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Computer technology and the 21st Century school counselor

Professional School Counseling - December 1, 2001

Continued from page 2.

Activities such as problem-solving dilemmas can utilize cooperative learning and computer-based instruction with positive outcomes (Brucklacher & Gimbert, 1999). In a study reported by Barron (1989), video technology was applied to assist at-risk students in the learning process. This technology was shown to be effective in enhancing learning due to the opportunities to notice sensory images. The video technology allows students to develop certain learning patterns related to visual and auditory cues and is particularly helpful for students with limited knowledge and low interest in the area being taught. Shulman, Sweeney, and Gerler (1995) recommended that "school counselors and technology specialists collaborate to create computer assisted programs enhanced by color, graphics, music and animation that can lead to more favorable attitudes on the part of students ..." (p. 77). The integration of applied technology and media-enhanced instruction can help to increase counselor rapport with students, engage students, and increase student interaction (Caudill, 1998; Cornell, 1999).

Networking

Technology has provided new ways in which people can connect with one another to form valuable support systems. E-mail, listserves, Web sites, chat rooms, teleconferencing, and computer bulletin boards not only assist in disseminating and retrieving information, but can also enable counselors to network with colleagues (McLellan, 1999; Myrick, 1997). A few examples include developing online mentoring programs, providing online legislative information to colleagues, and sharing experiences and recommendations about counseling resources.

Four Directions (http://www.tapr.org/4d/ info. html) is an example of an electronic mentoring project that matches Bureau of Indian Affairs schools with Native American volunteers. This program enables classroom teachers and students in rural and remote areas to connect with Native American volunteers in urban areas via computer technology. This online connection allows students to collaborate and share ideas with other Native Americans with various interests, occupations, and personal experiences. Another example of an online mentoring program can pair experienced school counselors in a district with beginning counselors or counselors new to that school system. Imagine a beginning counselor who is uncertain about how to start a peer facilitator program or is having a difficult time prioritizing a typical week to incorporate small group counseling. A mentor can serve to minimize or reduce the feelings of isolation and loneliness that new counselors may experience and provide timely advice and suggestions. This can sometimes make the difference between a counselor feeling encouraged or discouraged. Utilizing computer technology such as e-mail can make it possible for experienced school counselors, who may find it difficult to leave their school to be available to help new counselors.

Computer listserves and Web sites are also tools for networking and are quick ways to reach school counselors to confer about local, state, and national legislation. In addition, legal and professional issues associated with the school counseling profession can also be discussed over the Internet. The names and email addresses of legislators in a state or county can be placed on a listserve to increase awareness and save time and money. Legislators listen to their constituencies, and the Internet can become a viable means of communication on important issues affecting school counselors. This type of rapid communication has the potential to increase awareness and advocacy for school counselors in order to support student's academic achievement (Stone & Turba, 1999).

Training and Supervision

Advances in computer technology have played a major role in the changes to training and counseling supervision (D'Andrea, 1995; Gerler, 1995; Myrick & Sabella, 1995). Computer technology has been used to supervise counselor education students in their practicum and internship experiences. This type of supervision features a professional counselor supervising either one or a group of four or five students through the Internet. Weekly correspondence is established through e-mails, bulletin boards, or instant messaging (Myrick & Sabella, 1995). Group members read their messages and contribute information. An exchange often includes information about a counselee, the presenting problem, strategies used in the counseling process, and any concerns or questions. Specific tasks are occasionally asked of the supervisees such as describing one counseling activity or technique that was used and how well it worked. Tasks help structure the supervision experience, yet still allow freedom to expand on experiences and receive feedback and ideas from their peers (Myrick & Sabella, 1995). Supervision via the Internet can provide support and guidance that students require in their training experiences. Sampson et al. (1997) stated, "audio or videoconferencing can be used for conducting individual supervision, group supervision, and case conferences when face-to-face interaction is not feasible" (p. 209).

New doors have also been opened for counselor educators who have been hesitant in utilizing computer technology in preparing school counselors. Power Point presentations have become more common, and many professors are viewing applied technology as both a teaching tool and a necessary skill for counselors. Counselor education students can learn how e-mail can be used to form networks. School counseling programs can teach their graduate students how to create Web pages so that they will be able to develop Web sites at their schools.

School counselors are also implementing technology in their staff development trainings and peer facilitation trainings. Media-enhanced instruction such as Power Point presentations can engage audiences using sounds, visuals, and demonstrations (Cornell, 1999). For instance, a school counselor could use either a large screen or closed circuit television to project a Power Point presentation to the entire school staff on effective classroom management techniques or ways to modify the curriculum for students with special needs. The presentation could also include additional technology such as links to Web sites that provide additional information, examples, and case studies. With the assistance of the school counselor, a committee of teachers might share their work with the staff and others in the district through a Web page linked to their school Web site. There could also be links to resources for working with special needs students. Computer technology makes it easy to locate information and even easier to present it to others. In the near future, consultations and meetings will include technology that will make it possible for counselors from different schools to confer with one another face-to-face without leaving their offices.

Facing Limitations

Advances in computer technology provide exciting possibilities for the school counseling profession. However, this technology also brings with it several challenges and ethical issues that need to be addressed. Some of the concerns for school counselors include lack of confidentiality, limited training, and inequality of resources (Sampson et al., 1997).

An ethical issue that arises with the use of computer technology and counseling is the possibility for a lack of confidentiality (Sampson et al., 1997). Technological advances such as listserves, e-mail, the Internet, and videoconferencing can create environments where privacy is not necessarily guaranteed. Supervision via the Internet can lack privacy, and school counselors need to be aware that information regarding a student must be protected (Jongekrijg & Russell, 1999). The same security needs to be utilized when working with videoconferencing to make sure that highest amount of privacy is maintained.

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