Abstract
The
pervasiveness of technology in all aspects of life is forcing providers
of student services to re-conceptualize service delivery. While
counseling centers are documenting increased use of services, limited
resources are affecting the traditional methods of providing personal
counseling. Counselors, with their specialized training in human
development, and sensitivity in dealing with multi-problem situations,
are especially suited to provide expertise and guidance for the
application and integration of technology with counseling.
The
purpose of this project was to develop a comprehensive counseling web
site with the associated implementation and evaluation plans. Survey
research was conducted at two levels to gather data. A survey of
counseling center web sites and a survey of the researchers’ home
college counseling faculty provided a basis from which to develop the
online counseling program, the primary purpose of the study. The
development problem solving methodology was utilized to develop and
validate the components of the program through formative and summative
committee review. This project addressed the development of an online
counseling program at a medium sized urban community college in New York
City.
Review of
Related Literature
Counseling
centers in higher education in general, and in community colleges in
particular, have gone through various stages of change and development (Helfgot
& Culp, 1995;
Heppner & Neal, 1983). In the last decade the use of the Internet
has proliferated (Schau,
2000), and the structure and delivery of instruction in higher
education has changed to reflect Internet use and applications (Charp,
2001;
Gilbert, 2001). At a slower pace, counseling centers are
establishing a presence online as evidenced by member institutions of
the
Counseling Center Village and an increase of online mental health
programs (Ask PATtY Q,
Go Ask Alice,
Here2listen.com, and
Therapy Online).
Although
there is limited research on the benefits of web counseling, some
evidence exists that supports using online technology as a viable means
for counseling interventions. For example, in an attempt to compare
psychotherapy using face-to-face, video, and audio treatment,
Day and Schneider (2002) found that the differences between the
modes of treatment studied were minimal. Moreover, interpersonal
closeness or feelings of closeness can be possible through email or
other computer mediated communications (Stafford,
Kline, & Dimmick, 1999).
Method
The
following seven general phases were completed for this project: (a)
analysis of the literature and model programs, (b) survey of online
counseling programs, (c) survey of the counseling faculty, (d)
development and validation of criteria for the program, (e) development
and validation of the components of the program, (f) development and
validation of a plan for implementing the program, and (g) development
and validation of a plan for evaluating the program. Formative and
summative committee review was incorporated throughout the project
development. Each of the phases propelled a subset of iterative
procedures leading to the final product.
Figure 1 represents a flow chart of the methodology used.
Figure 1. Flow Chart of Process
Used.
A conceptual
basis for beginning this project was established through a review of the
historical development of counseling centers in higher education (Elfin,
1994;
Heppner & Neal, 1983) and counseling centers in community colleges (Helfgot
& Culp, 1995). Additionally, a review of online counseling web
sites (Zalaquett
& Sullivan, 1998), private counseling practitioners (Here2listen.com;
Therapy Online), and the
Counseling Center Village (Guilles-Thomas,
2000) facilitated greater understanding of current practices and
potential applications for adaptation. Some of the model programs
included
Las Vegas,
Raritan, and
Seminole Community Colleges.
Results
of Counseling Center Survey
A survey was
developed using formative and summative panel review. It was designed
to gather information on the extent of direct counselor participation in
the development of counseling sites, to get recommendations for the
program, and to get feedback regarding the process. Targeted web sites
were selected using the listing of members on the directory of the
Counseling Center Village, focusing on community colleges.
Additionally, an online search using Meta search engines such as
alltheweb.com was conducted using the key terms “community college
counseling center.” Over 30 hits were made with direct affiliation to
college counseling centers. Those with more than two pages on their
respective web sites were reviewed and targeted for the survey.
Although a
small population formed the final sample, their responses provided a
qualitative reference from which information was drawn for comparison
and development of the components for the online program. A total of 17
surveys were mailed to counseling center administrators in various
states. Nine surveys were returned completed and useable giving a
response rate of 52.9%. The sample included national representation
from at least seven states from California to New York. All of the
participants had at least two years of experience with the establishment
of their counseling center web site.
It was found
that in the majority of web sites surveyed, most of the counselors
participated in developing their center site (77.8%). This finding is
positively related with the premise that counseling input in developing
such a program provides a strong basis for its foundation and usability
in counseling. The significance of counseling input in shaping web site
development is documented in the literature. Moreover, we are reminded
that web sites will be created, counselor participation
notwithstanding. Involvement in web site development maximizes the
integration of relevant resources that contribute to the goals of
counseling services and “self-help resources” for students (Sampson
& Bloom, 2001).
