2007), which was a modified version of the original CACG system, the Education and Career Exploration System (ECES; Myers, Lindeman, Thompson, & Patrick, 1975).
To date, FOCUS-2 is a popular CACG system used at several different colleges and universities across the United States (Career Dimensions, Inc.
CACG systems, like FOCUS-2, hold promise to offer users an individualized experience by which they have the opportunity to be in personal command of career-related tasks linked to their career development.
A significant amount of research on CACG systems has focused on DISCOVER (Rayman & Harris-Bowlsbey, 1977) and SIGI (Katz, 1973).
By training counselors to integrate the critical ingredients into their use of CACG systems with career clients, we enhance the efficacy of these systems as career intervention tools.
A model graduate training curriculum was designed to promote CACG systems "best practices" by enhancing counselor trainees' understanding of CACG systems and by providing trainees with strategies for using these systems effectively with clients presenting a variety of needs.
The first component involves guided study in four topical areas: (a) the context of CACG systems and their uses, (b) ethical issues, (c) selecting a guidance system to use with clients, and (d) factors that may either enable or hinder a client's use of CACG systems.
The second component of the curriculum is designed to orient counselor trainees to a specific CACG system.
The AACO-B is a modified instrument with items drawn from the Computer-Assisted Career Guidance Evaluation Form (CACG-EF; Sampson & Peterson, 1984; Shahnasarian & Peterson, 1988), which was designed to compare the outcomes of CACG system use on three variables commonly associated with career decision making.
A minimum level of debriefing occurred immediately after they completed the forms, with the career adviser describing how the CACG could meet the client's specific needs, such as learning about self.
In practice, career counselors can combine knowledge of how clients anticipate using CACG systems with the knowledge of system capabilities and limitations.
The appropriateness of client anticipations about how CACGs might be used in career problem solving should be examined in light of the actual capability of the CACG systems.