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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]

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]

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]

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.

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]

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]

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]

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]