Article

Training Counselors to Use Computers

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Abstract

Discusses the need for counselor training on the use of computers, potential benefits of training, development of counselor training resources, the content of counselor training, training alternatives (preservice training, inservice training workshops, onsite inservice training, technological training resources), and factors influencing the future of such training. (CT)

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... Specific recommendations on how to train counselors to become proficient in the effective use of CACG systems were also incorporated into our model curriculum. For example, Johnson and Sampson (1985) suggested that counselors have hands-on experiences with CACG systems and receive training in how to integrate the use of CACG systems into an ongoing counseling relationship. These authors suggested the use of both didactic and experiential training strategies. ...
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A model graduate training curriculum that emphasizes the counselor's role in assisting clients in the effective use of computer-assisted career guidance (CACG) systems is described. This 4-module graduate training program emphasizes client readiness and exploration using CACG systems, skill building and simulation exercises, and service learning with career clients. The study is evaluated from the perspectives of counselor educators, counselor trainees, and career clients. Findings from 4 institutions support the efficacy of a model curriculum for graduate training and the beneficial outcomes of using CACG systems under appropriate conditions.
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La presente tesis se estructura en dos partes bien diferenciadas. En la primera, se abordan las funciones y aplicaciones que se le ha dado a la tecnología informática en el campo de la orientación y el asesoramiento vocacional. En la segunda, se proponen y desarrollan una serie de instrumentos útiles para la labor de los asesores y de los orientadores vocacionales: - HIA. Herramienta Informática que permite crear y distribuir cuestionarios para el Asesoramiento vocacional con un soporte informático, desde un entorno web. - BDOE. Base de Datos documental de carácter referencial para Orientadores Escolares, accesible a través de Internet, sobre artículos de interés para la orientación y el asesoramiento vocacional y la intervención en dificultades de aprendizaje. - FORMAORIENTA. Instrumento de autoevaluación de conocimientos relacionados con la orientación, implementado y accesible a través de Internet. - El WIKI de la orientación y el asesoramiento vocacional. Entorno web colaborativo, en el que todos los orientadores y asesores vocacionales pueden encontrar contenidos y recursos útiles para su labor, y en el que pueden colaborar activamente, añadiendo y editando los contenidos. - La COMUNIDAD DE ORIENTADORES. Portal web configurado como punto de encuentro y puerta de acceso a todos estos instrumentos y a otros recursos, materiales y contenidos de interés para el orientador y asesor vocacional.
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This article examines the role of computer technology in counselor preparation. Three aspects of counselor training—acquisition of facts and theory, development of specific skills, and personal and professional development—are discussed in terms of the potential contributions and limitations of computers in training efforts.
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Discusses the pros and cons of using computer-assisted instruction for training and the difficulty in evaluating various programs. (JOW)
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This article presents possible modifications of the American Association for Counseling and Development standards of preparation. Incorporation of computer preparation standards for counseling and human development professionals is suggested. (Author)
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Discusses (a) the growing use of computers in counseling, testing, and guidance; (b) potential ethical problems, such as maintenance of the confidentiality of client data and the need for counselor intervention; and (c) principles for ethical use of computer applications. (28 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This article begins with a discussion of issues related to evaluating the acceptance and effectiveness of computerized approaches to counselor training. In view of the paucity of research on the use of computers in counselor training, the discussion focuses on the relationship between what is known about computer-assisted counseling systems and comparable uses envisioned in counselor training. After discussing the need to evaluate the extent to which both students and educators accept the use of computers in training, the article examines computerized approaches in light of what Loganbill, Hardy, and Delworth (1982) indicate are three fundamental tasks of counselor training; to help students (a) to obtain pertinent knowledge and factual information, (b) to increase their self-awareness, and (c) to develop skills. The article concludes with a discussion of several research opportunities that are made possible by computer applications to counselor training.
Computerized career information and guidance systems
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Clyde, J. S. (1979). Computerized career information and guidance systems. Columbus, OH: The Ohio State University, ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 179
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