Browsing by Author "Tuna, Burak"

Now showing 1 - 2 of 2

Citation Count: 2
Qualitative Analysis of University Counselors' Online Counseling Experiences During the Covid-19 Pandemic
(Springer, 2023) Tuna, Burak; Avci, Ozlem Haskan
This study aimed to reflect on counselors' experiences and the adaptation processes in university counseling centers during the COVID-19 pandemic. Accordingly, 15 counselors and psychologists working at different counseling centers were reached and interviewed. Thematic analysis showed that participants had to adapt to changes brought by the pandemic to continue their services. The adaptation of counseling centers to online practices showed differences according to administrative decisions and technical capacities. As a result of the urgent need to continue providing psychological help, participants moved to online practices, which caused professional and social life changes. Participant attitudes to online counseling were mainly positive. Since students had to move back to their family homes during the pandemic, limited confidentiality was the main problem aside from technological glitches in online sessions. Counselors encountered personal and professional challenges as a result of the ongoing counseling sessions and listed the self-care activities they used.
Citation Count: 0
A Qualitative Study of Unveiling School Dropout Complexity in Türkiye
(Springer, 2024) Ozdemir, Nurten Karacan; Kemer, Fatma Nur Aras; Arslan, Arif; Tuna, Burak
This study investigates school dropout, particularly the shift to open high schools in Turkiye during the pandemic, through a multi-stakeholder lens. Using grounded theory, data was collected via semi-structured interviews with 12 students, 15 teachers, and 20 school administrators. Results reveal a model linking themes: predictive reasons for transferring to open high school, both pandemic-related and unrelated, positive/negative consequences of the transition, pandemic's impact on formal education continuity, essential open high school skills, and strategies to reduce such preferences. Findings highlight the sway of exam-focused education on open high school interest, regardless of COVID-19, and emphasize the need for equitable education amidst Turkiye's pandemic challenges. Theoretical implications may infer the necessity of approaching school dropout as a multilayered dynamic issue within the cultural context. The implications also may convey the significance of policies and systems not only to reduce the rates of school dropout but also critically unpack underlying reasons to make improvements.