Eğitim Programlarının Psikolojik Temelleri
Özet
Bu çalışma eğitim programlarının psikolojik temeller doğrultusunda nasıl şekillendiğini kapsamlı bir biçimde ele almaktadır. Çalışmanın ilk bölümü öğrenme kuramlarının eğitim programlarına etkisini incelemektedir. Davranışçı, bilişsel, sosyal öğrenme, yapılandırmacı, insancıl ve yerinde öğrenme gibi teoriler öğrenmenin nasıl gerçekleştiğini açıklamakta, buna uygun öğretim stratejileri önermektedir. Bilişsel gelişim modelleri (Piaget, Vygotsky, Bruner) öğrencilerin yaş ve gelişim düzeylerine göre programların nasıl uyarlanması gerektiğini ortaya koymaktadır.
İkinci bölümde motivasyonun öğrenme üzerindeki etkisi ele alınmıştır. Maslow’un ihtiyaçlar hiyerarşisi ve Deci & Ryan’ın öz-belirleme kuramı doğrultusunda, içsel ve dışsal motivasyonun öğrenmeyi nasıl etkilediği açıklanmıştır. Öğrencilerin öğrenmeye ilgisini artıran faktörlerin hem öğretmenler hem de program geliştiriciler tarafından dikkate alınması gerektiği vurgulanmaktadır.
Üçüncü bölüm duygusal ve sosyal gelişimin öğrenmedeki rolünü tartışmakta, sosyal-duygusal öğrenme programlarının, öğrencilerin öz farkındalık, ilişki yönetimi ve karar alma becerilerini geliştirdiği ifade edilmektedir. Pozitif sınıf iklimi ve empati temelli öğretmen tutumlarının önemi öne çıkarılmıştır.
Dördüncü bölümde ise ölçme ve değerlendirmenin psikolojik temelleri ele alınmış, geçerlilik, güvenilirlik, bireysel farklılıklar ve geri bildirim mekanizmaları detaylandırılmıştır. Sonraki bölümlerde teknolojinin eğitimdeki rolü ve dijital dönüşümün psikolojik yaklaşımlarla desteklenmesi gerektiği açıklanmıştır. Ayrıca bu bölümde akıllı eğitim programlarından bahsedilmiştir. Akıllı eğitim programları yapay zekâ, oyunlaştırma ve bireyselleştirilmiş öğrenme ile şekillenmekte, nöroçeşitlilik ve motivasyon unsurlarıyla zenginleştirilmektedir.
Sonuç olarak psikoloji, eğitim programlarının tasarımı, uygulanması ve değerlendirilmesinde vazgeçilmez bir rehberdir. Eğitim sadece bilgi aktaran değil, bireyin potansiyelini açığa çıkaran, duygusal zekâ, motivasyon ve sosyal becerilerle harmanlanmış bir dönüşüm süreci olarak görülmelidir.
This study comprehensively examines how educational programs are shaped in line with psychological foundations. The first section explores the impact of learning theories on educational programs. Theories such as behaviorism, cognitivism, social learning, constructivism, humanism, and situated learning explain how learning occurs and propose appropriate instructional strategies. Cognitive development models (Piaget, Vygotsky, Bruner) demonstrate how programs should be adapted according to students’ age and developmental levels.
The second section discusses the impact of motivation on learning. Based on Maslow’s hierarchy of needs and Deci & Ryan’s self-determination theory, the text explains how intrinsic and extrinsic motivation affect learning. It emphasizes that the factors increasing students’ interest in learning should be taken into account by both teachers and curriculum developers.
The third section addresses the role of emotional and social development in learning, stating that social-emotional learning programs enhance students’ self-awareness, relationship management, and decision-making skills. The importance of a positive classroom climate and empathy-based teacher attitudes is also highlighted.
The fourth section focuses on the psychological foundations of assessment and evaluation, detailing concepts such as validity, reliability, individual differences, and feedback mechanisms. The following sections explain the role of technology in education and emphasize that digital transformation must be supported by psychological approaches. This part also discusses smart education programs. These programs are shaped by artificial intelligence, gamification, and personalized learning, and are enriched with elements such as neurodiversity and motivation.
