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An important aspect of social justice involves ensuring that effective career guidance is readily accessible to all citizens. The career theory used to guide the delivery of career services can contribute to or detract from social justice. This article examines the translation of career theory to practice, the effectiveness of career interventions, and access to career guidance. Collaborative career counseling is presented as an intervention to improve access to career services. [ABSTRACT FROM AUTHOR]

Postmodern approaches to career counseling are becoming increasingly popular. Part of the impetus for the postmodern view has involved perceived problems in the assumptions and application of the modern approach. Two points of view have emerged: (a) the modern and postmodern approaches are incompatible, and the postmodern approach is superior to the modern approach and (b) the modern and postmodern approaches are compatible, each with specific benefits and limitations, and individual needs and cost-effectiveness should govern the decision of which approach to use. Key issues to examine in this discussion are standardized career assessment, aggregate career information, matching, and cost-effectiveness. [ABSTRACT FROM AUTHOR]

Students (N = 247) responded to Self-Directed Search (SDS) per the standard response format and were also instructed to record a question mark (?) for items about which they were uncertain (item response indecision [IRI]). The initial responses of the 114 participants with a (?) were then reversed and a second SDS summary code was obtained and compared to the first. SDS codes did not change for 82% of IRI participants, but changes occurred in the first and second letters for 6%, the second and third letters for 4%, and the third letter for 9%. There were significant relationships between the extent of IRI and dysfunctional career thoughts, and IRI was inversely related to interest structure, for example, SDS consistency, congruence, and differentiation. [ABSTRACT FROM AUTHOR]

The authors review the trends in the use of computers in the delivery and support of career guidance and counseling identified at the symposium International Perspectives on Career Development. The papers presented emphasized that 20th-century computer-based systems continue to be used, mainly delivered via the World Wide Web. These systems are enhanced through audio, video, graphics, strategies to provide needs assessment, and support by cybercounselors or expert system design. The papers also revealed a new trend: the use of elegant Web sites to store and search immense libraries of resources needed by professionals and clients and to facilitate communication and collaboration among professionals in cyberspace. Concerns, issues, and resources related to many areas, including the readiness of clients to use computer-based systems, were also raised; existing sources of guidelines are noted. [ABSTRACT FROM AUTHOR]

Comments on several factors important to assessment that are converging to create a significant revolution in education. High-stakes testing and the accompanying reform movement; Continually increased presence and capability of information and communication technology; Implications on measurement and evaluation in counseling and development.

The authors examined the extent to which the Realistic, Investigative, Artistic, Social, Enterprising, and Conventional scales and 3-point codes of the Self-Directed Search may be considered statistically and practically equivalent across 3 different modes of administration: paper-and-pencil, personal computer, and Internet. Student preferences for the respective versions were also examined. [ABSTRACT FROM AUTHOR]

Presents a study which described how clients from a career center at a southeastern university anticipated using computer-assisted career guidance (CACG) systems to help in their career decision making and problem solving. Overview of the CACG; Method; Results and discussion; Implications for career counseling.

Focuses on the use of the computer as a tool for career planning from 1996 to the end of the second millennium, and a summary of the hopes and dreams of the early developers. Changing how counselors do their work; Systematizing career planning while personalizing the process; Making the career-planning process more engaging; Fostering acceptance and adoption; Reducing costs and improving capability.

Clarifies the issues related to readiness assessment and cognitive information-processing (CIP) theory. Discussion on the validity and utility of readiness assessment measures; Potential contribution of reflective evaluation in career decision making; Impact of readiness assessment on the effectiveness of career service delivery.

Reviews the use of readiness assessment to improve career services. Presentation of a five-step process for integrating readiness into career service delivery; Cognitive information-processing approach to readiness; Illustration on the screening and selection of service delivery options.

