For
more than twenty-five years computer technology and the Internet have
significantly impacted how counselors are educated and trained,
counseling practices are managed, research is conducted, and knowledge
is disseminated within the profession.. We have witnessed how computer
technology can influence the day-to-day, administrative side of clinical
practice such as managing the business aspect of practice, facilitating
record keeping and documentation, and processing claims for
reimbursement for services (Tyler & Sabella, 2004). Daily scheduling
and tracking of client information are facilitated through practice
management software now readily available for counselors in agency,
institutional and private practice settings. Application of computer
technology to counselor assessment and testing (Hansen & Neuman, 1997;
Reardon & Loughead, 1988; Sampson, 2000) has enhanced the efficiency,
documentation, and storage of data generated through these activities.
Career counseling has also benefited from the application of computer
technology mediated by the World Wide Web as well. Career and guidance
counselors, and clients, can use computer technology to engage in
diverse and extensive information retrieval and identification of career
resources (Harris-Bowlsbey & Sampson, 2005). Additionally, as McDonald
and Crew’s (2006) recent research suggests, Internet job searches can
produce more successful job location outcomes than traditional methods.
Within
counselor education, electronic communications such as e-mails have been
integrated into the practicum supervision process. A clinician can
supervise interns at a distance (Graf & Stebnicki, 2002; Myrick &
Sabella, 1995; Stebnicki & Glover, 2001). Interns and counselors can
learn and refine their counseling skills using computer simulations (Sharf
& Lucas, 1993) and multimedia to supplement traditional counselor
education curricula (Hayes & Robinson, 2000; Lundberg, 2000). Scholars
and researchers can publish and disseminate new knowledge through
leading counseling journals, facilitated by electronic portals (Smaby,
Maddux, Zirkle, & Henderson, 2000; 2001). With the advent of
e-mails, real-time chatrooms, asynchronous discussion web boards,
list-serves, instant messaging, blogs, and other computer-assisted
mechanisms to facilitate human interaction and communication, it is not
surprising that the field of counseling has explored the application of
computer technology to various areas of practice, education, and
research. At the same time, the ongoing debates about the value and
efficacy of computer technology to train and educate future counselors
reflect continual and evolving paradigms in counselor higher education
(Fong, 1997; Thomas, 1999; Wilczenski & Coomey, 2006).
Counseling professional journals often reflect prevailing practice,
education, and research trends within the discipline. To determine how
counseling professional journals have addressed computer technology in
their publication practices, therefore, a content analysis of American
Counseling Association and its divisions journals was conducted for the
period 1990 through December 2005. The first objective of the study was
to identify the number and types of articles published that featured
computer technology during this 16 year timeframe. A second objective
was to examine specific applications of computer technology in
counseling practice, research, and education. The third objective was
to identify the populations or end-users that the articles target, and
the final objective was to determine how the use of computer technology
has developed and transitioned during this sixteen year time span.
Method
Research Design
The
content analysis design systematically examines the empirical knowledge
base while providing insights into how significant issues or changes are
revealed in professional journal literature. Research trends,
theoretical debate, and contemporary issues of concern to education and
practice (Buboltz, Miller, & Williams, 1999; Loveland, Buboltz,
Schwartz, & Gibson, 2006) are thereby revealed. A quantitative content
analysis (QCA) stems from the positivistic philosophical paradigm and
emphasizes predetermined, fixed, measurable, and objective states of
reality (Altheide, 1987; Leedy & Ormrod, 2005). Through examination of
such content, emergent data can be reduced to categories that reflect
themes as well as variations in coverage of a particular topic (Rourke &
Szabo, 2002). In the present study, the content analysis sought to
provide insights into the presence of computer technology publication in
the counseling profession within flagship journals of the American
Counseling Association and its Division professional associations’
journals.
