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Integrating Internet-Based Distance Guidance With Services Provided in Career Centers
Abstract
The Internet has evolved so rapidly that there is little information on integrating Internet-based distance guidance opportunities with resources and services provided by existing career centers. In this article, the author describes career centers and then explores the need for career centers in the information age, the types of Internet web sites, the functions of an integrated web site in promoting cost- effectiveness, options for integrating user needs, the role of instructional design in web site development, cost-effectiveness and staff collaboration, web master responsibilities, Internet web site implementation, staff training and ethical issues. This article is based on a paper presented at a seminar titled, "Guidance in Open Learning Environments in the Finnish Polytechnics" at Espoo-Vantaa Polytechnic, Vantaa, Finland, 1998.
... To rationalise such a model, Sampson et al. (1999a; 1999b) contend that a screening process is required. They distinguish three levels of service delivery. ...
... These decision rules may be influenced by their preferred learning style. For example, Sampson (1999a) suggests – using Holland's (1973) personality typology – that an " investigative " individual who typically uses independent problem-solving might prefer (and learn more effectively) using the Internet to obtain career resources and services; whereas a " social " individual who typically uses interaction with others in problem-solving might prefer (and learn more effectively) by interacting with counsellors and fellow clients in a career centre. ...
... The third model is the progressive one, in which the use of the system is preceded and/or followed by other guidance interventions – interviews, group sessions, experience-based approaches like work experience and work shadowing – in a developmental sequence (Watts, 1996a). One of the functions of the screening process proposed by Sampson et al. (1999a; 1999b) is to prescribe such a sequence, based on the client's needs. ...
A paper prepared for an OECD review of policies for information, guidance and counselling services Commissioned jointly by the European Commission and the OECD
... The advantages and disadvantages of delivering career services via the Internet have been well documented (Oliver & Whiston, 2000;Oliver & Zack, 1999;Reile & Harris-Bowlsbey, 2000;Sampson, 1999;Sampson, Kolodinsky & Greeno, 1997). One clear advantage is that it can free up the client and practitioner in terms of location and time. ...
... For those who are using Web sites to help with their career decision-making, operating in a remote, self-help mode may mean the results from the assessments and the related career information can become a liability and hinder them in making a well-informed career decision (Sampson, 1999). Each individual will approach the career decision-making process in a different state of readiness, and will therefore need different kinds of personal help from a career practitioner depending on their level of readiness (Sampson & Lumsden, 2000). ...
Pathfinder is a free online career guidance tool which allows registered users to answer questions about themselves, generate career ideas, and gain support through the decisionmaking process. Pathfinder was launched in New Zealand in July 2004 as a recent development to the career information site KiwiCareers (http://www.kiwicareers.govt. nz). A pilot programme was completed with six senior high school students using an online mentoring activity within Pathfinder.
The online mentoring activity allows a career practitioner to remotely view the progress of a client as they work through Pathfinder and provide them with suggestions about activities to complete and comments and advice on career suggestions provided by Pathfinder. Results indicate the asynchronous communication method allows the students and career practitioner the ability to reflect on and discuss in depth the suggested career ideas. However, nearly all of the students said they would prefer a blended approach (a mix of online and face-to-face) in helping them make career decisions. Further investigation and research is needed into how factors such as the client's literacy level, IT ability, preferred learning style, and cognitive ability affect the online career planning process.
... These decision rules may be influenced by their preferred learning style. For example, Sampson (1999a) suggests -using Holland's (1973) personality typology -that an "investigative" individual who typically uses independent problem-solving might prefer (and learn more effectively) using the Internet to obtain career resources and services; whereas a "social" individual who typically uses interaction with others in problem-solving might prefer (and learn more effectively) by interacting with counsellors and fellow clients in a career centre. ...
... These models can also be applied to websites, but here levels of integration are potentially much stronger. Sampson (1999a) distinguishes between independent websites which are free-standing and may be developed by a wide variety of commercial, governmental and other agencies, and integrated websites which are developed by career centres themselves. The integrated websites are of particular strategic significance for career centres because they sit at the interface between, on the one hand, their local faceto-face services and other resources within their centres, and on the other, the independent web-based services -often national or international in nature -which provide a rich range of additional resources but can also be seen as competition. ...
The evolution of ICT, and the ways in which it is currently used in the delivery of career information and guidance services,
are examined. Such systems have the potential both to expand and to restrict access to career information and guidance. Ways
in which ICT can complement and/or be integrated with other ways of providing career services are explored. Finally, a number
of key policy issues relating to the role of ICT in national and regional career information and guidance systems are identified,
including issues relating to funding and quality assurance.
... According to researchers there is a perception that online delivery of career information and guidance does not always require face-to-face interaction with professionals (e.g. Bimrose et al., 2014;Sampson, 1999;Sampson et al., 2019). Bimrose and colleagues (2014) warn against marginalising the role of career guidance counsellors in favour of career websites because, like Sampson and colleagues (2018), they identify a risk that lack of professional expertise could lead to the spread of disinformation, reducing the quality of shared information. ...
