Türkiye’de Psikolojik Danışma ve Rehberlik Öğrencilerine Yönelik Lisansüstü Tezlerin Nitel Sentezi

Abstract

This study aims to synthesize graduate theses conducted in Türkiye between 2005 and 2025 that sampled students in Psychological Counseling and Guidance (PCG) programs, in order to identify developmental trends and structural limitations in counselor education. Using a qualitative synthesis approach, 17 master’s theses accessed through the Council of Higher Education (YÖK) National Thesis Center were analyzed. The theses were examined across key thematic domains, including empathy, communication skills, self-efficacy, authenticity, cultural sensitivity, psychological well-being, career-related anxiety, supervision processes, and therapeutic alliance. The findings indicate that PCG students demonstrate meaningful development in empathy, communication skills, and professional self-efficacy throughout their education, with empathic tendencies increasing as class level advances. However, empathy and communication skills are predominantly addressed at a theoretical level and are insufficiently supported by experiential learning methods such as role-playing, supervised practice, and structured self-reflection. Supervision emerges as a critical factor in strengthening professional self-efficacy and therapeutic alliance, yet supervision opportunities in Türkiye remain limited and insufficiently standardized. In addition, career anxiety, employment uncertainty, economic pressures, and restricted access to psychological support services negatively affect students’ psychological well-being. Overall, graduate theses in Psychological Counseling and Guidance in Türkiye contribute substantially to understanding counselor development; however, the findings highlight the need for more experiential, supervision-centered, and career-supportive training models.