TOPIC

New Trends in Guidance and Counseling

ABSTRACT:
The 1980s have witnessed a resurgence of interest in and
demand for counseling services, particularly in the areas of
mental health, family concerns, and adult wyency counseling.
Four critical issues brought up by that increased demand are:
(1) computers in counseling; (2) students at risk; (3) pre-college
guidance; and (4) career guidance. These are discussed in detail
in this report. A review of research on the use of computer-
assisted and computer-supported guidance shows the positive
reactions of students and the ambivalent feelings of counselors.
Three types of programs that have demonstrated effectiveness
in dealing with at-risk pupils are discussed. Pre-college guidance
is a short-changed area, despite the evidence that counseling
interventions make a difference in who has access to college,
who attends, and who stays in and does well. Areas in which
guidance programs must be strengthened are discussed. The
history of career development theory and practice, its roots
and future are summarized. The major focuses of guidance and
counseling in the near future are pinpointed. A, list of
references is attached.
TRENDS IN GUIDANCE AND COUNSELING:
The 1980s have witnessed a resurgence of interest in and
demand for counseling services. In a wide variety of settings--
schools, college, agencies, and business and industry--involving
a range from precocious elementary children to reflective post-
retirement adults, new programs and practices are being
developed to respond to the diverse calls for counseling
assistance. Growth in professional association size, one clear
indicator of the vigor of a professional specialty, has
demonstrated the increased involvement of its members in
new areas of activity. In just the past year, the membership of
the American Association for Counseling and Development
increased by over 10%, bringing the total to approximately
50,000 members. Unlike earlier growth periods, the largest
gains in membership were in those divisions related to mental
health, family issues, and adult agency settings, rather than the
traditional areas of schools and colleges. These trends in
association growth resemble mosaics of bold and sometimes
minute patterns that reveal the areas in which our society is
seeking counselor assistance. An analysis of these_areas_can
provide_rare glimpses into the innermost hopes, aspirations,
needs, and problems of our total population. At counselors
encounter needs for assistance, they face numerous challenges
and issues--whether to respond and how, what priorities to
give to their services, and how to sort out the important from
the urgent. What methods they use and the decisions they
make will reflect their central values and will initiate a response
trajectory which will illuminate the paths that counselors will
follow for the near future. Charting the new and emerging
directions of counseling and the accompanying issues and
dilemmas is not unlike the task of viewing a detailed road map
of an unfamiliar location. The options may be so crest and
information about each one so sparse that a choice is difficult.
With so many populations and settings to be served, counselors
may easily lose their way in a flumble of turns, detours, and
dead ends. The journey may be most rewardipg if counselors
seek out the superhighways of counseling practices and
services--those central issues and topics which will most
expeditiously lead to the principal cities of challenge and
concern for all counselors today. This summary focuses on four
of those critical issues: computers in counseling, students at
risk, pre=college guidance, and career guidance.