This article describes an effort to apply a theoretical perspective developed in one country (the United States) to cope with increasing demand for career services and limited funding in another country (the United Kingdom) faced with similar increasing demands for cost-effective service delivery. The authors hope that the experience gained in the transnational application of theory to practice they present can be replicated in other countries using other theoretical perspectives. This article describes the process used in one transnational career theory adaptation project and discusses implications for transnational adaptations of career theory across countries. [ABSTRACT FROM AUTHOR]

This article reviews potential Internet applications in test selection, orientation, administration, scoring, and interpretation and explores inappropriate assessment use, relationship issues, ethics, credentialing, and training. [ABSTRACT FROM AUTHOR]

Describes an effort to apply a theoretical perspective developed in the United States to cope with increasing demand for career services and limited funding in the United Kingdom, which is faced with similar increasing demands for cost-effective service delivery. Implications for transnational adaptation of career theory among countries; Conclusion.

Abstract Problems relating to standards of quality in computer-based guidance, including the Internet, are examined. Particular stress is laid on the need for integration of these resources into a supportive context, while acknowledging that this may not always mean traditional one-to-one counselling by a guidance specialist. The value of preliminary diagnosis of needs is highlighted, together with some principles of design in the content and use of computer-based guidance and relevant websites. [ABSTRACT FROM AUTHOR]

Discusses the integration of Internet-based distance guidance with services provided in career centers. Definition of Internet-related terms; Using career centers to deliver resources and services; Need for career centers in the information age; Types of Internet Web sites; Promoting cost effectiveness; Matching user needs with Web site resources, services and links.

The article reports on models for maximizing staff resources in one-stop centers. Numerous programs have been offered to meet the varying employment needs of individuals. The diversity of programs offered resulted in problems of limited service delivery effectiveness. One-stop centers have evolved to address the problems of fragmentation, lack of collaboration, limited resources, duplication of employment and related social services. One-stop centers are evaluated in the article in terms of limitations of existing services and the one-stop response. Levels of support are discussed in context of job seekers and options for matching needs with staff support. Models for maximizing staff resources are also proposed in the article. The first model deals with determining the necessary support for job seekers to make effective use of information and assessment resources. The second model deals with specific service delivery sequences for self-help, brief staff-assisted, and individual case-managed services.

Discusses the increasing use of computers in counseling, testing and guidance and potential problems and principles for ethical use of computer applications. Trends that have impact on the use of computers in counseling, testing and guidance; Use of computer applications in counseling, testing and guidance; Use of computer-assisted testing and assessment.

Explores the factors influencing the effective use of computer-assisted careers guidance in North America. Inhibiting factors; Delivery of career counselling and guidance services; Reduction of hardware cost; Emergence of professional standards.

Describes a study conducted to identify the range of potential influences that a computer-assisted careers guidance system PROSPECT (HE) had on the functioning of organizations career services in higher education. Purpose, sample and procedures of the study; Results of the study; First goal of the study; Categories of the actual organizational changes associated with PROSPECT; Classification of the potential organizational changes associated with PROSPECT; More.

Examines a variety of factors associated with the design and use of computer-assisted careers guidance (CACG) systems in the United States and explores likely future development in this field. Purpose and functions of CACG systems; Trends in CACG system development; Problems related to CACG system development; Trends in the use of CACG systems; Problems related to the use of systems.

The evolution of the Internet into the information highway offers many future possibilities and potential problems in the delivery of counseling services. Features of the current Internet are briefly reviewed, and the results of an analysis of counseling applications on the Internet are presented and discussed. Current experience with computer networks, counseling applications, and the likely features of the future information highway provides a foundation for exploring the potential benefits and limitations of using this technology in counseling. [ABSTRACT FROM AUTHOR]

This article contains an overview of the historical development of the specialized practice, preparation standards, and credentialing of career counseling. Discussion also focuses on commonalities of career counseling, general counseling, and other specialized forms of counseling, with attention to questions and implications for the future of career counseling practice and standards. [ABSTRACT FROM AUTHOR]

