Process-based needs assessment in guidance and psychological counseling services

This study aims to examine the current state of guidance and psychological counseling services' needs assessment processes in schools and provide recommendations for making these processes more efficient. Conducted as a case study using a qualitative research method, the study group consists of psychological counselors/guidance teachers, teachers, students, and parents from a province in the Western Black Sea region. The sample was selected using the maximum variation sampling method, including eight psychological counselors, seven teachers, six parents, and five students. Content analysis was used to analyze the data obtained in the study. The findings reveal differences among schools in the needs assessment activities of current school psychological counseling and guidance services. While the mandatory Needs Assessment Survey for Guidance (RIBA) is implemented in all schools, there is no standard for conducting other non-mandatory activities. An analysis of the findings indicates that the survey is insufficient in identifying needs. Regarding the timing of the current implementation, the findings highlight issues related to conducting activities only at the end of the academic year. Problems related to the timing of RIBA include changes in needs during the period following the survey, the fact that participants in the needs assessment survey graduate and leave the school, and the differing needs of new students compared to those who have graduated. When examining the roles and responsibilities in the current process, it was found that the psychological counselor/guidance teacher is primarily responsible for preparation, data collection, analysis, and collaboration with other institutions. Administrative staff and homeroom teachers play a supportive role in this process. It was observed that placing the responsibility on a single individual increases the workload and reduces the efficiency of the activities. An analysis of the findings regarding the ability of guidance and psychological counseling services' needs assessment activities to address the needs of different groups shows that there are no specific applications for these groups and that RIBA is inadequate in identifying differences. When the current shortcomings and recommendations for improving the process are evaluated together, it becomes evident that the needs assessment processes of school psychological counseling and guidance services should be planned, systematic, and holistic. Specific applications should be implemented to reveal the needs of different groups, and the data collection tools used should be updated.