In conclusion, psychology serves as an indispensable guide in the design, implementation, and evaluation of educational programs. Education should not be seen merely as the transmission of knowledge, but rather as a transformative process that unlocks the individual's potential and is enriched with emotional intelligence, motivation, and social skills.
Referanslar
Airasian, P. W., & Russell, M. K. (2012). Classroom assessment: Concepts and applications (7th ed.). McGraw-Hill.
Akpınar, B. (2023). Gazali ve eğitim. İçinde B. Akpınar, B. Oral, & B. Özer (Eds.), Maarif düşüncemizin kuramsal temelleri I (221-238). Pegem Yayınları.
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers' perceptions of technology ıntegration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, 920317. https://doi.org/10.3389/fpsyg.2022.920317
Alparslan, Ö., & Alparslan, A. (2020). Communication skills and empathy levels: The case of health department students. Journal of Contemporary Medicine, 10(4), 546–550. https://doi.org/10.16899/jcm.635230
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Prentice Hall.
Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.
Armstrong, T. (2012). The Power of neurodiversity: Unleashing the advantages of your differently wired brain. Da Capo Lifelong Books.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122. https://doi.org/10.1007/s12528-013-9077-3
Biddulph, F., & Carr, K. (1999). Learning theories and curriculum. Teachers and Curriculum, 3. 31-35.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Bombari, D., Schmid Mast, M., Canadas, E., & Bachmann, M. (2015). Studying social interactions through immersive virtual environment technology: virtues, pitfalls, and future challenges. Frontiers in Psychology, 6, 869. https://doi.org/10.3389/fpsyg.2015.00869
Brackett, M. A., & Rivers, S. E. (2014). Transforming students’ lives with social and emotional learning. In International handbook of emotions in education (pp. 368–388). Routledge.
Bruner, J. S. (1960). The process of education. Harvard University Press.
CASEL. (2023). Core SEL competencies. Collaborative for Academic, Social, and Emotional Learning. https://casel.org/
Cristóvão, A. M., Candeias, A. A., & Verdasca, J. L. (2020). Development of socio-emotional and creative skills in primary education: Teachers' perceptions about the Gulbenkian XXI School Learning Communities Project. Frontiers in Education, 4, 160. https://doi.org/10.3389/feduc.2019.00160
Cunningham, T., Gannon, J., Kavanagh, M., Greene, J., Reddy, L., & Whitson, L. (2007). Theories of Learning and Curriculum Design: Key Positionalities and Their Ralationships. Level 3, 5(1), 6.DOI:10.21427/taah-e493
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). Researchgate
Duran, V. (2023). İhvan-I Safa’da eğitim anlayışı. İçinde B. Akpınar, B. Oral, & B. Özer (Eds.), Maarif düşüncemizin kuramsal temelleri I (139-185). Pegem Yayınları.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241.
Filgona, J., Sakiyo, J., Gwany, D., & Okoronka, A. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10, 16-37. https://doi.org/10.9734/AJESS/2020/v10i430273
Fullan, M., Quinn, J., & Drummy, M. (2020). Education reimagined: The future of learning. Microsoft Education.
Fullan, M. (2020). Leading in a culture of change. Jossey-Bass.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Golen, S. (1982). The philosophical, sociological, and psychological foundations of curriculum. ED: 215087
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hawthorne, H. (2021). Understanding the importance of motivation in education. High Speed Training. Retrieved from https://www.highspeedtraining.co.uk/hub/motivation-in-education/
Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100001. https://doi.org/10.1016/j.caeai.2020.100001
Kilic, D., & Saglam, N. (2023). The use of self-assessment in improving pre-service teachers’ professional development. Science Insights Education Frontiers, 19(2), 3057-3071. DOI: 10.15354/sief.23.or436
Koivula, M., & Huttunen, K. (2018). Children’s social-emotional development and its support: Guest editorial. Journal of Early Childhood Education Research, 7(2), 177–183.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
Mugisha, W. R., & Mugimu, C. B. (2015). Application of learning theories in curriculum development and implementation of the MLT diploma programme in Uganda. British Journal of Education, Society & Behavioural Science, 5(3), 256-275.