Computers in Counseling
Counselors in many schools today question whether
computers; on balance, are more likely to benefit or detract
from counseling; Both the negatives and the positives are
persuasively argued at the present._ One of the most
frequently mentioned "threats" is that computers will
mechanize guidance and counseling and take away the varm,
interactive process that characterizes the work of a counselor
with the student; A_second_area_of concern is that
of_confidentiality. As computers can collect and_store
large_amounts of data on students for long periods of time,
there is considerable potential for_abuse by unauthorized
users._ The_third_frequently expressed concern is that clients
tend_to interpret the objectivity of the computer as evidence
that the information_obtained from it is completely_valid and
reliable--that it need not be questioned_or challenged. This can
be a problem especially in computer-assisted testingi
Assessment, and information retrieval. A fourth, less openly
expressed fear is that the computer will replace the counselor
or, at the leasti demean the counseling role by leaving only
inconsequential tasks for the counselor to do. While all of the
threats have a basis in reality, they have shown themselves to
be readily removed by appropriate safeguards, training for the
staff, and orientation for student users._ When safeguards are_
instituted, computers give clear evidence of the ability to
enhance_and extend the counselor's activities and outcomes;
This can be_accomplished through computer-assisted guidance
and computer7supported guidance. Computerassisted
guidance may be defined as an interactive guidance_technique
in which a computer is used to present information,,solicit and
monitor_responses, and select_and present additional
information in accordance With individtal Client needs.
_Computer-supported guidance may be defined as the use of a
computer to maintain and_analyze student data and to
document and analyze the_guidance program activities.
Computer-supported guidance may also include adtinistrative
uses that are not directly related to the guidance process, e.g.,
recordkeeping and word processing, which increase the
amount of time counselors have available for use with students
Four frequently mentioned advantages of computer-managed
guidance are uniformity, availability, the capacity to store and
retrieve large amounts of information, and the possibility for
direct student and computer interaction on topics of need and
interest to the student. Most developers of computer-assisted
guidance systems make no claims that computer-assisted
guidance can replace the interaction between a student and a
counselor, but rather say that it can increase the counselor's
capability to work better and with a larger number of students
through improved preparation of both the student and the
counselor for their interaction. Computer-assisted guidance
research and evaluation studies have concentrated for the
most part on examining clients' reactions to the experience and
the impact of the system on the student's career decision-
making process. A review of research on the use of these
systems would warrant the following conclusions: (a) students
react very positively to the experience of using them; (b)
knowledge of self and the world of work is expanded; (c)
students develop more specific career and educational plans;
(d) students express greater confidence in their ability to make
career decisions; and (e) students are more motivated to use
additional career planning resources to assist them in making
further decisions. Caution needs to be exercised in interpreting
these conclusions, however, as the research to dote ts limited
and the different systems now available to counselors vary
considerably in content and scope.

Students at Risk
Nearly 2-1/2 million youths are at risk of being alienated from
school, society, and work (College Entrance Examination Board,
1986; Schappi, 1985). Statidtict tell part of the story: o 5,000 to
6,000 teenagers commit_suicide each year, and ten times that
many attempt to do so. Because many attempts go unreported
or are reported as accidents, the number may be as high as
5001000 per year (Peters, 1985b); o One_million teenagers
become pregnant each year, and threequarters of the
pregnancies are unintended; While the overall teenage
birthrate has declined; the out-of-wedlock birthrate continues
to rise (Lachance, 1985b). o Nearly 700,000 students drop out
of school each year, and 300,000 become chronic truants.
AMong unwed teenage mothers, 13-24% leave school.(College
Entrance Examination Board, 1986; Schappi, 1985; GuttMacher
Institute* 1981, in Lachance, 1985b). o Three Million youths
aged 16-19 are looking for jobs and unable to find them, and
391,000 have quit looking (College Entrance Examination
Board, 1986; Schappi, 1985). o A 60-fold increase in juvenile
arrests occurred between 1960 and 1980 (College Entrance
Examination Board, 1986; Schappi, 1985). o While the rate of
alcohol and drug use among teenagers_has gradually declined
since 1980, usage lovels_remain_high. An estimated
3.3_million_teenagers are alcoholics* and 63% of all young
people try an illicit drug before they finish high school
(Johnston, O'Malley, & Bachtan, 1984). Youths at risk are not
confined to a particular class or race, and in addition to the
official statistics mentioned above, 10-15% of all 16- to 19-year-
olds are estimated to be suffering from general alienation
(College Entrance Examination Board, 1986; Schappi, 1985).
How much of this is due to fundamental changes in the
structure and status of the family is open to argument, but the
rising numbers of dual wage-earner families, divorced parents,
and single-parent or step families also constitute a
phenomenon that cuts across socioeconomic strata. Again, the
figures are troubling: estimates of children inder 14 in regular
self-care before or after school ("latchkey" children) are as high
as 4 to 6 million (Frenza, 1984). Forty-one percent of children
born into marriage will experience family disruption due to
separation or divorce, and 46% of children entering a second
family will go through a repeat disruption (Bundy & Gumaer,
1984) As grim a picture as these statistics paint for the youth
involved, the consequences for'society at large will be
devastating if their needs are neglected or ignored. Ironically,
while the school reform movement has stimulated countless
local and state initiatives to improve education, it may have
exacerbated the problem. Such measures as lengthened school
days, more homework, and fewer electives often are
mechanistic responses to a complex situation and may
themselves contribtite to student alienation. For students
already able to cope only minimally, the stress on intellectual
rigor and competitive academic performance may serve chiefly
to ensure their failure.

