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Computer Technology and the 21st Century School Counselor
Abstract
Computer technology can significantly affect the work of counselors in the areas of information retrieval and dissemination, distance learning, college and career exploration, and training and supervision. This article focuses on different ways school counselors can utilize computer technology to work more efficiently and help students succeed. (Contains 26 references.) (GCP)
... The American School Counselor Association (ASCA, 2012a) and the American Counseling Association (ACA, 2014) compel school counselors to promote students' safe and responsible use of technology to facilitate academic, career, and personal/social achievement. The paradigm has shifted, and counselors must be competent and confident with online communication and information technologies (Cabaniss, 2002;Martin, 2002;Van Horn & Myrick, 2001). ...
... School counselors feel that computer technologies are valuable and important to their practice (Rainey, McGlothlin, & Guillot Miller, 2008;Sabella et al., 2010). However, as evidenced in other discussions in the literature (Van Horn & Myrick 2001;Glasheen, Campbell, & Shochet, 2013), many school counselors feel a lack of comfort and skill with technology. In addition to these personal barriers to change, systemic barriers affect the adoption of new technology. ...
... These findings reveal a positive correlation among counselors' technology training and their comfort and beliefs regarding the compatibility and advantage of using online technologies to carry out duties specific to their professional role. As discussed in prior literature, a significant barrier counselors face in using online technologies is not lack of interest or little applicability to their role, but rather a lack of adequate professional development (Glasheen, Campbell, & Shochet, 2013;Stone, 2013;Van Horn & Myrick, 2001). This holds true despite the finding that school counselors receive professional development in technology more than any other area (Bridgeland & Bruce, 2011). ...
A national study conducted with the members of the American School Counselor Association (ASCA) database examined school counselors’ utilization of online technologies. The researchers also explored beliefs and practices and examined mitigating factors such as school counselors’ background, training, and experience. Training impacted counselors’ belief in the advantages of technology and their level of comfort. Females were significantly more likely to blur personal and professional boundaries irrespective of their training. The article discusses implications for school counselors.
... Advances in computer technology have brought changes to the training of counselors (D'Andrea, 1995). The use of technology in supervision and counseling has also been discussed (Van Horn & Myrick, 2001). Technological tools have been used in many aspects of counselor education such as career counseling (McCarthy, Moller, & Beard, 2003), marriage and family therapy (Stevens, Dobrovolny, Kean, & Shulman, 2003), human development (Lundberg, 2000), and supervision for practicum and internship (Van Horn & Myrick, 2001). ...
... The use of technology in supervision and counseling has also been discussed (Van Horn & Myrick, 2001). Technological tools have been used in many aspects of counselor education such as career counseling (McCarthy, Moller, & Beard, 2003), marriage and family therapy (Stevens, Dobrovolny, Kean, & Shulman, 2003), human development (Lundberg, 2000), and supervision for practicum and internship (Van Horn & Myrick, 2001). Some examples include the use of Internet as a tool for career counseling, and the utilization of a range of tools (newsletters, video conferencing, and websites) in school counseling. ...
... Even further, counselors will thus support the movement toward technology literacy becoming a key 21st century skill across schools. However, the research on utilizing technology in counselor education is scarce (Van Horn, & Myrick, 2001). ...
... 2022). Sanal gerçeklik tabanlı danışmanlık gerçekçi deneyimler sunar, risk içermeyen uygulamalar yapılmasına olanak tanır ve öğrenilen stratejilerin pekiştirilmesine yardımcı olur ( Van-Horn & Myrick 2001). VR Mind, Bravemind gibi sanal gerçeklik terapileri gibi örnek uygulamaları sunar (Tractenberg, Streumer & Van 2002). ...