A number of
recommendations were made by the participants surveyed that were
incorporated into the components for our counseling program. Some of
these recommendations included: a directory of names, email addresses,
links to study skills, academic success, financial aid, career, and
information on classroom behavior. These recommendations are congruent
with some of the needs identified in a survey of college students (BMCC,
2000) and were incorporated into the components of the counseling
program.
Model
programs reviewed in the literature such as
Pennsylvania State University,
Santa Fe Community College, and other members of the
Counseling Center Village also included similar related links.
Consideration for being a model program was given to those that
conformed to the web design principles as suggested by the literature (Lynch
& Horton, 1997a;
1997b;
Ruffini, 2001;
Sampson et al., 2003). Good web design is evidenced by among other
things, the use of appropriate headers and footers, graphics, colors,
and related links (internal and external).
In addition
to soliciting recommendations for developing a counseling center web
site, an attempt was made to gather practical information concerning
pitfalls, and general advice. Through the use of two comment sections,
respondents provided useful information that was taken into
consideration. The first area revolved around the notion that
developing the layout for the web site was one of the most difficult
parts inherent in the process. This difficulty was evident during
formative review where there was conflicting opinion about some of the
content of the text layout presented to the panels.
The second
pitfall was related to the notion of inclusiveness or input from other
stakeholders. That is, feedback in the development process of the site,
as well as a continuous mechanism for user evaluation is strongly
encouraged. Inasmuch as safeguards for these areas could be taken, they
helped the researcher to be cognizant of important concerns. These
concerns were addressed in the implementation and evaluation plans.
Regular and systematic review and input by administrators, counselors,
and students were built into the plans to implement and evaluate the
program.
Counseling
Faculty Perception and Input
Counselors
in higher education have been contending with a multiplicity of issues
raised in college counseling centers (Coll,
1995;
Gallagher, 2000). Some of the problems presented by college
students include identity issues (Glover,
2000), coping skills and adapting to college life (Altschuler,
2000;
Cooper, 1996), as well as more severe problems such as suicidal and
homicidal ideation and gesture (Chandras,
1999;
Kelly, 2000;
Laux, 2002) and depression (Craig
& Norton, 2000).
A primary
role of community college counselors is facilitation (Glover,
2000). To this extent it is important that counselors be
facilitators in helping students adjust to the pervasiveness of
technology particularly in education (Gilbert,
2001). While an online counseling program cannot adequately address
the increasing severity of student problems, there are some areas, such
as those noted by
Coll (1995) that could be addressed via the online program. Lack of
career goals, poor academic skills, and family type difficulties were
noted as the most frequently encountered problems experienced by college
students. Since family type issues are probably best dealt with through
traditional counseling modalities, the other two areas noted (career and
academic skills) can be at least partially addressed through related
links and/or interactive features in the counseling web site.
In
attempting to gather perception and input of the counseling faculty,
given the problems presented by students, a survey was developed and
administered to the college counselors. Formative and summative
committees were used to develop a survey instrument specific to our
counseling faculty. All full time counselors (12) were asked to
complete the survey, 11 were returned useable, giving a response rate of
91.7%. This provided a sound foundation for developing the components
for the program.
The survey
analysis indicates a number of important factors in connection with the
purpose of the project. All of the respondents agreed that a counseling
web site can be of benefit to students and faculty. Additionally, all
agreed that technology is changing the structure and delivery of
services in higher education. And, the majority (72.7%) agreed that
counselors should explore ways to integrate technology into practice.
The
Academic Senate for California Community Colleges (1997) addressed
the issue of professional counseling and online tools. In a section on
technologies, they state that “computers will never replace the skills
of a counseling professional; nevertheless, computers have the capacity
to dramatically improve access, and accuracy in the delivery of
information” (p. 15). This notion is underscored in relation to this
project. Reservations and concerns about counseling and technologies
are also in agreement with the literature (Bloom,
1998;
Sampson et al., 1997) where ethical issues and strong emotions are
tied into the perception of counseling professionals in relation to
online counseling.