... The guidance approach is one that studies the provision of assistance to individuals in avoiding or overcoming difficulties in their lives in order to achieve their well-being (Sampson, 1999). The guidance approach in question is a point of view that sees the phenomenon of the guidance movement as a form of coaching, in providing counseling guidance to the community. ...
This research focus include: 1) the educational role of Majelis Ta'lim Al-Mubaroq in an effort to increase community worship in Cijati village, Majalengka regency, 2) Implementation of community worship activities in Majelis Ta'lim Al-Mubaroq, Cijati village, Majalengka regency. The purpose of this study was to determine the process of the role of Majelis Ta'lim Al-Mubaroq in an effort to increase public worship in Cijati village and to determine the implementation of community worship activities as well as supporting and inhibiting factors of Majelis Ta'lim Al-Mubaroq in an effort to increase public worship in Cijati village, Majalengka regency. This study is a type of descriptive qualitative research using Islamic counseling guidance approach and sociological approach. Data collection using observation, interview and documentation methods, with data analysis techniques, namely data reduction, data presentation and conclusion. The results of this study indicate that the efforts made by majelis Ta'lim Al-Mubaroq in an effort to improve public worship in Cijati Village is to hold activities: routine recitation, tadarrusan, congregational prayers, carrying out activities such as community service, giving religious lectures and instilling religious understanding to the community against the values of Islamic teachings, all of which are very influential, while the, speaker/muballig and strong motivation from the manager and coach of Majelis Ta'lim. As for the inhibiting factors of the activities of the Majelis Ta'lim Al-Mubaroq, namely the lack of funds and lack of awareness of some members of the Majelis Ta'lim actively attending each activity. Implications of the study, expected to Majelis Ta'lim Al-Mubaroq in order to continue to increase its role in fostering and improving public worship and remain active and consistent in carrying out each activity. In addition, it is also expected to all competent parties such as coaches and teachers/muballig, in order to help foster members of the Majelis Ta'lim Al-Mubaroq.
... On the other hand, the development of a CAT test from the calibration of this IB will allow its incorporation into a CAGC system. Several authors (Pérez et al., 2005;Sampson, 1999) support the use of these systems as they are highly effective in performing routine guidance tasks, such as development, administration, and evaluation of career profiles; supply of educational, occupational, and job information; and matching of personal characteristics with educational/occupational options. With these new technologies, counselors will be able to carry out more complex interventions (e.g., integrating computerized resources with other guidance resources or helping their clients face difficulties in career decision-making. ...
The transformation of the current world of work, determined by technological advances, affects and challenges the career decision-making process. To face these changes, the career self-management model, derived from social cognitive career theory, offers an optimal framework that allows studying the career adaptive behaviors that favor the preparation for career decision-making. In order to obtain a measure for the core construct, career decision-making self-efficacy, we elaborated an item bank from the selection of reagents from two scales widely used in the field for its estimation. Item analysis was performed from the item response theory. The results evidenced the unidimensionality of the item pool, with difficulty indexes and ability levels covering most of the measured continuum. As regard reliability indexes (persons and items), we observed that the allocation of persons and items might be reproduced in a predictable way. Global fit of items was suitable in most of them. We also performed two analyses of the evidence of the validity of the scores obtained through the Career Decision Making Self-Efficacy-Item Bank. We carried out a simulation study to determine the real level of ability of the subjects, providing information on the quality of the item bank developed to accurately assess career decision self-efficacy. Thus, we conducted a concurrent validity evidence study to establish test-criterion relationships between career decision self-efficacy and the more significant outcome variables of the career decision-making process: career decision, career indecision, and decisional anxiety. In summary, we developed, calibrated, and validated the first item bank to estimate the central construct of the career decision-making process, which is the first step to develop a Computerized Adaptive Test. Based on this technology, personalized evaluations of specific skills or traits such as career decision self-efficacy can be obtained and incorporated into computer-assisted career guidance systems.
... Despite the potential benefits afforded by online technologies for the delivery of careers services, the evidence is mixed. Following the advent of the Internet, several studies concentrated on the relationship between online career support and face-to-face and professional interventions, questioning whether this should be framed in adversarial or integrative terms (Watts, 1996;Sampson, 1999;Hooley et al., 2010aHooley et al., , 2010bRichards and Vigan o, 2013). According Active labour market policies and digitalisation to research that focused on online supports, technologies can be seen either as providing an alternative to face-to-face services or as a means to enhance the quality of services while avoiding the risk of diminishing the role of caseworkers (Watts, 2002). ...
Purpose
The purpose of this article is to develop a conceptual framework that sets out the linkages that exist between digitalisation and active labour market policies (ALMPs).
Design/methodology/approach
Based on a narrative literature review, this article seeks to connect two research streams, namely that relating to ALMPs and that relating to digitalisation in the public sector. This exercise requires an understanding of both how the context of digitalisation in the public sector has evolved in relation to technological change and the identification of specific ALMPs that are more sensitive to digitalisation.