Bu çalışmada, öğrencilerin duygusal ve psikolojik sağlamlığını desteklemek amacıyla okullarda uygulanan yenilikçi danışmanlık yöntemlerini incelemektedir. Makalede, çağdaş psikolojik danışmanlık yaklaşımlarının, öğrencilerin hızlı değişen dünyaya uyum sağlamaları ve stresle başa çıkma becerilerini geliştirmeleri üzerindeki etkisi ele alınmaktadır. Psikolojik sağlamlık, bireyin stresli yaşam olayları karşısında esneklik gösterip toparlanma gücünü ifade eder. Okullarda bu beceriyi geliştirmek için inovatif danışmanlık uygulamaları giderek önem kazanmaktadır. Makale, mindfulness, bilişsel davranışçı terapiler (BDT) ve teknoloji temelli müdahaleler gibi yeni yaklaşımların psikolojik sağlamlığa katkısını vurgulamaktadır. Özellikle sanal gerçeklik ve mobil uygulamaların kullanımı, öğrencilerin duygusal farkındalığını artırmak ve anksiyete, depresyon gibi sorunlarla başa çıkmak için etkili araçlar olarak sunulmaktadır. Bu çalışmada ele alınan yenilikçi psikolojik danışmanlık uygulamaları, öğrencilere duygusal dayanıklılık kazandırarak zorlu yaşam olaylarıyla başa çıkmalarını kolaylaştırır. Okullarda psikolojik sağlamlığı desteklemek için dijital ve yaratıcı terapi tekniklerinin kullanılması ve bireysel ihtiyaçlarına yönelik çözümler sunmayı sağlar. İnovasyon odaklı psikolojik danışmanlık, öğrencilere problem çözme becerileri kazandırarak, onları hızlı değişen dünyaya uyum sağlamaya hazır hale getirir. Sonuç olarak, yenilikçi psikolojik danışmanlık uygulamaları, öğrencilerin duygusal dayanıklılığını güçlendirmekte ve akademik başarılarına da olumlu etkilerde bulunmaktadır. Bu uygulamaların eğitim sistemine entegre edilmesi, öğrencilerin hem bireysel gelişimlerine hem de toplumsal uyuma katkı sağlamaktadır.
... The competence of counsellors to implement virtual Counsellor Service (BK) during the pandemic is the key point. The ability of school counsellors to be involved in the application of computer technology and technology is required to be mastered [3]. Therefore, the Counsellor Service (BK) process can run properly and make it easier the Service (BK) to provide dynamic Counsellor Service (BK) so that students will not feel bored [4]. ...
... School counselors have been encouraged to use technology to disseminate inf~rmation . and to enhance the effectiveness of their counseling programs ( Carlson, 2006;Milsom & Bryant, 2006;Van Horn & Myrick, 2001 ;Wtlczenski, 2006). Use of technology is a convenient and efficient way to get information to stakeholders. ...
The American School Counselor Association's Ethical Standards for School Counselors respects parents’ rights and responsibilities toward their children and at the same time addresses confidentiality as the professional school counselor's primary responsibility. Educating parents and students about privacy, confidentiality, and privileged communication helps the professional school counselor avoid misunderstandings that impair the student-counselor relationship. By creating management agreements among administration, parents, students, and professional school counselors to clearly define the school counseling program, “agreed-upon conditions” can be determined, and an ethical environment and collaborative relationship are established. Providing information to parents and students about confidentiality through school Web sites, e-mail, public forums, printed media, and personal interactions will help ensure exposure to the concept of confidentiality within the school setting.
... Within responsive services, PSCs can utilize digital resources for peer consultation, for group counseling, or to provide emotional support for students who may need help during times that fall outside the regularly scheduled school day. Van Horn and Myrick (2001) highlighted the use of interactive applications for information retrieval and dissemination, and to support training and supervision of PSCs. Adoption of new technologies requires PSCs to adjust their approach to intervention. ...
Technology plays an increasingly important role in the lives of students and other education stakeholders. Professional school counselors (PSCs), however, have only tentatively begun to integrate digital tools into their professional work. Given the extensive information and considerations posited by technology and its role in students’ lives, the work of the school counselor has become more complex. This paper argues for expanding the use of interactive technologies specifically within the Delivery System of the American School Counseling Association’s (2012) National Model. We examine how digital communication tools can enhance and extend the ability of PSCs to meet the needs of students. Implications for school counseling programs, PSCs, students, and educators are considered.
... Previous studies reveal common themes of perceived ease of use of certain technologies in the school counseling profession. For example, many school counselors perceive that sending email communication, creating multimedia presentations and webpages, developing newsletters, and retrieving information from schools' student information systems are relatively easy functions (Carey & Dimmitt, 2004;Carlson, Portman, & Bartlett, 2006;Kozlowski, Mikesina, & Genova, 2015;Loague, Alexander, & Reynolds, 2010;Steele et al., 2014;Van Horn & Myrick, 2001). Today, many school counselors find it easy to retrieve counseling-related information from the internet and create targeted presentations for students. ...
This study utilized a qualitative dominant crossover mixed analysis that examined why school counselors (N = 38) choose or do not choose to use Naviance—an online college, career, and financial planning tool. The study further explored whether school counselors’ acceptance and use of Naviance enhances counseling practices, job productivity, and efficiency. The Technology Acceptance Model (TAM) was used for the theoretical framework. TAM is comprised of four constructs: perceived ease of use, perceived usefulness, attitudes, and actual behaviors. Bandwidth, training, and connectivity influenced some counselors’ attitudes toward usage and productivity; however, overall attitudes toward Naviance were positive. Future research should explore the connection between counselor usage and the number of hours trained on Naviance.