The article focuses on the Computer Assisted Career Guidance (CACG) systems in terms of services provided, staffing, management, and implementation. These systems enhance both the acquisition of career information and the process of career decision-making. There are basically two types of CACG systems, DISCOVER and System of Interactive Guidance and Information (SIGI) throughout the United States. These systems were chosen for two basic reasons. First, previous research focused on information-type CACG systems. Second, guidance and information type systems differ in content and purpose. Nine research questions were used to investigate the two guidance type (CACG) systems. The respondents were institutional contact persons from American College Testing program. The survey yielded 65% response rate. Results indicated that distribution of SIGI was greater in post secondary education. The advantage of this approach includes the proximity to other supporting career information resources and the availability of counselors and other staff members who are familiar with career interventions. The CACG systems have certain advantages. First the integration of traditional and computer- assisted interventions reduces the likelihood of persons viewing the computer as a magical answer to career decision-making. Secondly, such integrations enhance the opportunity of counselors to conduct introductory and follow up activities to ensure appropriate client use of resources.

This article review various computer-based interventions relevant for counselors and student development specialists. A conceptual model is described to overview the 11 areas of computer applications: admissions, orientation, registration, housing, financial aid, student activities, academic advising, academic support services, counseling and student development, career placement, and career resources. Each category begins with a typical client service problem and then describes an existing computer-based intervention. The article concludes with speculation about future developments in this area. [ABSTRACT FROM AUTHOR]

The effectiveness of a computer application in meeting client needs depends on appropriate selection and implementation of the system. An important part of the selection process involves understanding the current potential and limits of this resource. This article reviews research and evaluation data on computer applications in counseling and human development. The implementation process is described, and limiting factors are explored. A model for implementing computer applications is also presented. [ABSTRACT FROM AUTHOR]

Presents information on a study that sought to identify which career counseling work behaviors are unique to the specialty of career counseling and which career counseling work behaviors are an element of general counseling practice. Method employed in the study; Results and discussion.

Examines the social influence of two commonly used computer-assisted career guidance (CACG) systems, DISCOVER and SIGI. College students' perception of the social influence of such systems; Comparison to students' a priori expectations; Comparison between CACG systems used with minimal counselor intervention and substantial counselor interventions.

Provides counselors with concept-based materials that clients can use to understand and structure the career problem-solving and decision-making process. Applications of this knowledge.

This article explores factors that are perceived as contributing to the underuse of computer-assisted instruction (GW in counseling. Options for enhancing the effective use of CAI as a counseling resource are examined. [ABSTRACT FROM AUTHOR]

Counselors and clients who attempt to use computer technology are faced with various new terms and jargon. Not only do new terms and concepts appear frequently, but what was "state of the art" last year is often obsolete now. Although many factors influence resistance to using computers, it strikes me that the bewildering number of unfamiliar terms has directly contributed to some counselors perceiving computer applications as so complex or mechanistic that it is best "to avoid this technology whenever possible. According to Wright (1983), "It has long been recognized that language is not merely an instrument for voicing ideas but also plays a role in shaping ideas by guiding how we perceive and experience the world" (p. 8). Even if counselors and clients are willing to use computers, misunderstanding of key terms can result in the underuse or misuse of computer applications. Because of these potential problems, counselors need help in more fully understanding computer-related terms and the implications of these terms for the counseling and behavior change process. [ABSTRACT FROM AUTHOR]

This article presents possible modifications of the AACD standards of preparation. Incorporation of computer preparation standards for counseling and human development professionals is suggested.
Our primary purpose here is to present for consideration a set of possible preparation standards encompassing computer applications in the counseling and human development professions. These standards would be compatible with the existing Standards. In addition, because any recommended standards are useful only if they are implemented, we have provided some suggestions for applying these standards. [ABSTRACT FROM AUTHOR]

Focuses on the revision of the American Association for Counseling and Development Ethical Standards. Correlation between computer-assisted assessment and ethical standards; Impact of Ethical Standards on professional associations; Evaluation of accuracy of the computer-assisted test administration and scoring. [ABSTRACT FROM AUTHOR]