Counseling in TurkeyFidan Korkut Owen & Oya Yerin Güneri (2012)

Emerging in the 1950s, counseling in Turkey could be regarded as a relatively new field (Doğan, 2000), especially when compared to the other branches of the social sciences, such as psychology that dates back to 1915, the Ottoman period (Kağıtçıbaşı, 1994).

However, considering that the establishment year of the secular modern Turkish Republic was 1923, counseling really has existed in the last 60 years of the 88 year old republic. It is from this historical perspective that the authors will reflect on the major developments and issues within Turkish counseling and then reflect on its future.

Beginning in 1950’s, there has been a strong American impact on counseling in Turkey. American influence started with the visits of American educators and the return of Turkish scholars from the United States who were sent to receive graduate education in counseling (Aydın & Hatipoğlu Sümer, 2001).

In the initial years the term guidance was used. Guidance was intended as a service provided by teachers.

In those years scientific institutions such as the Test and Research Bureau and the Guidance and Research Center (GRC) for mentally retarded children were established.

1950’s

In the 1960’s the role of counseling regarding the overall well-being of students was emphasized by educational policy makers.

The increased role of guidance and counseling required trained counselors to work in the schools.

Consequently, the first Educational Psychology and Guidance graduate program opened in 1965 at Ankara University (Doğan, 2000).

1960’s

In the 1970’s guidance services started in 23 schools. Because there were insufficient numbers of counselors, graduates of other departments such as sociology, philosophy, and education -- who were not trained to be counselors -- were appointed as guidance teachers (Stockton & Yerin Güneri, 2011).

The decision negatively impacted the profession’s development and created conflict between graduates of counseling and graduates of other programs working in the schools as school counselors

1970’s

In 1980’s the Higher Education Council (HEC) established and opened undergraduate Guidance and Psychological Counseling programs in 1981.

Related developments included the establishment of the Turkish Psychological Counseling and Guidance Association (TPCGA) in 1989, and increases in the number of graduates from guidance and counseling programs. Together, these events contributed positively to the profession’s identity

1980’s

In the 1990’s major steps toward the scientific and professional development of the field included the publication of the Journal of Psychological Counseling and Guidance in 1990 and the Psychological Counseling and Guidance Bulletin by TPCGA in 1997.

The first Psychological Counseling and Guidance Congress was held in 1991. In 1996, counselors were appointed to elementary schools for the first time (Doğan, 2000).

1990’s

The period between 2000 to 2010 included significant developments. The first was an emphasis on preventive and developmental approaches to be adopted by school counselors. This priority was reinforced in 2001 regulations issued by the Ministry of National Education (MONE). These regulatory decrees were followed by the development of increasingly comprehensive school counseling programs in 2006 by the group of experts (MONE, 2006).

The second was the 2004 launch of annual student conferences devoted to counseling, and the 2006 launch of the biannual conference for applied counseling.

2000’s

The third included increased collaborations between counselor educators from the United States through individual efforts of the Turkish counselor educators and the TPCGA. These collaborations included the invitation and participation of well known American counselor educators, theorists, researchers in the National Psychological Counseling and Guidance Congress. Additionally, manuscripts from American authors were included in TPCGA journals and books.

The fourth was increase in the publications

The fifth was the increase in undergraduate and graduate programs.

Finally the last decade also witnessed crucial efforts by the counseling profession for the increased recognition of the field. The Commission of Professional Unity also made several visits to the Turkish Grand National Assembly.

In summary, during the 60 year history of the counseling profession in Turkey, visible progress has been made in advancement of the field regarding, research and publication, training, professionalism, and recognition.

Our review echoes the findings of others (e.g., Çınarbaş, Korkut-Owen & Çiftçi, 2010); strong ties between counseling and the field of education have formed the identity of the profession. Thus, the history of counseling in Turkey to a large extent reflects the history of school counseling.