Keywords: school counselors, Technology Acceptance Model, TAM, Naviance, qualitative dominant crossover mixed analysis
... Students can access the various information provided by guidance and counseling teachers through the website. This is in line with the statements by Van Horn & Myrick (2001) in the scope of computer technology school counseling services such as websites can be used to obtain various information relating to various universities, professions, to manage counseling interventions, to build relationships from various cities and countries, and to receive education and monitoring. Therefore, to help learners increase interest, school counselors are required to be able to create creative and innovative career information services with the help of websites. ...
Career is a life long process. This study aims to improve the career planning of senior high school students in Tarakan City through information career services assistance through the website. The experimental design used in this research is quasi-experiment in the form of one group pretest-post design. The career planning scale consists of 45 items with 5 falling items and 0.875 alpha coefficient. This study involved 35 students as an experimental group selected by purposive sampling. The result of this research is career information service the website-assisted effectively improve the career planning of high school students in Tarakan City (10,094, p <0.01).
... For the first step, counselors should help students identify occupations according to the Holland themes they are exploring. Then counselors should direct students to use Web sites and online video resources in order to obtain the most recent occupational information and career trends (Van Horn & Myrick, 2001). Next, counselors should teach students to ...
The study in this article examined gender and ethnic differences in the development of Holland (1997) personality types among inner-city adolescents. Results showed gender but not ethnic differences in vocational personality types and their predictors, and suggest different pathways to the development of these types for boys and girls. Suggestions are highlighted for providing school counseling interventions based on study results.
... We expect that this percentage today would be higher given the surge in societal reliance upon technology. Although graduate programs recently have increased focus on technology competencies, the literature indicates that limited education and training may be one mitigating variable in the expected increase of computer use and that adequate training is one serious limitation to more wide-scale use of computer technology by school counselors (Edwards, Portman, & Bethea, 2002;LaTurno-Hines, 2002;Owen & Weigel;Quinn, Hohenshil, & Fortune, 2002;Van Horn & Myrick, 2001). ...
Existing literature in the field of school counseling discusses how technology may be used for service delivery; however, the translation of this knowledge to practice among school counselors has been minimally examined. Three hundred eighty-one school counselors in Colorado, Iowa, and New York completed a survey regarding their comfort with and use of technology. Findings indicate that the majority of those surveyed were very comfortable with technology. Implications for school counselors are presented.
... In theory, school websites could serve as a peephole through which one can catch a glimpse of the way school counselors deliver information about the profession and describe their work. However, the school website is not always identified as a tool for self-advocacy in the context of the school counselor's role; as a result, its use for this purpose has been minimal (Sabella & Booker, 2003;Reynolds & Kitchens, 2007;Van Horn & Myrick, 2001). Seeking to examine the messages conveyed by school counselors to stakeholders, Milsom and Bryant (2006) examined the information about counseling and school counselors that was published on school websites. ...
This study examined the extent to which 99 school counselors delivered information to stakeholders about their profession and work via various channels. Results showed that information was mainly delivered via routine encounters within the school while the use of a pre-arranged manner and electronic media were less frequent. School counselors’ work information tended to be delivered to the school staff rather than to pupils, parents/guardians, and community. To the least extent, school counselors delivered information about their professional profile. The authors discuss the importance of delivering information in the advocacy of the counseling profession.
... In theory, school websites could serve as a peephole through which one can catch a glimpse of the way school counselors deliver information about the profession and describe their work. However, the school website is not always identified as a tool for self-advocacy in the context of the school counselor's role; as a result, its use for this purpose has been minimal (Sabella & Booker, 2003;Reynolds & Kitchens, 2007;Van Horn & Myrick, 2001). Seeking to examine the messages conveyed by school counselors to stakeholders, Milsom and Bryant (2006) examined the information about counseling and school counselors that was published on school websites. ...
... School counselors have been encouraged to use technology to disseminate inf~rmation . and to enhance the effectiveness of their counseling programs ( Carlson, 2006;Milsom & Bryant, 2006;Van Horn & Myrick, 2001 ;Wtlczenski, 2006). Use of technology is a convenient and efficient way to get information to stakeholders. ...
