TPC-Journal-V5-Issue1

The Professional Counselor /Volume 5, Issue 1 141 Credibility and Trustworthiness Activities performed to ensure validity included data and method triangulations by collecting in-depth data in face-to-face interviews with school counseling supervisors, and examining and analyzing documents produced by counseling interns, teachers and students who attended group guidance activities (Denzin, 1994). Next, the researcher presented direct quotations from counselors and examined research results in terms of meaningfulness and consistency, comparing his findings to those from different data sources in the literature (Miles & Huberman, 1994; Yıldırım & Şimşek, 2008). The researcher kept a detailed explanation of the data collection and analysis procedure and raw data for reexamination by others. In order to enhance trustworthiness, the researcher attempted to acknowledge personal assumptions and prejudgments and prevent those biases from interfering with the data analysis and interpretation process (Miles & Huberman, 1994; Yıldırım & Şimşek, 2008). Since a single researcher conducted the study, he tested for consistency (Robson, 1993) by comparing the codes derived from the initial coding process with those obtained from a second process. The researcher computed the proportion of agreement by dividing the number of agreements by the sum of the number of agreements and number of disagreements, resulting in a consistency value of 0.84. Results Results are presented in three categories as follows: (1) results derived from the analysis of interviews with school counselors, (2) counseling students’ views on the roles of school counseling internship programs and supervisors impact on their professional development, and (3) school students and their teachers’ views on the contributions of group guidance activities to participating students. Throughout the Results section, direct quotations from school counseling supervisors are labeled with a C , quotes from teachers are labeled with a T and quotes from counseling student interns are labeled with an S . Results from Interviews with School Counseling Supervisors School counseling supervisors’ perspectives on counseling students’ practices and effectiveness. According to the results of the interviews, the counseling students carried out group and classroom guidance activities during their school counseling internships. Counseling individuals, leading seminars with students and their parents, applying individual assessment techniques and measurement tools, and consulting with teachers and parents were among other activities. Examples of the supervisors’ views on school counseling internship programs are presented below: They did nine group guidance activities with their own group and three classroom guidance activities . . . [they also provided] consultation and applied an individual assessment technique. I encouraged them to interview students and their families. I have talked with them and asked what they think about the [client’s] problem, which questions they can ask, and what they can do about the problem. (C8) They did group guidance activities, . . . applied individual assessment techniques, evaluated the results, and consulted with teachers about the interpretation of the results. They did classroom guidance activities, for example conflict resolution, anger management, study skills, and career guidance, that must be carried out by school counselors. They also did individual interviews with students. (C9) All of the supervisors surveyed acknowledged the positive work outcomes of the counseling interns. The school counselors emphasized the positive effects of the school counseling internship program by using terms like “significant contribution” and “very helpful.” They also shared their impressions that the interns’ work