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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 [...]

Two forces important to assessment have been converging to create a significant revolution in education. The first is high-stakes testing and the accompanying reform movement, and the second is the [...]

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]

Quality, innovation, and social justice influence the effectiveness of career assessment in helping individuals make occupational, educational, training, and employment choices. While quality, innovation, and addressing social justice issues are often mentioned as desired characteristics, the degree to which these characteristics are generally present in assessment varies considerably. This article will examine quality, innovation, and social justice in career assessment and then suggest recommendations for the future. [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]

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.

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.

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.

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]

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.

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 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.

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.

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.

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]

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.

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]