... Counsellor educators are increasingly viewing technology as a teaching tool for the twenty-first century school counsellor, as well as a necessary skill for success in the school counselling field (Van Horn & Myrick, 2001;White, 2007). Web-based instructional assignments, such as wikis, integrated into the curriculum framework in counsellor education programmes provide school counselling students with the opportunity to experience technology-rich learning tools. ...
The purpose of this study is to compare traditional and non-traditional instructional practices used in a counsellor education programme to determine their effect on pre-service school counsellors' learning and sense of community, thus leading to enhanced professional identity. Traditional and non-traditional assignments were examined: (a) a collaborative, multimedia wiki writing assignment; (b) textbook reading and corresponding quizzes; and (c) article critiques. Findings indicate that students experience a greater sense of community and learning when participating in the non-traditional, collaborative, multimedia wiki writing assignment using web-based technology. Findings also indicate that students had low computer anxiety after completing the wiki assignment.
... Bu yönde bazı araştırmacılar, etkileşimli bilgisayar yazılımlarının rehberlik ve danışmanlık alanında kullanılabileceğini ifade etmektedirler (Kesici, 2008;Sabella, 1998;Sprik, 1990;Rust, 1995;Walz & Bleuer, 1997). Van Horn & Myrick (2001) okullardaki okul ve kariyer araştırma, psikolojik telkin, öğrenci bilgilerinin toplanması ve işlenmesi, elde edilen bilgi ve bulguların ilgili kişilere ulaştırılması, eğitim ve öğretimde danışmanlık gibi temel rehberlik ve danışmanlık işlerinin bilişim teknolojilerinden önemli derecede etkilendiğini belirtmektedir. Sabella (2003) okul rehberlik ve danışmanlık aktiviteleri için kullanılan "SchoolCounselor.com ...
The main purpose of this study is to prove that tests, evaluations and personality files that are used at education institutions to follow student’s interest, skills, personal and occupational developments can be realized in a web-based decision support system. In this assistance, during the student’s educational life the following development and decision process is keeping to target in the electronic environment. With this study it is aimed to decrease required labor force, time, cost and paperwork which are required for guidance services and it is aimed to access fast and effectively to information. At the same time, when student transferred to another institution, it is provided that required information of student is also transferred to related institution. E-guidance and counselling decision support system is developed for students as a fast and effective solution for appropriate choices to make required decision, especially in knowing their interest and skills and depending on this, knowing their profession that they will apply willingly throughout their life.
... Bu yönde bazı araştırmacılar, etkileşimli bilgisayar yazılımlarının rehberlik ve danışmanlık alanında kullanılabileceğini ifade etmektedirler (Kesici, 2008;Sabella, 1998;Sprik, 1990;Rust, 1995;Walz & Bleuer, 1997). Van Horn & Myrick (2001) okullardaki okul ve kariyer araştırma, psikolojik telkin, öğrenci bilgilerinin toplanması ve işlenmesi, elde edilen bilgi ve bulguların ilgili kişilere ulaştırılması, eğitim ve öğretimde danışmanlık gibi temel rehberlik ve danışmanlık işlerinin bilişim teknolojilerinden önemli derecede etkilendiğini belirtmektedir. Sabella (2003) okul rehberlik ve danışmanlık aktiviteleri için kullanılan "SchoolCounselor.com ...
ÖZ
:
Bu çalışmanın temel amacı; eğitim kurumlarında öğrencilerin ilgi ve yeteneklerini, kişisel ve mesleki
gelişimlerini takip etmek için uygulanan rehberlik alanında kullanılan testlerin, değerlendirmelerin ve kişilik
dosyalarının web tabanlı bir karar destek sisteminde gerçekleştirilebilirliliğini ortaya koymaktır. Bu sayede
öğrencilerin eğitim hayatları boyunca takip edilen gelişim ve karar süreçlerinin elektronik ortamda tutulması
hedeflenmektedir. Bu çalışma ile rehberlik hizmetleri için gerekli işgücü, zaman, maliyet ve evrak yükünün
azaltılarak, bilgiye hızlı ve etkin ulaşılması hedeflenmektedir. Aynı zamanda öğrenci farklı kurumlara geçtiğinde, gerekli öğrenci verilerinin ilgili kuruma aktarılabilirliği de sağlanmış olacaktır. Özellikle öğrencilerin kendi ilgi ve yetene klerini tanımasında ve buna bağlı olarak yasam boyu severek yapacakları meslekleri tanımalarında ve seçmelerinde gerekli kararları verebilmeleri için isabetli tercihler yapabilmeleri konusunda etkili ve hızlı bir çözüm olarak E - rehberlik ve danışmanlık kar ar destek sistemi geliştirilmiştir.