Machouche, S., Razak, M. A. A., & Özer, B. (2023). İbni Haldun. İçinde B. Akpınar, B. Oral, & B. Özer (Eds.), Maarif düşüncemizin kuramsal temelleri I (415-443). Pegem Yayınları.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47. https://doi.org/10.1177/016146811311500307
Ormrod, J. E. (2014). Educational psychology: Developing learners (8th ed.). Pearson.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. Pearson.
Özer, M. (2024). Potential benefits and risks of artificial ıntelligence in education. Bartın University Journal of Faculty of Education, 13(2), 232-244. https://doi.org/10.14686/buefad.1416087
Pavlov, I. P. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Oxford University Press.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.
Pittas, E., & Adeyemi, A. (2019). Technology integration in education: Effectiveness, pedagogical use, and competence—A cross-sectional study on teachers’ and students’ perceptions in Muscat, Oman. LUMAT: International Journal on Math, Science and Technology Education, 7(1). https://doi.org/10.31129/LUMAT.7.1.396
Popham, W. J. (2011). Classroom assessment: What teachers need to know (6th ed.). Pearson.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311.
Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4-33 www.emeraldinsight.com/2397-7604.htm.
Shahid, S. M., and Shaheen Ashraf Tahir Khali. "THEORIETICAL FRAMEWORK OF INSTRUCTIONAL STRATEGIES." Print Line: 31.
Shahid, S. M., & Khali, (t.y). S. A. T. foundations of curriculum. Print Line, 117.
Skinner, B. F. (1953). Science and human behavior. Macmillan.
Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86–97.
Tok, Ş. (2008). The effects of reflective thinking activities in science course on academic achievements and attitudes toward science. İlköğretim Online, 7(3), 557–568. Retrieved from http://ilkogretim-online.org.tr
Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
Vashishth, T., Kumar, B., Chaudhary, S., Sharma, K., Panwar, R., & Sharma, V. (2024). AI-driven learning analytics for personalized feedback and assessment in higher education. In Advances in AI and Learning Technologies (Chapter 9). https://doi.org/10.4018/979-8-3693-0639-0.ch009
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yair, G. (2008). Key educational experiences and self-discovery in higher education. Teaching and Teacher Education, 24(1), 92–103. https://doi.org/ (if available).
Woolfolk, A. (2016). Educational psychology (13th ed.). Pearson.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2-3), 191–210. https://doi.org/10.1080/10474410701413145
Referanslar
Airasian, P. W., & Russell, M. K. (2012). Classroom assessment: Concepts and applications (7th ed.). McGraw-Hill.
Akpınar, B. (2023). Gazali ve eğitim. İçinde B. Akpınar, B. Oral, & B. Özer (Eds.), Maarif düşüncemizin kuramsal temelleri I (221-238). Pegem Yayınları.
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers' perceptions of technology ıntegration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, 920317. https://doi.org/10.3389/fpsyg.2022.920317
Alparslan, Ö., & Alparslan, A. (2020). Communication skills and empathy levels: The case of health department students. Journal of Contemporary Medicine, 10(4), 546–550. https://doi.org/10.16899/jcm.635230
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Prentice Hall.
Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.
Armstrong, T. (2012). The Power of neurodiversity: Unleashing the advantages of your differently wired brain. Da Capo Lifelong Books.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122. https://doi.org/10.1007/s12528-013-9077-3
Biddulph, F., & Carr, K. (1999). Learning theories and curriculum. Teachers and Curriculum, 3. 31-35.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Bombari, D., Schmid Mast, M., Canadas, E., & Bachmann, M. (2015). Studying social interactions through immersive virtual environment technology: virtues, pitfalls, and future challenges. Frontiers in Psychology, 6, 869. https://doi.org/10.3389/fpsyg.2015.00869
Brackett, M. A., & Rivers, S. E. (2014). Transforming students’ lives with social and emotional learning. In International handbook of emotions in education (pp. 368–388). Routledge.
Bruner, J. S. (1960). The process of education. Harvard University Press.