Sampling Design
Articles from the 11 major
journal publications of the American Counseling Association and its
Divisions were included in the sampling frame. Of the 11 journals, 8
journals contained articles within the parameters of the study. (See
Appendix A for a list of the journals and their websites). The time
span of this content analysis study included the 16 years between 1990
through 2005. In this study, computer technology was defined as the
application of any computer mediated technology used to engage in
counseling practice, counseling research, or counselor education
activities. Further, the definition included, but was not limited to,
the use of computer software to monitor and track data and Internet
communication methods (e.g., send and receive e-mails, use list-serves,
chat rooms, blogs, instant messaging, etc.).
Article searches were conducted
in Academic Search Premiere and ProQuest library databases in the social
sciences. The first tier of the search began by typing the name of the
journal in one of the search fields and then searching by the following
keywords -- “computer,” “computer technology,” “Internet” and “online”
-- within the abstract, title, keyword, and subject fields. A second
level of review included related search terms such as “information
highway” and “world wide web” to ensure that the search for articles
included key terms found in articles addressing computer technology
topics. Only articles that substantively discussed the use of computer
technologies were included, yielding a resultant sample of 67 articles
found in 8 of the 11 journals fitting the above criteria spanning the
years 1990 through 2005. “Substantive discussion” of computer technology
topics was reflected by the article’s primary purpose to address an
aspect of computer technology topic (e.g., Internet, computer
technology, online applications).
Development of Coding Scheme
Five articles from the pool of
67 articles were randomly selected to develop the first iteration of the
codebook. The two researchers worked collaboratively to define the
coding schemes, utilizing an iterative process of emailing questions and
answers back and forth after examining, refining, and modifying the
categories. The first iteration of the coding scheme was pilot tested
by the researchers to determine inter-rater reliability which was found
to be below 70%. We then discussed how we had interpreted the
categories differently, refined our definitions, and clarified the
coding scheme. Using this second iteration of the coding schema, a
second inter-rater reliability test was conducted on three new randomly
articles from the total of 67. The inter-rater reliability exceeded 82%
and was deemed to be at an acceptable level to enable data collection.
Using the coding scheme (see
Appendix B), each article was reviewed using a cascade strategy
consisting of: (1) First level of review involved application of the
coding scheme to the title and abstract of the article; and (2) If the
first level was not sufficient to complete the coding, a next more
complex application of the coding scheme was applied to the body of the
article. In some cases, the first level of review was sufficient to
complete the coding process. In other more lengthy non-research
articles, a more in depth review was needed (e.g., general literature
review or theoretical articles) to complete the coding. Ambiguities in
coding decisions are addressed in the discussion section.
Results
Time and Frequency Trends
For the
purposes of this research, the term computer technology is used when
discussing the design of the study and its findings. Year of
publication was categorized into three year time intervals to
investigate trends across journal publications as well as to examine
overall trends during this 16 year time frame. Not surprisingly, the
majority (n = 25, 37.3%) of the articles on computer technology were
published between 2002 and 2005 while the early to mid-nineties produced
a total of 24 (35.8%) articles on computer technologies.
The Journal
of Measurement and Evaluation in Counseling and Development
published the majority (41.8%, n = 28) of the articles on computer
technology. The Journal of Counseling & Development
published14.9% (n=10) of the articles. The Counseling Education and
Supervision and the Journal of Employment Counseling both
published 8 articles (11.9%). Career Development Quarterly
published 10.4% of the articles (n=7). The remaining journals published
less than 5 articles during this 16 year time span. Three journals did
not publish articles on the topic as defined by the study parameters.
Types of Articles and End Users Targeted
During the 16
year time span, the top three types of articles published were empirical
research articles, representing over a third (34%, n = 23) of the total
published. A quarter (25.4%, n = 17) were articles that reviewed
software, hardware, or other computer technology products. Finally,
counseling practice articles examining how computer technology is used
in counseling practice formats constituted 15% of the articles.
The articles on
computer technology were targeted towards three primary end users --
counselors or counseling practitioners who comprised 34.3% (n=23) of end
users; educators represented 29.9% (n=20) and researchers at 17.9%
(n=12).