ABSTRACT
:
The main purpose of this study is to prove that tests, evaluations and personality files that are used at education institutions to follow student’s interest, skills, personal and occupational developments can be realized in a web-based decision support system. In this assistance, during the student’s education
al life the following development and decision process is keeping to target in the electronic environment. With this study it is aimed to decrease required labor force, time, cost and paperwork which are required for guidance services and it is aimed to ac cess fast and effectively to information. At the same time, when student transferred to another institution, it is provided that required information of student is also transferred to related institution. E- guidance and counselling
decision support system is developed for students as a fast and effective solution for appropriate choices to make required decision, especially in knowing their interest and skills and depending on this, knowing their profession that they will apply willingly throughout their life.
... However, in education context, even though there are many suggestion regarding with provide consulting service online [24] & [25], but yet the used of communication technology is not fully implemented as an essential support for instructional consultation in higher education. Shifting of typical instructional consultation towards virtual consultation is not simple. ...
... A preliminary study conducted at College of Arts and Science (CAS) of Universiti Utara Malaysia (UUM) shows that 54.7% out of 108 respondents have problems with their lecturers. Students having problem in meet their supervisor when both of them are at a distance sometimes, timing problem and having the problem in record consultation session or take note during consultation session [9]. This may due to sometimes, lecturer may have conduct emergency meeting, attend to the outstation seminar and may not meet their students for a period of time. ...
Evolution of communication technologies at present gives impetus to researchers and practitioners by simply put the computer-mediated communication tools on their telementoring application without really understand its potential benefits. This causes several issues and challenges confronting existing telementoring program which are: (a) miscommunication due to lack of nonverbal cues, (b) the need of competency in written communication and technical skills, and (c) document recording, retrieving and reviewing. Thus, in this paper, the focus is the design and development of Online Instructional Consultation (OICon) system for student and lecturers of higher education institutions. Hybrid modes of synchronous and asynchronous communication that provide nonverbal and verbal cues are incorporated in Online Instructional Consultation (OICon) system to compensate the identified issues and challenges. We also focus on recording, retrieving and reviewing of recorded consultation document and management is also emphasized. The multimedia communication components from e-consultation model of financial and telemedicine context are adapted. The general structure, modules of OICON system, multimedia communication components, and communication server are illustrated and the potential benefits of OICon system are presented.
... If offered, they would have the opportunity to take these courses online. They would then be better prepared for college [30]. Students can take courses across the nation, with no distance boundaries. ...
Increasingly, high school students in USA are participating in advanced placement courses. Unfortunately, this opportunity
is not equitable across the country, as many students are unable to take these classes. By effectively utilizing technology,
advanced placement courses could be offered to all students, in all countries, from all socio-economic groups. This paper
discusses the benefits and possible disadvantages of students taking AP courses online. However, little research has been
conducted in this area. There is a need for further research in the positive and negative aspects of online learning among
high school students, particularly those taking AP courses.
... Sabella (1996) suggested specific time-saving tips and high- lighted how counselors can utilize computers to expedite routine tasks and manage heavy student caseloads and work loads. More recently, Van Horn & Myrick (2001) suggested that the work of counselors' in the areas of distance learning, college and career searching, counseling interventions, training and supervision, net- working and support systems, and information retrieval and dis- semination is affected by technology. For example, by creating multimedia presentations that can be distributed over the Internet, school counselors can increase the speed by which information is communicated to large numbers of people. ...
The purpose of this study was to determine levels of perceived importance of technological competencies among school counselors, school counseling students, supervisors, and counselor educators as the competencies relate to their work. Results indicated that technology competencies relating to Ethical Standards and Data Management practices were rated as most important. Technological competencies rated lowest for level of importance related to Multimedia and Web Development. Four of the other subscales were very similar in overall average ratings and included Word Processing, World Wide Web, Communication and Collaboration, and Operating Systems. In addition, findings indicate that neither the participant’s age, level of practice, or position (e.g., graduate student vs. practitioner) affects the perceived importance of technological competencies included in this survey. Implications for practice, training, and future research are included.
... However, in education context, even though there are many suggestion regarding with provide consulting service online [24] & [25], but yet the used of communication technology is not fully implemented as an essential support for instructional consultation in higher education. Shifting of typical instructional consultation towards virtual consultation is not simple. ...
