Training Counselors to Use Computer-Assisted Career Guidance Systems More Effectively: A Model Curriculum
✍ Scribed by Becky L. Bobek; Steven B. Robbins; Paul A. Gore Jr.; JoAnn Harris-Bowlsbey; Richard T. Lapan; Carol A. Dahir; David A. Jepsen
- Publisher
- American Counseling Association
- Year
- 2005
- Tongue
- English
- Weight
- 541 KB
- Volume
- 53
- Category
- Article
- ISSN
- 0889-4019
No coin nor oath required. For personal study only.
✦ Synopsis
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.
There is mounting evidence suggesting increased use of computers for career exploration and planning (Behrens & Altrnan, 1998; Boyce & Rainie, 2002; National Center for Education Statistics [NCES], 2003). For example, the percentage of high school students using computerized career information sources increased from 27% in 1984 to over 57% in 200257% in (NCES, 2003)). Furthermore, recent estimates suggest that lout ofevery 5 Americans has searched online for occupational information and that more than 4 million users do so daily (Boyce & Rainie, 2002). Not surprisingly, a large number ofInternet-delivered computer-assisted career guidance (CACG) systems have been developed in the last decade. The increased use and proliferation of CACG systems have led some authors to call for the development offormal, graduate-level training on the selection