Findings
Starting from the identification of ideal-types of ALMPs, “employment assistance” can be considered the type of policies most sensitive to digitalisation, looking at main forms of interventions as career guidance, profiling and job-matching tools. The first tool is closer to a technological domain of “remotisation”, while the second is closer to that of “automatisation”.
Practical implications
Achieving an understanding of the different degrees of sensitivity to digitalisation for various types of ALMPs is relevant for policy-making purposes to identify potential priority areas of strategic investment to enhance this sector.
Originality/value
The authors present an understanding of the current state of the digitalisation of public employment services. The literature review itself allowed the authors to conclude that, despite the interests in the public and academic debate, the existing research relating to the digitalisation of public employment services remains scant. At the same time, the article points towards fertile areas for further analysis.
... Individuals' abilities to successfully direct and manage their professional paths represent very important competencies that are becoming more and more valuable in the modern world. We all frequently encounter advice regarding the best ways of behaving at job interviews and witness an increase in the number of vocational guidance centers as well as Internet--based distance career counseling programs available for adolescents, students and individuals of all ages (Gysbers, Heppner, & Johnson, 1998;Sampson, 1999). The nature of professional paths and careers has also changed, as individuals today have more opportunities for lifelong learning and professional transitions (Baruch, 2004;Savickas et al., 2009). ...
Previous research has acknowledged the relevance of individuals' perception of own abilities related to the vocational domain, namely career decision self-efficacy beliefs, for their professional success. In the present study, such beliefs were examined among a group of high school seniors who are facing the process of choosing what professional path to pursue after high school. In addition, students' achievement goals and attitudes towards education were also explored. Results indicate mastery approach, performance avoidance and work avoidance goals, as well as participation in extracurricular activities and attitudes towards education, as significant predictors of career decision self-efficacy. Findings indicate the relevance of academic experiences for the development of career decision self-efficacy and provide novel evidence regarding the complex relationship between individuals' educational and vocational considerations, and may be informative for designing future vocational guidance interventions targeted at adolescents transitioning into colleges or the job market, or individuals undergoing similar occupational transitions.
... 41). Sampson (1999b) advanced this concept by saying that the Internet can be used to expand the resources and services typically offered by career centers. ...
... Sans accompagnement adéquat, ils ne sont pas en mesure de considérer toute l'information nécessaire pour faire un choix éclairé. Souvent, les individus se sentent submergés par la quantité d'information disponible, ont de la diffi culté à sélectionner celle qui est pertinente à leurs besoins, et rencontrent des diffi cultés à la comprendre (Sampson, 1999). Pourtant, l'information professionnelle a été identifi ée comme étant essentielle à une prise de décision plus éclairée en situation de choix de carrière (Maola & Kane, 1976). ...
... A readiness assessment measure may be used to assist staff in making a judgement about individuals' readiness for career decision-making (Sampson, Peterson, Reardon & Lenz, 1999). The use of a comprehensive screening measure provides individuals and practitioners with an easy understood, common frame of reference for discussing readiness. ...
A key issue in guidance provision is how to make services flexible and responsive to client need. A model is presented which distinguishes between individuals with high, medium and low levels of readiness for career decision-making. It is suggested that those with high levels can be referred to self-help services; those with moderate readiness to brief staff-assisted services; and those with low readiness to individual case-managed services. The theoretical basis for the model, the use of diagnostic instruments within the model, its implications for career resource rooms and Internet websites, and its staffing implications, are discussed. Elements of the model are currently being applied in a careers service setting in Coventry. The main principles of this work are described, and the more general relevance to the model to current policy issues in the UK is examined. The Centre for Guidance Studies was created in 1998 by the University of Derby and five careers service companies (the Careers Consortium (East Midlands) Ltd.). The centre aims to bridge the gap between guidance theory and practice. It supports and connects guidance practitioners, policy-makers and researchers through research activities and learning opportunities; and by providing access to resources related to guidance and lifelong learning.
... One of the challenges when discussing online learning or counselling, is establishing an understanding of what is meant by the online space being referred to and how it is designed to help clients reach learning and career development goals. While instructional design methodology for career interventions is an important consideration for the field as it integrates online services (Sampson, 1999), this paper will not attempt to provide that guidance. To provide a foundational argument for the potential of online spaces as an environment for hosting constructivist career interventions the following assumptions are made: ...
... Several studies have investigated the efficacy of online assessment (see, for example, Barak & Cohen, 2002;Gati & Saka, 2001;Gati, Kleiman, Saka & Zakai, 2003;Levinson, Zeman & Ohler, 2002) and guidelines and future expectations (see, for example, Gore & Leuwerke, 2000;Lent, 2001; O "H a llo ra n , F a h r & K e lle r, 2 0 0 2 ; Oliver & Chartrand, 2000;Prince, Chartrand & Silver, 2000;Sampson, 1999;Sampson & Lumsden, 2000) have been published. The Journal of Career Assessment has devoted an entire issue (Volume 8, Number 1, Winter 2000) to online career counselling and assessment. ...
