life and the reduction of depressed mood and level of the hopelessness are expected when the occupational burn out is decreased. Methods: Psychodrama therapy was conducted with school counselors, 16 sessions, and four hours in a week. Study was finalized with 14 school counselors who have either psychology or psychological counseling. School counselors are administered to fill the Maslach Burnout Inventory (MBI), The Satisfaction with Life Scale (SLS), Beck Depression Inventory (BDI) and Hopelessness Scale (HS) before and after the study. Additionally a 'Result Evaluation Form' containing open ended questions was used. After the study changes in the counseling teachers were evaluated by the comparison of the score of the scales and with the results of the evaluation forms. Results: A statistical significant difference was found between the pretest and posttest scores after the therapy in MBI and SLS. There was no significant difference in, BDI scores and also in HS scores. The SLS's pretest-post test scores were not significant however; there was a remarkable reduction in the scores. Conclusions: Current findings are discussed with reference to the literature. It was found that psychodrama is an useful technique in reducing occupational burnout. Similar studies in which will include the comparison of counseling group and control group with a larger sample will be beneficial. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences & Humanities Researches is the property of Mugla Sitki Kocman University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: In the present study, the aim was to evaluate the beliefs and attitudes of school counselors about mental illnesses, and reasons why counselors referred students to psychiatrists. Method: The study was carried out with 118 school counselors. Data were collected with sociodemographic information form and Beliefs toward Mental Illness Scale (BMIS). Results: According to study results, 15.3% of school counselors stated that they referred to a psychiatrist for their own psychological problems atsome time, and 32% of subjects referred their own children to a child and adolescent psychiatrist. The proportion of teachers who referred their students to a child and adolescent psychiatrist was 89.8%. Scores of school counselors were80.41±9.32 in overall BMIS, 28.82±5.35 in dangerousness, 43.83±4.93 in poor social and interpersonal skills, and 7.76±1.81 points in incurability subscales. No statistically significant relationship was determined between mean scores of participants and gender, age, marital status, institution where they work, working duration, and graduate program they attended. The four most frequent student referral causes were conduct disorder (31.10%), attention deficit (16.10%), depressive mood (14.72%) and hyperactivity (12.20%). Conclusion: It is noticed that school counselors have negative beliefs about mental disorders, feel shame because of them, and they regard these patients dangerous. On the other hand, participants believe that these disorders lead to despair in individuals and impair interpersonal communication. According to the literature search, this study is the first investigating beliefs and attitudes of school counselors about mental illnesses, and reasons why they refer students to psychiatrists. [ABSTRACT FROM AUTHOR]

Even though school counselors' leadership has been a buzzword for the last decade, it has not been fully explored and defined. In addition to that, since, traditionally, leadership has been perceived as the role of person sole or superhero, it could be confusing to understand how leadership would be possible for school counselors as they don't hold formal leadership position in the schools' organizational structure. Besides, traditional frameworks that tend to privilege individual actions of a formal leader are not sufficient to understand leadership practice of school counsellors'. Those identifications are the motivational factors of writing this article. If leadership is one of the fundamental roles of the school counsellors, then there should be an appropriate theoretical framework which helps to analyse their leadership practice in a systematic manner. The main goal of this article is to provide such a leadership framework. This paper offers the idea that distributed leadership is a useful tool to understand school counselors' leadership effort holistically because this framework calls the unit of analysis not with individual leaders, but their interactions. Trying to understand counselors' leadership from a distributed perspective might serve to better define "leadership in school counseling" and help to produce solutions to barriers that hinder their leadership efforts. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Online Journal of Educational Sciences is the property of International Online Journal of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)