Based on the results of the assessment of student needs through the distribution of problem checklists, data were obtained that students experienced problems in the field of career and work. The subjects in this study were students of class X Phase E SMA Negeri 2 Yogyakarta in the 2024/2025 academic year. The focus of study in this research is to analyze the level of students' career planning ability through classical guidance services assisted by the website. The steps of counseling guidance action research carried out in three cycles include action planning (planning), action implementation, observation, and interpretation observation and reflection of the series of steps that have been implemented. The results of the study prove that there are values of students' career planning abilities in cycle I with the provision of material “the meaning and importance of career planning”, there are 35 students in the Medium category, and only 1 student in the High category. These results indicate that students' career planning skills are still low. Then, in cycle II using digital learning media in the form of a website with the provision of material “Tips and Tricks for Career Planning Information” on Study Programs in Higher Education through the “Website” Application Career planning with data results 30 students are in the High category and 6 students are in the Medium category. This indicates that the success indicator in cycle II using website media with the percentage value of the success indicator is high.
Değişen ve daha fazla yaşama ilişkin farklı beceriler gerektiren hayat koşulları ayrıca yeni teknolojik gelişmeleri de beraberinde getirmiştir. Bu durum bireylerin özellikle çevrimiçi uygulamalara duyulan gereksinimi artırmıştır. Bu ihtiyacın hissedildiği alanlardan biri de grup rehberliği/grup psikoeğitimi olarak adlandırılan yapılandırılmış grup uygulamalarının en fazla gerçekleştirildiği uzmanlık alanının başında gelen psikolojik danışmanlık ve rehberlik (PDR) alanıdır. Teknolojinin kullanıcılara ulaşılabilirlik ve erişilebilirlik gibi kolaylıklar sunması psikolojik danışmanlar tarafından yürütülen çalışmaların çevrimiçi ortamlara taşınmasına olanak sağlamıştır. Bu bağlamda çevrimiçi psikoeğitim programları hakkında ayrıntılı bilgi sahibi olmak, ilgili alanda çalışacak uzmanlara bu konuda kaynak sağlamak önemli görünmektedir. Araştırmanın amacı, 2010-2022 yılları arasında "çevrimiçi psikoeğitim programları" ile ilgili bilimsel raporların değerlendirilmesidir. İlgili yıllar kapsamında yapılmış olan bilimsel raporları sistematik olarak incelemek amacı için doküman incelemesi yöntemi tercih edilmiştir. Gerçekleştirilen sistematik inceleme sonucunda bilimsel raporların %65'inin kadın araştırmacılar tarafından yapıldığı Türkçe ve İngilizce dilinde yapılan araştırma sayılarının eşit olduğu görülmektedir. Bilimsel raporların tümünün Eğitim Bilimleri Enstitüsü ve Rehberlik ve Psikolojik Danışmanlık Bilim Dalı bünyesinde bilimsel raporların danışman unvanları içerisinde en fazla profesör unvanlı danışmanlar tarafından yapıldığı sonucuna ulaşılmıştır. İncelenen bilimsel raporların %55'inin makale türünde olduğu, %50 ile en fazla tercih edilen araştırma türünün nicel araştırma türü olduğu, araştırma modelleri incelendiğinde de %55 ile en fazla deneysel araştırma modelinin kullanıldığı, araştırma evrenlerinin %38'nun üniversite olduğu görülmektedir. İncelenen bilimsel raporlarda örnekleme tercihi olarak da %38 ile seçkisiz örnekleme türünde olduğu, veri kaynakları olarak %72 ile öğrencilerin olduğu, veri toplama araçlarından en fazla tercih edilenin ise ölçekler olduğu ve veri analiz yöntemlerinden en fazla istatiksel analiz yöntemlerinin kullanıldığı sonucuna ulaşılmıştır.
The use of advanced technology has clearly affected counseling services provided to students by school counselors, as well as how counselors communicate with and support students. The American School Counseling Association (ASCA) has emphasized the importance of school counselors' use of technology and their collaboration with families and educators. It is important for school counselors to understand how technology influences schools so that they can provide the most appropriate and effective counseling services to students. This chapter explores what school counselors need to know to understand the importance of advanced technologies in school settings, as well as how school counselors can utilize diverse technologies, online resources, activities, and computer-based systems in their work with students. This chapter will help educators and counselors develop the knowledge and skills needed to competently address technology-related issues in schools.
This content analysis provides an overview of articles specific to technology integration in the field of counseling published in American Counseling Association (ACA) journals between the years 2000 and 2018. In addition to the number of articles on this topic published during this time period, the study identified other aspects such as authors and institutional affiliations; methodology, study locations, and application settings; target populations and sample characteristics; and areas and types of technology integration. Recommendations are provided for counseling research in general and for future research extending from specific circumstances such as the COVID-19 pandemic.