... Além de todas essas questões mencionadas, os estudos e revisões de Savard, Gingras, & Turcotte (2002) mostram que o cliente está experimentando dificuldade em localizar informações relevantes e em utilizálas efetivamente no processo de escolha profissional. Para resolver essa dificuldade uma solução é integrar a utilização de programas de Orientação Profissional virtuais com os serviços presenciais como os oferecidos nos Centros de Orientação Profissional, como aponta Sampson (1999). ...
Career Information, which is one of the constituents of the career guidance process, aims at supplying data from the occupational world in order to help people make their career decision. This study aims to systematize and analyze the production of knowledge about career information based on a literature review. The data was organized into three categories as based on Robinson and coll.: (1) printed resources; (2) information program and systems; and (3) internet sites. The results showed that the new Information and Communication Technologies (ICT's) together with traditional strategies constitute a way of developing Career Information in the context of career guidance, pose challenges and limits to be faced in an ever evolving field. The study highlights the role of Professional Information, with its limitations and possibilities in the Brazilian context as well as in the developed countries.
... Il nous semble possible que notre étude puisse contribuer par exemple à la restructuration de l'auto-documentation dans les C.I.O. 1997 ; Rufino & Tricot, 1995 ; Sampson, 1999 ; Sampson et al., 2001). Ils permettent d'envisager comment prendre en compte dans le processus de conception de documents les besoins d'information des utilisateurs et l'aide à la formulation de ces besoins. ...
In the field of school and career counseling, it is relevant to speculate about the types of questions students ask about occupations and training. This could even be a prerequisite to career information. Nevertheless, in our opinion, relatively little research has actually been carried out in this field. Our study took into account the form (syntactic) and the content (semantic) aspects of questions asked by young people between the ages of 11 and 25, concerning occupations and studies. The corpus studied was twofold: questions on the Internet and questions from a CIO (National Careers Counseling Centre).The content analysis highlighted different question forms. We showed that questions relative to the centers of interest represented less than 9% of all questions, and that those relating to personal characteristics only 10 to 11% of the questions. An important amount of questions (over 40%) directly concerned knowledge of the educational system.
... can easily be used for this career exploration experience (McDaniel & Snell, 1999). As argued by Robinson et al. (2000) and Sampson (1999), online assessment of interests can integrate with more complex, Internet-based career information guides to enable the obvious and necessary link between personal assessment and actual careerrelated information. A client will not then be left with test results alone but will have immediate access to possible direct implementations. ...
The study examined the quality and utility of online administration of the Self-Directed Search (SDS) to high school students in a career exploration workshop. An Internet-based SDS version was designed; it included automatic scoring and immediate feedback to test takers, providing a three-letter occupational code along with verbal explanation of the results. SDS was taken by participants in their homes or in school (n = 77), and compared to traditional administration of the SDS (n = 73), either self-scored or counselor scored. The mean internal consistency coefficient for the SDS was .90, and mean test-retest reliability (over a 6- week period) was .94. Mean correlation between the same SDS scales of participants who took both versions was .77. For this latter group, the Realistic, Social, and Enterprising scales were found to be higher in the online administration than in the paper-and-pencil administration, whereas the three other scales were not statistically different. Similar to the traditional version and consistent with previous research, the online version produced the configuration of a RIASEC-order hexagon. Participants who took the online version were more satisfied with it than those who took the paper-and-pencil version. These results highly support the further use of the online version of the SDS.
... Ten years ago, Sampson (1999) was pointing out several potential benefits resulting from the use of the Internet in delivering career guidance services. With the Internet, individuals who are not well served with existing resources -e.g. ...
... Learning at a distance has raised questions about the services offered to students. However, much of the literature that discusses support services for distance learners are primarily descriptive reports (Sampson, 1999). Student support services such as academic advising, career advising, and tutoring are offered to students who participate in traditional modes of post-secondary education, and providing such services has been recognized to contribute to the overall learning experiences of the students. ...
This literature review analyses the variety of necessary support services for distance learners and the relevance of such variables as it relates to their progress in and completion of distance-delivered programs. Nonacademic variables for purposes of this review are defined as academic support, academic advising, library support, career advising, tutoring support, and mentoring support. Little data is available on the support needs of distance learners or the support services provided. There is a need to investigate Web-based academic support systems. If nothing else, distance education providers should insure that high quality services are being delivered to help distance learners achieve academically. (Contains 35 references.) (SLD)
... For professionals, this option creates an opportunity to introduce a great variety of relevant tests into the counseling process, as well as to save costly clinic time and expense. For example, as noted by Gore and Leuwerke (2000), Davies, Turcotte, Hess, and Smithson (1997), Sampson (1999), and Stevens and Lundberg (1998), Internet-based self-assessments in career guidance can easily be integrated with career counseling services to complement other relevant Internet services, such as career information. Likewise, clinicians may take advantage of Internet-based psycho- ...
This report discusses the process of developing and deploying an Internet-based study that sought to replicate the results of a traditionally administered questionnaire. We present data on the characteristics of respondents, hit and completion rates, and the effectiveness of a dozen different methods of advertising the survey. Overall, we were very successful in soliciting a gay and lesbian sample of Internet-users and collected one of the largest samples for a Web-based survey to date. Publicity methods that addressed the target audience's specific interests were far more effective than broader advertising methods.
