CACGS

AcronymDefinition
CACGSComputer Assisted Career Guidance Systems
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References in periodicals archive ?
This idea of matching client need and GAGG capacities assumes that counselors have had adequate training and experience regarding specific CACGs offered in the setting so that they will be knowledgeable enough to make such specific, need-related suggestions.
As such, a second implication for practitioners involves the need to relate the use of CACGs as an intervention to the broader theoretical perspective of career planning.
A third implication is the important role of orientation to CACGs. With clients unsure about what the CACGs will and will not do, the potential effectiveness of the counseling intervention may be undermined.
Using a structured, more detailed instrument could serve as an activity to educate clients on how CACGs might possibly help in career decision making and problem solving.
In order to meet client needs with CACGs as the chosen intervention as well as to provide effective orientation to the CACGs, the counselor must be aware of the system's design, including its theoretical base, specific modules/sections, occupational database, search features, and research base.
This study provided a description of client anticipations and discussed how CACGs might be used in career problem solving and decision making, taking these anticipations into account.
Although existing literature suggests that client anticipations affect career counseling, previous studies have not systematically assessed client anticipations prior to using computer-assisted career guidance (CACG) systems in career counseling.
Computer-assisted career guidance (CACG) systems can be used to help solve career problems, and their use has resulted in improved self-awareness (Peterson, Ryan-Jones, Sampson, Reardon, & Shahnasarian, 1994), knowledge of information resources (Cairo, 1983; Peterson et al., 1994), and decision-making skills (Peterson et al., 1994; Sampson, 1996).
If, however, the goal is to increase career options under consideration, that particular desire can be listed as an outcome of or reason for using a CACG system.
In practice, career counselors can combine knowledge of how clients anticipate using CACG systems with the knowledge of system capabilities and limitations.
Existing studies, as well as the call for further research, suggest that client anticipations play an important role in the career problem-solving process, but these studies have not systematically assessed the range of client anticipations about use of the CACG systems, nor have they directly related research results to an existing classification system.