The use of advanced technology has clearly affected counseling services provided to students by school counselors, as well as how counselors communicate with and support students. The American School Counseling Association (ASCA) has emphasized the importance of school counselors' use of technology and their collaboration with families and educators. It is important for school counselors to understand how technology influences schools so that they can provide the most appropriate and effective counseling services to students. This chapter explores what school counselors need to know to understand the importance of advanced technologies in school settings, as well as how school counselors can utilize diverse technologies, online resources, activities, and computer-based systems in their work with students. This chapter will help educators and counselors develop the knowledge and skills needed to competently address technology-related issues in schools.
School counselors have struggled to define their roles for years. The use of technology has been discussed as one method for disseminating information about school counselor roles. Content from 456 school counseling departmental Web sites was examined and results showed that the majority of Web sites did not contain information pertaining to school counselor roles, comprehensive, developmental counseling programs, or other current trends in school counseling. Suggestions for using departmental Web sites for school counselor self-advocacy are provided.
The 12 diversity dimensions of the ASCA Ethical Standards (ASCA, 2010) provided a framework for examining whether a statewide sample of high school counseling websites (N = 312) had content for diverse students and their families. Many websites offered little content related to those dimensions, and content was especially low for some groups including LGBT students and immigrant students. Findings indicate a need for school counseling websites to have nondiscrimination statements, text/documents, links, and financial aid information for diverse populations.
Two hundred twenty-two school counselors from one urban (n = 90; 40%) and two suburban school districts (n = 132; 60%) in Maryland completed a modified version of the Computer Technology Competencies Scale (CTCS; Edwards, Portman, & Bethea, 2002) in order to determine their level of confidence and familiarity with computer technology and their usage of computer technology to implement school counseling tasks and activities. The results indicated that urban school counselors' use of email to contact parents and teachers was significantly less than suburban school counselors' use of email to contact parents and teachers. Implications for future research and practice are discussed.
Progressively powerful computers, software, electronic gadgets, and expanding networks are rapidly changing traditional school counseling approaches and standards of performance. Technology can serve an important role in how school counselors develop comprehensive programs that enhance students' academic, personal, social, and career development. Yet, surprisingly little attention in the research literature has been given to exactly how technology can advance school counselors' professional work. This study reveals how 49 school counselors used various technologies to accomplish their goals in a more effective, efficient, and professional manner. This article gives particular attention to how the counselors applied technology tools to better implement the delivery system components of the American School Counselor Association's National Model. The results indicate that each component of the delivery system was positively affected by the use of technology. The Journal of Technology in Counseling
Computers are becoming an integral part of the daily role and function of school counselors. However, many school counselors have not had formal computer training or even exposure to the vast utility of computers. This article details the responses of 640 practicing school counselors on the Computer Attitude Scale and another instrument measuring perceived competence and experience with various forms of technology. Overall, the attitudes of school counselors were positive toward the use of computers. The Journal of Technology in Counseling
Web based instruction is utilized with more popularity in counselor education programs as educators realize that disseminating information via the web can facilitate student learning. This paper describes the inclusion of web based training in child maltreatment as a requirement of a Master's level course in Ethical, Legal, and Professional Issues for both school and mental health counselors. The feedback from the students was very positive and the maintenance by the professor is minimal. The Journal of Technology in Counseling
The Internet has served as a valuable resource for mental health professionals interested in cinematherapy. Several websites exist that educate counselors about the intricacies of this intervention; however, none report evidence of a content validity or usability evaluation. This study examines the site www.cinematherapy-4-kids.com; measuring its design, content, and usefulness for mental health professionals, and provides suggestions for other educators interested in creating a therapeutic, instructional website. The Journal of Technology in Counseling
There are specific barriers to the development of the family-middle school engagement, which is vital to supporting students' development and achievement. This article (a) identifies and discusses these potential obstacles and (b) describes how school counselors can create a school counseling program CD-ROM as part of their coordinated outreach efforts to families that may enhance family engagement in middle schools. The Journal of Technology in Counseling
This article presents a study that had as its purpose to assist a large urban school district's leadership in systematically supporting school counselors and advisors conducting data-driven decision making. Binder's Six Boxes® model served as the conceptual framework to collect and analyze information pertaining to barriers and enablers across environmental and behavioral factors. Barriers included lack of clear expectations and feedback, an overabundance of technology without time to practice, and clerical duties. Enablers included supportive leadership, knowledgeable counselors willing to participate, and leadership with positive perceptions.