However, in
connection with the pervasiveness of technologies in all aspects of life
(Kalb,
2001), 72.7% of the counseling faculty agree that counseling
professionals should explore ways to incorporate technology into the
delivery of student services. The ubiquitous use of email (Gallagher,
2000;
Myers & Gibson, 1999) appears to be evident with the researcher’s
home college counseling faculty in that the majority would support the
use of email (63.6% support or strongly support) to answer career and
financial type questions. These findings offer some hope of embracing
technology and perhaps future innovations and adaptation in counseling
in higher education.
Criteria for
Counseling Center Site
In an effort to develop criteria for the program, both the literature
and online counseling center web sites were reviewed.
D’Angelo and Little (1998) provide a scheme for developing
successful web pages, while
Ruffini (2001) provides a blueprint for developing “great” web
sites. Model programs reviewed via Internet, such as those presented by
Zalaquett and Sullivan (1998) and
Guilles-Thomas (2000) helped shape the criteria for our program as
well as some of the components. Committee feedback further enhanced the
process by providing reactions and suggestions on qualities of a good
counseling web site.
Figure 2 represents the eight criteria validated by the summative
committee. These included (a) appropriate headers and footers, (b)
links, (c) use of colors, (d) graphics and photos, (e) a clear purpose
statement, (f) easy navigation, (g) accuracy of information, and (h)
integrity. The eight criteria, as conceptualized in
Figure 2, were utilized to guide the development of the specific
components for the online counseling program.
Figure 2: Eight Criteria for Online
Counseling Program
(Borges
et al., 1996;
D’Angelo & Little, 1998). Additionally, the results of the two
surveys conducted provided a springboard from which to establish
specific areas for the web site.
Both samples
used in this study were asked to recommend areas that are important to
include in a counseling center web site. Using a Lickert scale (very
important, important, not important) respondents were asked to check off
those areas that should be incorporated into a counseling web site.
Table 1 represents a rank order of those areas noted as either
important or very important according to the counseling center
administrators. For comparative purposes,
Table 2 represents responses from counseling faculty of the
researcher’s institution.
Table 1
|
Recommendations for Inclusion by Counseling Administrators in
Rank Order (N=9) |
|
1.
Links to sites - study & academic (100) |
|
2.
Links to career related information (100) |
|
3. Directory with names of counselors
(88.8) |
|
4.
Information on classroom expectations (88.8) |
|
5.
Information on change of major (77.8) |
|
6.
Information on academic probation (77.8) |
|
7.
Information on student appeals (77.8) |
|
8.
Email addresses of counselors (77.7) |
|
9.
Links to useful sites - Educational Digest & Virtual
Pamphlets (66.6) |
|
10.
Information on financial aid & scholarships (55.5) |
|
11.
Listing of counselor credentials (44.4) |
A majority
of the respondents (70% or greater of both samples) recommended a
directory of the counselors, their related email addresses, links to
information about changing majors, and information about academic
probation and appeals as either important or very important in a
counseling site. Over 80% of both samples recommended career and study
related information, as well as information on classroom expectations as
either important or very important. There seemed to be some
disagreement on the rank order of links on financial aid and
scholarships. Perhaps, this may be more specific to campus issues as
they relate to the financial needs presented by the students. Most of
the recommended areas were integrated as components of our counseling
web site. Other features such as informational databases (Occupational
Outlook Handbook and the Digest of Educational Statistics) and academic
success issues (time management, note-taking, test-taking, and others)
were also integrated into the site. The survey administered to the
counseling faculty is available in the
appendix.
Table 2
|
Recommendations for Inclusion by Counseling Faculty in Rank
Order (N=11) |
|
1.
Information on classroom expectations (100) |
|
2.
Information on financial aid & scholarships (100) |
|
3.
Links to career related information (90.9) |
|
4.
Information on academic probation (90.9) |
|
5.
Information on student appeals (90.9) |
|
6.
Information on change of major (81.9) |
|
7.
Email addresses of counselors (81.7) |
|
8.
Links to sites - study & academic (81.7) |
|
9. Directory with names of counselors
(72.2) |
|
10.
Listing of counselor credentials (72.7) |
|
11.
Links to useful sites - Educational Digest & Virtual
Pamphlets (54.6) |
The
literature documents growing use of email as a resource for mental
health and educational issues (Myers
& Gibson, 1999;
Sampson et al., 1997). In line with this development both samples
underscored the integration of email as an interactive feature to answer
some student questions. Other interactive features such as instant
messaging could be included in future enhancements of the components.