CASEL. (2023). Core SEL competencies. Collaborative for Academic, Social, and Emotional Learning. https://casel.org/
Cristóvão, A. M., Candeias, A. A., & Verdasca, J. L. (2020). Development of socio-emotional and creative skills in primary education: Teachers' perceptions about the Gulbenkian XXI School Learning Communities Project. Frontiers in Education, 4, 160. https://doi.org/10.3389/feduc.2019.00160
Cunningham, T., Gannon, J., Kavanagh, M., Greene, J., Reddy, L., & Whitson, L. (2007). Theories of Learning and Curriculum Design: Key Positionalities and Their Ralationships. Level 3, 5(1), 6.DOI:10.21427/taah-e493
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). Researchgate
Duran, V. (2023). İhvan-I Safa’da eğitim anlayışı. İçinde B. Akpınar, B. Oral, & B. Özer (Eds.), Maarif düşüncemizin kuramsal temelleri I (139-185). Pegem Yayınları.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241.
Filgona, J., Sakiyo, J., Gwany, D., & Okoronka, A. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10, 16-37. https://doi.org/10.9734/AJESS/2020/v10i430273
Fullan, M., Quinn, J., & Drummy, M. (2020). Education reimagined: The future of learning. Microsoft Education.
Fullan, M. (2020). Leading in a culture of change. Jossey-Bass.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Golen, S. (1982). The philosophical, sociological, and psychological foundations of curriculum. ED: 215087
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hawthorne, H. (2021). Understanding the importance of motivation in education. High Speed Training. Retrieved from https://www.highspeedtraining.co.uk/hub/motivation-in-education/
Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100001. https://doi.org/10.1016/j.caeai.2020.100001
Kilic, D., & Saglam, N. (2023). The use of self-assessment in improving pre-service teachers’ professional development. Science Insights Education Frontiers, 19(2), 3057-3071. DOI: 10.15354/sief.23.or436
Koivula, M., & Huttunen, K. (2018). Children’s social-emotional development and its support: Guest editorial. Journal of Early Childhood Education Research, 7(2), 177–183.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
Mugisha, W. R., & Mugimu, C. B. (2015). Application of learning theories in curriculum development and implementation of the MLT diploma programme in Uganda. British Journal of Education, Society & Behavioural Science, 5(3), 256-275.
Machouche, S., Razak, M. A. A., & Özer, B. (2023). İbni Haldun. İçinde B. Akpınar, B. Oral, & B. Özer (Eds.), Maarif düşüncemizin kuramsal temelleri I (415-443). Pegem Yayınları.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47. https://doi.org/10.1177/016146811311500307
Ormrod, J. E. (2014). Educational psychology: Developing learners (8th ed.). Pearson.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. Pearson.
Özer, M. (2024). Potential benefits and risks of artificial ıntelligence in education. Bartın University Journal of Faculty of Education, 13(2), 232-244. https://doi.org/10.14686/buefad.1416087
Pavlov, I. P. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Oxford University Press.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.
Pittas, E., & Adeyemi, A. (2019). Technology integration in education: Effectiveness, pedagogical use, and competence—A cross-sectional study on teachers’ and students’ perceptions in Muscat, Oman. LUMAT: International Journal on Math, Science and Technology Education, 7(1). https://doi.org/10.31129/LUMAT.7.1.396
Popham, W. J. (2011). Classroom assessment: What teachers need to know (6th ed.). Pearson.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311.
Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4-33 www.emeraldinsight.com/2397-7604.htm.
Shahid, S. M., and Shaheen Ashraf Tahir Khali. "THEORIETICAL FRAMEWORK OF INSTRUCTIONAL STRATEGIES." Print Line: 31.
Shahid, S. M., & Khali, (t.y). S. A. T. foundations of curriculum. Print Line, 117.
Skinner, B. F. (1953). Science and human behavior. Macmillan.
Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86–97.
Tok, Ş. (2008). The effects of reflective thinking activities in science course on academic achievements and attitudes toward science. İlköğretim Online, 7(3), 557–568. Retrieved from http://ilkogretim-online.org.tr
Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
Vashishth, T., Kumar, B., Chaudhary, S., Sharma, K., Panwar, R., & Sharma, V. (2024). AI-driven learning analytics for personalized feedback and assessment in higher education. In Advances in AI and Learning Technologies (Chapter 9). https://doi.org/10.4018/979-8-3693-0639-0.ch009
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yair, G. (2008). Key educational experiences and self-discovery in higher education. Teaching and Teacher Education, 24(1), 92–103. https://doi.org/ (if available).
Woolfolk, A. (2016). Educational psychology (13th ed.). Pearson.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2-3), 191–210. https://doi.org/10.1080/10474410701413145