Nowadays, the use of communication technology in virtual discussion between students and lecturers become more easily and effectively. But there are some aspects that need attention, such as documentation, record log and the ability to see the records of these virtual relationships as most current virtual communications software component is focused on the communication and less on the process of before and after the communication.This paper focuses on design and development of Online Instructional Consultation (OICON) system for facilitating student-lecturer consultation for higher education mentor-mentee system in Malaysia. Researchers try to encounter with the typical consultation limitations such as distance constraints, time constraints and having no effective management of consultation-recorded document using the OICON. The general structure and modules of OICON system, multimedia communication components and communication server are illustrated and the potential benefits of OICON system are presented.
The goal of this study was to determine school counselors’ opinions concerning the use of information and communication technology (ICT) in school counseling practices. The participants were 61 school counselors (54 female, 7 male) who worked in middle (17), high (23), middle/high (19), and primary (2) schools. The mean age was 33.4 years. The Internet Usage Questionnaire was used to collect participants’ opinions. The data were analyzed using descriptive statistics, the Mann Whitney U test and the Kruskal Wallis test. The results of this study revealed that the school counselors had overall positive opinions about the use of ICT in school counseling. No significant differences were found according to gender, age, degree, work setting, seniority, or student/school counselor ratio. The results also revealed that school counselors had positive opinions about using web pages and computer-based programs, somewhat positive opinions about using Internet-based interventions, and negative opinions about using online counseling.
In a national survey, members from the American School Counselor Association were asked to rate the importance of graduate-level training for 24 course content areas. Analysis indicated that there were similarities and significant differences between elementary school counselors and secondary school counselors on their perception of the importance of various course content areas. Implications for school counselor education were discussed.
The purpose of this study was to investigate the comparability of the Web-based (L. K. Jones, 1997) and paper-and-pencil (L. K. Jones, 1997) versions of the Career Key career interest inventory. The concurrent validity of the Web-based version was also assessed using the paper-and-pencil version as a criterion measure. A total of 61 female undergraduate students completed both versions of the Career Key. All coefficients were statistically significant, suggesting that for this sample of university women, the Web-based version of the instrument yielded results that were comparable with those of the paper-and-pencil version.
School guidance counsellors worldwide seek ways of providing appropriate professional assistance to all students. While young people integrate online technology into their daily lives and go online for information and to communicate with each other, school counsellors in Australia are not offering online support to students. This cross-sectional study reported on the reluctance of school counsellors to offer online counselling and the reasons for this. A survey was developed focusing on the intention to offer online counselling based on indicative factors favouring the use of this initiative. 210 school guidance counsellors completed the survey online, which showed that there is conditional support for the introduction of online counselling into the school setting. Counsellors indicated that they would use online counselling if students accepted its use in the school setting though they question how genuine students would be in its use. Most respondents reported a lack of confidence in understanding the ethical and legal implications of online counselling. However, the majority of participants were prepared to undertake further professional development in this mode of counselling. Additionally, they sought confirmation of the effectiveness of counselling students online before committing themselves to it. The implications for school guidance practice are discussed.
Despite the exponential advances in the use of the Internet and technology in the field of education, finding effective ways to teach students to use and apply the technology in their coursework and field placements can be a challenge for counselor educators. The use of online assignments in counselor education courses has been one way to teach and model the use of such technology for counselors in training. Results and comments from students who have completed and applied such assignments to their work have been very positive.
The authors describe a computer-based "bug-in-the-eye" approach to counselor supervision that is well suited to college counseling centers. Hardware and software requirements, comparisons with other forms of supervision, support for and limitations of this approach, and recommendations are presented. (Contains 13 references.) (Author)
A survey was conducted among a sample of school guidance counselors in Metro Manila, the Philippines, to determine their level
of awareness, attitudes, and extent of practice of ICT in the conduct of their work. The respondents showed a higher level
of awareness of communication technologies than of information technologies. They spent an average of 1.2h per day using
a computer in the workplace. Most used ICT for writing letters and reports, calling parents, and keeping records. Appraisal
and counseling were conducted frequently but these were done mainly using paper-based and face-to-face methods respectively.
Their primary sources of guidance-related information were print-based, but a few also cited the Internet. The respondents
had a positive attitude to the use of ICT in guidance. They reported confidence and productivity in using ICT in their work,
while also reporting a need for further training. They also believed that ICT proficiency should be a required skill for professional
counselors. However, costs, confidentiality, and security were important issues that the respondents identified as needing
to be addressed.
KeywordsICT–Guidance–Counseling–Education–Metro Manila
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