... For professionals, this option creates an opportunity to introduce a great variety of relevant tests into the counseling process, as well as to save costly clinic time and expense. For example, as noted by Gore and Leuwerke (2000), Davies, Turcotte, Hess, and Smithson (1997), Sampson (1999), and Stevens and Lundberg (1998), Internet-based self-assessments in career guidance can easily be integrated with career counseling services to complement other relevant Internet services, such as career information. Likewise, clinicians may take advantage of Internet-based psycho- ...
This article argues that Internet-based survey research studies are presently limited in their utility. What many consider “classical” blunders in political polling that took place in the 1930s are used as a vehicle for describing parallel methodological errors that may occur with present-day use of the Internet. Without thoughtful protocols, Internet-based surveys are susceptible to these familiar errors, which limit their predictive utility. Tools such as e-mail, file transfers, and data and information access/retrieval should continue to be the primary role of Internet use. A model that articulates the use of Internet technology in survey research is offered for consideration.
... However, the widespread availability of For a program such as the one described here to be the Internet ensures that most academic institutions and departments have access to a very valuable tool for information dissemination. Sampson (1999) identifies three advantages of Internet-based dissemination methods as they relate specifically to career information: (1) improved information access for individuals who are geographically remote or from underserved locations, (2) anonymity that may encourage persons to review career information who might not otherwise, and (3) access to an extended array of resources and services.' related information we decided to examine career materials made available on-line by other geography departments. ...
Disciplinary concern with career options and opportunities has fluctuated over the years. Not surprisingly, geography continues to be incorrectly stereotyped as a field of study offering limited employment prospects. While geographic education has long focused on content, it must also embrace the importance of educating instructors, students, and career counselors concerning how the field opens doors to viable careers. This article presents a program that can be implemented by college and university departments to raise awareness and disseminate information about career opportunities in geography. The program emphasizes an integrated approach that includes partnerships with alumni, campus placement offices, and employers.
... It is not surprising to see that information technology has become an integral part of most career guidance systems. According to Sampson (1999) the use of an integrated web site in a career centre can help to: (1) Provide educational and employment information; (2) Supplement some services such as resume writing, career exploration and assessment; (3) Provide up-to-date operational information about the running of the centre; and (4) Provide links to commercial and non-commercial resources and services. Sampson et al. (2001) go on to illustrate how web-based guidance can be used to build a virtual guidance centre. ...
Current social and economic changes have created a challenging context for career counsellors. Within this context counsellors are being asked to view their role from different perspectives. There is recognition of the importance of lifelong guidance and also the need to view guidance from a broader social context with greater emphasis on social responsibility and ethics. New forms of delivery are also emerging. These include an emphasis on client centred and holistic counselling, an affirmation of narrative methods, and a more dynamic counselling approach. Lastly, there is the development of a number of new methods of service delivery. Some examples include one stop counselling centres, virtual counselling services, mentoring, career coaching, and the inclusion of social enterprises as part of the counselling process. The implementation of these changes has implications for training, specialization and for accreditation.
Cette étude a pour objectif d’identifier les facteurs susceptibles de jouer un rôle dans l’intention d’usage des technologies Internet pour le conseil en orientation. Une enquête par questionnaires auprès de 286 bénéficiaires et 212 professionnels a été menée, en utilisant une échelle spécifiquement créée pour cette recherche et développée selon une approche en facettes prenant en compte six éléments de contexte (formation, politique institutionnelle, confidentialité, fiabilité, rencontre d’un professionnel, démarche active ou passive) et cinq modalités représentatives des nouvelles pratiques (vidéoconférences, réseaux sociaux, mondes virtuels et serious games, plates-formes collaboratives et sites d’informations). Cette mesure de l’intention d’usage a été complétée par d’autres échelles relatives à des variables psychologiques et organisationnelles (Ouverture, Crainte de l’intimité, Attitude face aux usages, Fréquence des usages, Compétences dans les usages et perception des ressources organisationnelles). Les analyses de régression de type hiérarchiques indiquent que c’est principalement la fréquence des usages et une attitude positive face aux usages qui expliquent l’intention d’usage des technologies d’Internet chez les bénéficiaires et les professionnels avec en plus, chez ces derniers, le soutien de l’organisation.
New technologies and social media offer important opportunities for improving career services. However, they also create demand for new competency among career practitioners.
This study presents an overarching examination of career practitioners’ varying conceptions of social media and competency for social media in career services. Knowledge of such variation can support successful use of social media in career services by informing theory, practice, and training in the field.
The study addresses practical and policy implications, as well as directions for future research.
https://ktl.jyu.fi/julkaisut/julkaisuluettelo/julkaisut/2017/T032.pdf
New technologies and social media offer important opportunities for improving career services.
However, they also create demand for new competency among career practitioners.