Pre-College Guidance
An issue of immense importance to current school guidance
programs_and to the design of future programs is whether and
how pre-colIege_guidance and counseling impactr.; on
students. In a time of stringent financial demands and a desire
for improved academic performance, the critical question is
whether school guidance programs as we know them should
continue and what, if any, changes or improvements should be
made; The importance of this issue has come into sharp focus
with the release of the report, "Keeping the Options Open"
(1986) by the College Entrance Examination Eonrd , a report
based on an extensive study of the condition of pre-college
guidance. Underlying the discussion is the fact that the school
reform movement has brought neither increased attention to
nor support for guidance and counseling, with the result that
counselors are expected to do too much for tc many. Pre-
college guidance is one of the areas that is short-changed,
despite the evidence that counseling interventions make a
difference in who has access to college, who attends, and who
stays in and does well. _Studies have demonstrated the
significance of counseling services in motivating students to
stay in school; assisting them to overcome negative
expectations imposed b) peers; helping them to break out of
the straitjackets imposed by school tracking systems; sharing
perceptions and understandings about students with
administrators, teachers, and parents, [Link] turn enable
them to be more effective in working with students; providing
accurate and reliable information about careers, colleges, and
after-schooI work opportunities to students who otherwise lack
access to information; and helping students to manage
transitions between different school levels. What can be done
to improve guidance and counseling services in schools has also
been the subject of much analysis and research. Among the
findings are the needs for improvir3 program resources,
reducing student-counselor ratios, clearly defining counselor
job descriptions and responsibilities, reducing administrative
chores, and setting clear priorities for guidance and counseling
at different grade levels as a means to moderate the conflicting
demands of teachers, parents, and students. A particular
problem area is access to counseling services, which has been
found to vary considerably from district to district and from
school to school. Unfortunately, the data would suggest that
those students who' could most benefit from the counselor's
specialized skills and information_ 'minority and Iow income
students) a:a the students least served by counseling. Another
issue for many schools, although not always clearly stated, has
been whether the resources now devoted to school guidance
programs could be better used in direct Improvements of
instructional programs. Clearly, there is a need .'!or
strengthening the school guidance programs in the following
areas: (a) Provide greater preparation for counselors, both in
inservice and preservice, in areas relating to career and
educational planning and placement. Some counselors are
highly knowledgeable and perform this function extremely well;
others are inclined to see it as less important than personal
counseling for a relatively small number of students.

Career Guidance
The first45 years Of career development theory_and practice (referred to earlier as"vocational
guidance") posited that_the central role of the vocational guidance counselor was to assist clients in
making_occupational choices; _The_prodedtre_used bk vocational counselorn was_essentiaIly
thrte=fold: _(a) determine the_salient traits and abilities of a perSOn thrdto teating; (b)
identify_occupationali_opporttnittes throulh ravieVi Of oddtpational literature and employment trends;
and (c) asaigt the perebn to Chobed the occupation_which best fits his/her_ characteriStidt==that ia; the
beat match between_what a given person_was like_and_vhat Chid reeitired of an individual_in different
occupations; This_"teSt_and tell" method was thc! method_of_choice for career gtidanc._uell into the
19F0s. At this time a more_comprehensive view of an individual's develOpment became accepted. It
was seen as occurring over the life span and involVing a iar broader array of essential concerns than
just_occupational choice. Since that time career guidance has split_into the_traditional choice-
focused_group_of practitioners and a deveIopmentally=oriented_group that sees occupational choice as
a developmental process. Through the use of the_term "career development," these latter_prattitioners
express their preference_to view the development of WI indiVidtal career-wise as "the total
constellation_of psycholdigital, sociblOgidel, educational, physical; economic, and chance factors that
combine tO shape the career of any given individual" (National Votatibnal_ cartet Guidance Associationi
1973, _Limitations_in fUnda and a debite for a practical and direct approach to_providing assiatante_at
CritiCal junctures in a person's life (i.e., choice of an edUCatithal biajor