Formative and summative committee review facilitated both developing and
validating a comprehensive online counseling center program designed to
meet some of the problems presented by our college students.
Development
of Plans to Implement and Evaluate the Online Program
In
preparation for developing a plan to implement the online counseling
program, the literature was reviewed for implementation models that
could be adapted to this project. Only one of the counseling web sites
reviewed incorporated an evaluation feature. Interestingly, most of the
respondents from the counseling centers surveyed (55.6%) reported that
they received positive feedback from both students and faculty regarding
their web site mostly through informal means. It is unclear why the
participating programs opted not to include a formalized vehicle to
gather feedback from the users. Nevertheless, it is clear that
gathering feedback and taking the time to review and analyze user
opinion is desirable and necessary as counselors develop creative
programs to respond to student concerns.
A review of
the literature provided a model for developing criteria for evaluating
the program (Coopee,
2000;
Cornell, 2001;
Indiana University, 2001;
Kapoun, 1998) and for developing a plan to evaluate the program (Barratt,
2001). A plan to evaluate the online counseling program was
validated using the aforementioned as foundation. Feedback provided by
the formative and summative committees, including web development staff,
allowed for a comprehensive, viable evaluation plan that embraces and
formalizes input from the stakeholders. The plan puts into operation
the regular and systematic feedback and input from administrators,
counselors, and students. Additionally, the evaluation plan allows for
restructuring and making changes to the program, an important element
given the fast changing nature of online technologies (Gilbert,
2001).
Implications
for Counselors
First, model
counseling center programs share some basic commonalities. Based upon a
review of related web sites and a survey of online counseling center
programs, the majority of the programs incorporate (a) appropriate text
defining the nature of their services; (b) links to both internal and
external resources (e.g., directory of counselors and staff, study
skills, and research data bases); (c) headers and footers identifying
location, telephone numbers, and hours of operation; (d) appropriate
colors and graphics; and (e) the participation and input of counselors
and others to develop its components. The experience and expertise of
others involved in similar undertakings, in this case, online counseling
centers, is a valuable and desirable element. Given an instrument that
will yield significant data, the contributions can both enhance the
development of a program and alert one to potential pitfalls.
Second, a
comprehensive counseling center program or web site should at minimum
incorporate the following elements: (a) a directory of
staff/counselors, (b) email addresses of counselors, (c) links to study
and academic information, (d) links to career related information, (e)
information regarding change of curriculum, (f) academic probation, (g)
student appeals, and (h) classroom expectations.
Third, given
a genuine opportunity, counseling faculty appear indeed willing to
participate in the integration of technology into the provision of
services. The results of our faculty counselor sample (with a response
rate of 91.7%) indicated that the majority of the counselors agree that
(a) counseling professionals should explore ways to incorporate
technology into delivery of service; (b) using email to answer academic,
career, and financial type questions is acceptable within limits; and
(c) a counseling web site can be a beneficial supplement to traditional
face-to-face counseling. Additionally, the results of the survey
counseling center administrators indicated that counselors participated
at a high level (77.8%) in the development of their web site.
Fourth, the
online program should be implemented using principles and theory of
program implementation that embrace collaborative processes. The final
implementation plan incorporated for this project adapted seven
procedures in the areas of needs analysis, system design review,
implementation meetings, hardware and software installation, testing
procedures, time lines, and on-going support. A review of literature
and formative and summative assessment facilitated development and
validation of criteria for an implementation plan.
Fifth, the
online counseling program should incorporate an assessment mechanism for
obtaining user feedback, and procedures to analyze the data for program
enhancement. Evaluation can be achieved through a hyper-link that can
be accessed and completed online as part of the components of the
program. The feedback provided can be reviewed on a regular basis by
the stakeholders for consideration and modification of the program.
Limitations
and Future Research
A
collaborative approach in shaping the components of a counseling program
is built in to the development methodology through iterative feedback
and review of a formative committee. Members of the committee included
counseling faculty, students, administrators, and web publications
personnel. A summative committee consistently mostly of external
professional members, experts in the respective fields, provided
validation for the program components and elements of the final product
retrievable at the institutions main web site. The generalizability of
these findings is limited considering the small samples used and the
scope of the surveys developed and administered. Future research in
this area could include the development of a survey instrument that can
assess counseling faculty perception and gather input across
institutions.
