This study describes the career exploratory behaviors of high school and college students and offers a typology of users of a Web-delivered computer career guidance application. Access to the records of 87,293 high school and college students allowed for the identification and replication of three emergent types of users: a general browser, a focused user, and an in-depth user. Exit surveys of subsequent career exploratory behavior outside of the web application for a subset of users (n = 1655) helped to clarify differences in exploration by user type, with in-depth and focused users more likely to seek additional information and to talk with others about their career decisions. Our findings reinforce the importance of focusing student behavior during Web-based guidance and have implications for future research on the ecology of career exploration via the Web.
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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