This study presents an overarching examination of career practitioners’ varying conceptions of
social media and competency for social media in career services. Knowledge of such variation can
support successful use of social media in career services by informing theory, practice, and training
in the field. The study addresses practical and policy implications, as well as directions for future
research.
https://ktl.jyu.fi/julkaisut/julkaisuluettelo/julkaisut/2017/T032.pdf
School psychologists have an ethical imperative to determine the ways computers can facilitate practice because of the potential to improve effectiveness and efficiency. At the same time, psychologists have a parallel imperative to consider carefully ethical and professional practice implications. The aspects of computers that render them most helpful also render them most vulnerable to ethical violations. With the increased use of computer-related technology, conflicts between and among professional ethics, principles of professional conduct, and personal values arise in every arena of practice. Psychologists should not replace traditional practice with technological advancements, but use them to augment practice. Ultimately, responsibility is nontransferable and remains with the psychologist. Fundamental ethical imperatives are the same in the use of computer-related technology as in any professional work.
Given the increased use of Web sites for the delivery of counseling and career services to clients, this article explores how counselors at college counseling and career centers can design Web sites that may be more effectively used by clients. A Web site design strategy that explicitly focuses on client needs (need-based design) is described that offers an alternative to Web sites that focus on the resources available to clients (resource-based design). A review of the extent to which need-based Web sites exist in a random sample of counseling and career centers at institutions offering two and four-year degrees is also provided. Findings show that career centers at institutions offering four-year degrees are more likely to provide Web sites containing need-based elements to their clients, while counseling centers and two-year colleges are less likely to provide Web sites that explicitly focus on client needs.
Career choice is an important aspect in a student's life. The choice that a student makes would affect the life of that student as people get shaped by their careers. It is an important issue and should be undertaken with care. Students should have the tool that could help them in making the right choices of their careers. Students have usually been guided by those who are already in their careers and they get motivated by the success they see in those people. In many situations these students choose the careers that these other people are in, which may not suit the students. For this reason, there has been the need for another way that students could be guided in choosing their careers. This need is due to the fact that students should choose their careers based on their capabilities. There should be able a better way to assess the capabilities of these students. This research focuses on the development and use of web applications to give assist students in their career choices. We then present research findings on the experience of users on the usability of the web application.
Features of users' responses to the Hebrew (N = 10,000) and English (N = 510) Internet versions of the Career Decision-Making Difficulties Questionnaire (I. Gati, M. Krausz, & S. H. Osipow, 1996) were examined. The results indicated that in the proper setting, Internet versions produce reliable and valid scores.
Counseling students need to become knowledgeable about existing online career development tools to provide effective career development services today. The authors describe the characteristics of a Web site developed to foster career information literacy among students taking graduate career courses and examine its academic usefulness. Student evaluations suggest that the Web site is useful in promoting career information literacy and knowledge. Students who used the Web site showed a significant gain in perceived self-knowledge as well as in actual knowledge of career information. Ways of using the career Web site to improve students' knowledge of online career resources are explored.
The authors look back more than 30 years to those who introduced the use of the computer as an important new tool to assist students in the area of career development. To what extent have dreams been realized and concerns allayed? Rapid advances in technology, not included in the authors' vision, have transformed the world into a different place. How have these advances affected the use of computers in counseling? The article concludes with a list of current concerns, along with recommendations for further action and research.
Given the growing emphasis on career preparation in higher education, career centers play important roles on today's college campuses. The literature has focused on the reasons students use career services, but it has not addressed the vital linkage between career centers and academic departments. Using a survey of 279 political science department chairs, this study explores the factors that best explain the strength of the relationship between political science departments and campus career centers. After investigating a host of characteristics, we show that close ties between career centers and departments are more likely at smaller colleges, in departments where professors advise students (as opposed to departments with only professional advisors), and in departments that incorporate career preparation into the curriculum. We conclude with recommendations for establishing a more collaborative partnership between career centers and political science departments.
Following the boom in information technology and widespread use of the computers, there has been an increasing trend in providers of career guidance to use computers in order to assist individuals with their career exploration process using Computer Assisted Career Guidance Systems (CACGS). While a considerable amount of research has been conducted on user satisfaction related to these CAGCS, very little research has examined the effectiveness of such systems. This study examined the effect of the use of a CACGS in a classroom setting on the career decision making process of undergraduate students who are struggling with career indecision. Specifically, this study examined whether the use of the Kuder Career Planning System (KCPS) within a classroom setting significantly influences students' perceived career barriers, coping self-efficacy, career decidedness, and retention compared to students who do not use the KCPS. Results indicated no significant differences in the perceived career barriers, coping self-efficacy and career decidedness between students who used the KCPS and students who did not. The results also indicated that at 1.5 years post-intervention, the students who used the KCPS were retained at the university at a higher rate than students who did not use the KCPS. Implications for the use of classroom CACGS interventions and future research directions are discussed.