Conclusions
The problem
addressed in this study was that students’ accessibility to counseling
services has been compromised by dwindling resources and limited support
services. In implementing an online counseling program, a number of
benefits are anticipated. First, it can enhance the efficiency of the
counseling center as it responds in new and innovative ways to the
overall institutional mission and commitment to the student body.
Second, the program will provide students with a counseling site that
can be accessed 24-hours a day, anywhere, anytime. Third, the various
features of the program can help students who may not ordinarily be
inclined to seek traditional counseling, to understand and address
concerns related to academic progress, stress, policy and procedures,
and related educational issues. Finally, the online program may boost
morale of the counselors as they face continuing challenges within
institutions of higher education.
Professional
counselors have a duty to not only keep abreast of new findings and
research in human behavior, but to explore ways in which we can better
serve our clients given the paradigm shift in computer and Internet
developments. Congruent with the notion that counseling centers are
viewed as a primary resource for helping students (Bishop,
Bauer, & Becker, 1998), a comprehensive counseling web site can be
the nexus to connect with students where they are, anywhere, any time.
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Appendix
Validated Survey for BMCC Counseling
Faculty
Please complete this survey by circling the
response that most closely represents your view.
1. Generally, an online counseling program
developed with input from the counselors can be of benefit to BMCC
students.
Agree Don’t
Know Disagree
2. A counseling center web site can also be
helpful to faculty & staff.
Agree Don’t
Know Disagree
3. I would support a counseling center web
site that has the following statement: “Online service available through
this web site does not replace face-to-face counseling. You are
encouraged to meet with a counselor to discuss personal matters.”
Agree Don’t
Know Disagree
4. I would be willing to participate in
developing the components of a counseling center web site for BMCC
students.
Agree Don’t
Know Disagree
5. Technology is changing the structure and
delivery of service in higher education.
Agree Don’t
Know Disagree
6. Technology is changing the structure and
delivery of student services.
Agree Don’t
Know Disagree
7. Counseling professionals should explore
ways in which to incorporate technology into service delivery.
Agree Don’t
Know Disagree
8. Using a three-point scale (1=not very
important, 2=important, 3=very important) please check-off and rank
order those areas that you recommend for inclusion in a counseling
center web site:
__A directory listing the names of the
counselors 1 2 3
__A listing of the counselors credentials
1 2 3
__Email addresses of the counselors
1 2 3
__Links to various sites containing study
and academic information 1 2 3
__Links to career related
information 1 2 3
__Links to other sites such as: the
Educational Digest, and
the American Association of Community
Colleges 1 2 3
__Information regarding change of
curriculum 1 2 3
__Information regarding academic
probation 1 2 3
__Information regarding student appeals
(academic & financial) 1 2 3
__Information regarding classroom
expectations 1 2 3
__Information regarding financial aid &
scholarships 1 2 3
__Other
(identify)___________________________________________________
9. A counseling center web site can be a
supplement to a freshman orientation course such as DSL 101/102.
Agree Don’t
Know Disagree
10. I have experience using the Internet.
Yes No
11. I have experience using email.
Yes No
12. Please indicate the extent to which you
would support the use of email in reply to the following types of
questions:
Personal Strongly
Support Support Don’t Support
Academic Strongly
Support Support Don’t Support
Career Strongly
Support Support Don’t Support
Financial Strongly
Support Support Don’t Support
13. An interactive component, such as
instant messaging, where students can get instant access to a counselor
online, may be helpful to the students.
Agree Don’t
Know Disagree
14. Of the following list, please check off
those areas in which you would like or need training.
__Using the Internet
__Using email
__Attaching Documents/Files to Email
__Using MS Word
__Using software like Publisher or Sierra
__Using PowerPoint
__Using Access
__Using Blackboard
__A full basic training using computers
would be desirable
__Other
(identify)_______________________________
15. More professional counselors are needed
in the center.
Agree Don’t
Know Disagree
16. A counseling web site can be a
beneficial supplement to traditional face-to-face counseling.
Agree Don’t
Know Disagree
17. Comments:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Author's Biography
Dr. Pedro Pérez
is a member of the counseling faculty at Borough of Manhattan Community
College of the City University of New York with over 15 years of
experience in the field. He is also an adjunct professor of human
services and social work, department of social sciences. For information
or to comment on this article he can be reached at (pperez@bmcc.cuny.edu).