Internet-based psychological testing is a recent extension of computerized testing, a technology developed in the 1980s. The new procedure possesses the benefits and costs of computerized testing and introduces several new fascinating professional opportunities as well as new problems. Side by side with professional tests, numerous, mostly unmoderated, popular, quasi-psychological tests have been published on the Internet in different diagnostic areas: intelligence and special aptitudes, personality traits, emotional states, attitudes and attitude sets, interpersonal and social behavior dispositions, vocational interests and preferences, and more. Net surfers may take most tests for free and receive immediate feedback. Although there are great benefits to this new procedure, risks and problems exist, too. This article reviews representative Internet-based psychological tests and discusses their professional status. Cumulative research that tries to shed light on the possible utility of this testing procedure is surveyed. The prospects and advantages as well as the problems and limitations are discussed, as are proposals aimed at maximizing the former and minimizing the latter. A plea for intensive research, as well as additional and different types of measures, is voiced.
This article examines the impact of the Internet on the provision of career information and describes the development of a career and educational information web site. Three models for linking career assessment to career information are evaluated: Print-based, Computer-Assisted Career Guidance systems, and Internet-based. The design of Career Exploration Links is described in detail as a case study in organizing career and educational information on the Internet and guiding a diverse college student population toward accessing this information in meaningful ways. This case demonstrates a number of advantages that underlie the Internet-based model as a vehicle for linking career assessment with career information.
The availability of career assessment on the Internet has led to many potential benefits for the general public and for career service practitioners. However, many potential problems also exist in terms of the design and use of Internet-based resources and services. This article discusses the ethical issues which may impact the way in which individuals and counselors access and use assessments offered via the Internet. Recommendations are offered for improving the effectiveness of Internet-based career assessment, in terms of needs for research and development, training, standards development and revision, and stable funding for the development of quality assessments. It is hoped that practitioners, test developers, and policy makers will become more aware of the issues involved and what they can do to maximize the potential benefits and minimize the potential problems associated with Internet-based career assessment.
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.
This article critiques existing research on outcomes associated with the use of computer-assisted career guidance systems (CACGS) by middle and secondary student populations. Although widely used, CACGS have been subjected to relatively little empirical outcome research. Limitations identified in the existing CACGS literature include a focus on user satisfaction rather than career-related gains; failure to examine potential differential effects of CACGS associated with gender, ethnicity, or socioeconomic status; and reliance on small convenience samples. Obstacles to conducting outcome research in middle and secondary school settings are presented, including a lack of model for CACGS evaluation, rapid changes in technology, and the flexible nature of system usage. Recommendations for future outcome research with CACGS are presented for system developers and individual researchers.
This article details the steps in planning and delivering a quality, Internet-based career assessment system. Using Careerhub.org as a model, the authors describe the challenges and ethical issues involved in designing a site, developing content, and selecting instruments. Preliminary data on the psychometric qualities of the instruments are presented, along with the results of a pilot study evaluating the site's components.
Open and distance learning system meanly based on different types of media to impart
education to the learners. Bangladesh Open University (BOU) offered education
through open and distance learning system. There are two largest programs one is
Secondary School Certificate (SSC) and another one is Higher Secondary Certificate
(HSC) offered by BOU through Open School (OS). To impart education to the learners,
OS prepared text materials in the modular form and also broadcast audio-visual
educational program through radio and television.
At present, BOU provided printed materials to learners and telecast so many radio and
TV pogroms for learners of the SSC and HSC program. Some survey stated that there
are not enough evidences to fulfill the learner‘s objectives effectively. According to the
previous survey result, study materials and audio-visual medium of teaching are of
average quality (Islam 1988). The participants of this survey were mostly learners,
tutors of the Open School programs and the media experts. This study has focus on
how the educational program of the Open School could be more acceptable and
enriched.
Reviews the career literature published in 1999 that focused on issues related to the identification and implementation of career choices. Discussion is organized into three major areas: publications related to theoretical approaches; new assessment instruments; and career interventions and programs. (Contains 219 references.) (Author/GCP)
The Internet is increasingly important for career counseling; however, there are few suggestions for training graduate counseling students how to use this technology. This project sought to address that lack by having graduate counseling students use a structured interview with undergraduate volunteer clients to assess which needs could be met using the Internet. Graduate students then identified relevant Web sites and explored these in a meeting with the volunteer clients. Results of class surveys indicated that participants encountered few obstacles using the Internet and perceived this intervention to be useful. Implications for training graduate students in using the Internet for career counseling are discussed.
This article begins with a review of the use of readiness assessment measures as a strategy for improving career services. A 5-step process model for readiness assessment is then proposed and current readiness measures are identified. Although considerable research has been conducted on career decision-making readiness and numerous measures have been developed, there has been limited literature available on the application of readiness assessment in selecting career interventions to meet specific client needs. This article continues with a theory-based conceptualization of readiness and then links readiness assessment to the selection of career interventions designed to meet clients' needs. The authors conclude by noting that appropriate use of readiness assessment should increase the likelihood that the right career resource will be used by the right person with the right level of support at the lowest possible cost. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Maintaining quality and ethics in Internet-based guidance applications is the shared responsibility of funding agents, policy
makers, developers, practitioners, users, and researchers and evaluators. This paper presents a series of synergistic recommendations
to the above participants that are designed to improve the delivery of Internet-based guidance applications in an ethically
responsible manner.
The practice of professional career counseling has evolved to include various computer technologies and services including the Internet. Due to the Internet becoming a pervasive part of society, increasing numbers of mental health practitioners around the world are incorporating the electronic medium into their service delivery. As increasing numbers of counselors use the Internet, professional organizations are developing ethical guidelines for practitioners to follow. This paper discusses ethical considerations related to cybercounseling and provides implications that practitioners should consider when evaluating the medium.
This case study reviews the integration of Internet technologies into careers services, with a particular focus on gradlink, a new interactive system that uses the Internet to link university graduates with potential employers via university careers services. After introducing the new system, a case of the system in use is illustrated.
The Educational Resources Information Center (ERIC) is a federally funded program that was inaugurated in 1966 to serve as the nation's archive of important education documents. ERIC clearinghouses identify, select, and prepare entries describing education-related materials for the ERIC database; provide information in response to mail, telephone, and electronic requests as part of the AskERIC service; conduct education-related workshops; and publish numerous hard-copy and electronic resources. One of 16 ERIC clearing-houses, the ERIC Clearinghouse on Counseling and Student Services (ERIC/CASS) serves counseling and student professionals as well as parents who have an interest in personal and social factors that affect learning and development. ERIC/CASS has developed virtual libraries to provide online access to full-text documents on topics within its scope. In addition to a virtual library of career development resources developed with the National Occupational Information Coordinating Committee (NOICC), virtual libraries developed in 1997 include: (1) Learning and Achievement; (2) Substance Abuse; (3) School Violence; (4) School-to-Work Transition; and (5) Multiculturalism, Diversity, and Pluralism. To make the libraries easy to search, documents are cross-referenced and can be accessed through four categories: Subject Area, Population, Resources for Parents, and NOICC Resources.
The Internet is now adding the potential for remote delivery of test administration, scoring, profiling, report writing, and multimedia functions, as well as cost-effective capability in communication and links to related information. Using the Internet to enhance test interpretation is the focus of this paper. A review of potential Internet applications in test interpretations is provided. One important advantage of using the Internet as a test interpretation resource is the ease with which the interpretive data can be kept current. Client preparation for test interpretation, generalized test interpretation, specific test interpretation, and supervision are covered. All of these applications can be accomplished with technology that is currently available. Computer-based test interpretation, two-way videoconferencing, moderated list servers, moderated computer conference, and follow-up resource links are potentially powerful features of the Internet available to test users. Issues discussed associated with Internet use in test interpretation include inappropriate use of counselor-mediated assessment, relationship issues, ethical issues, credentialing, and counselor training. Given the general direction of change, it would seem wise to experiment with appropriate applications of this technology and proactively deal with potential limitations while there is still time to shape the early adoption of the Internet in testing. (EMK)
The evolution of one-stop centers is examined in terms of the limitations of existing services and the one-stop response. Levels of support are discussed in relation to the needs of job seekers and options for matching needs with staff support (self-help, brief staff-assisted, and individual case-managed services) are reviewed. This article proposes 2 models for maximizing staff resources in one-stop centers. The first model deals with determining the support necessary 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.
Emerging "fifth-generation" computer-assisted career guidance systems include Internet-based resources such as listservs and Web sites. Obstacles to fifth-generation systems include confidentiality, counselor resistance, and lack of training. Counselors can aid their development by authoring, collaborating, evaluating, and advocating for equal access. (SK)
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. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this text is to enable practitioners and future practitioners to establish career development services that will assist clients in developing their abilities to use self-knowledge and career information to solve career problems and to make decisions wisely. The text is based on cognitive information processing [CIP] theory, a comprehensive paradigm derived from a rapidly expanding theoretical and research base in cognitive psychology. The book was written expressly to join theory and practice by taking a comprehensive psychological theory and logically extending its implications to the theory and practice of career development. We have made a concerted effort to design a book that can be used as a classroom text as well as a field guide for practice.
The first part of the book demonstrates the use of CIP theory to describe how individuals use information to solve career problems and make decisions. The second part shows how counselors may use CIP to help clients develop career problem-solving and decision-making abilities through individual, group, and self-directed interventions. In the third part, CIP theory is applied to the design, development, planning, and evaluation of career services. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
54 11th grade volunteers for educational and vocational counseling were randomly assigned to three treatments: (a) reinforcement counseling (information-seeking responses reinforced), (b) model-reinforcement counseling (tape-recording of a male counselee played to each client prior to reinforcement counseling), and (c) control. Findings: (a) Experimental groups engaged in more information-seeking behavior outside the interview (external ISB) than control; (b) Reinforcement counseling produced significantly more external ISB than control for females but not males; (c) Model-reinforcement counseling produced significantly more external ISB than control for males but not females; (d) The ratio of information-seeking responses to other responses in the interview was positively correlated with external ISB.
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Se-lecting career service interventions to meet individual needs
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The quick Internet guide to career and college informa-tion
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