Computer Technology Topics
All 67 articles
were coded for the focal topic under discussion or examination,
recognizing that a number of related topics could be included in an
article. Between 1990 and 2005, the topic receiving the most attention
(47.8% of the total, n=32) centered around evaluation of the merits and
limitations of a particular computer technology application. These
articles reviewed in an in-depth manner various computer technology
applications currently in use within the counseling professions,
highlighting their strengths, limitations, and issues associated with
each application.
Articles that
examined descriptions of a new innovative process or application of
computer technology in either counseling or counselor activities was the
next main topic, comprising 16.4% (n = 11) of the total. Documentation
of the empirical evaluation of the efficacy of computer technology in
counseling, counseling education, and research constituted another 16.4%
(n=11) of the articles.
Over ten
percent (13.4%; n=9) of the articles evaluated and compared various
aspects of computer technology for the purpose of administering and
scoring tests and other instruments as well as specific instruments
offered in computer formats. Issues such as the reliability, validity,
and appropriateness of the instruments, or delivery of instrumentation,
to specific populations were examined in these articles.
A limited
number of articles (n=2 or 3%) examined attitudes about technology use
in counseling practice, education, or research as the major theme of the
publication. The last two other articles focused on the impact of
technology on non-counselor professionals (i.e., addictive use of the
Internet in the workplace), and a longitudinal analysis of classified
advertisements identifying technology skills related to communication
competencies of job seekers.
Type and Primary Purpose of Computer Technology
The top two
types of computer technology applications, as represented by these 67
articles during this sixteen year time span, have a primary emphasis on
the Internet/e-mail and microcomputer use for clinical practice. Almost
a third (31.4%, n=21) of the articles discussed the use of the Internet
for a variety of purposes including e-mails, web-pages, interactive
chats, initiating and publishing e-journals, and general issues
associated with access to the Internet. Approximately another third of
the articles focused on the use of the microcomputer for clinical
practice, particularly using the computer for clinical assessments with
clients. Finally, more than a quarter of the articles described
computer software applications either for data analysis, supporting
educational and professional tasks, and administrative purposes of
keeping track/monitoring clients.
The category
“type of computer application” focused on the specific use of the
computer technology described in the article. Seven categories were used
consisting of clinical practice targeted to clients,
professional/continuing education, research activities, supervision of
practitioners, teaching via Internet, general discussion of computer
technology, and an other category. Forty-six percent of the articles
focused on some aspect of using computer technology to provide services
to clients or to enhance the administration of clinical practice such as
tracking and monitoring client information. How computer technology can
be utilized to increase access to testing materials, to administer tests
and assessments, and to communicate testing and assessment results to
clients was the subject of 28.4% (n=19) of the articles. Ten percent (n
= 7) of the articles revolved around how computer applications can be
used to disseminate educational information to clients such as
explaining aspects of treatment or medication, providing career
information, offering mentoring assistance, or providing resources in
support of counseling objectives.
Articles
addressing the use of computer technology for the purposes of conducting
empirical research and collecting and analyzing data was represented in
13.4% of the total number of articles reviewed. Another seven articles
(10.4%) describe general and multiple purposes for computer technology
in various counseling activities such as how various forms of
computer-mediated communication can assist counseling practice or pose
risk to users (e.g., Internet addiction).
Settings Where Computer Technology is Applied
The setting or
primary locale for the application of computer technology was
examined. The majority of the articles, that is, over two-thirds
(68.7%, n = 46), discussed the use of computer technology in a variety
of academic settings (e.g., university, colleges, high schools, and
other school settings). Approximately 15% (n = 10) focused on uses of
computer technology in counseling organizations of various kinds (e.g.,
community mental health centers, agencies, counseling practice
offices). A small portion of the articles discussed utilization of
computer technology in hospital settings such as psychiatric facilities
(3%, n = 2) or in work situations such as the general workplace and
employment agencies (4.5%, n = 3). The remaining six articles fell into
the “other” category including the development, description, and
procedures associated with electronic manuscript submission to specific
counseling journals.
Discussion
A total of 67
articles were published on computer technology from 1990 through 2005 in
the American Counseling Association flagship and Division journals,
representing an average of 8.4 articles per year in the 8 journals
publishing on the topic during this 16 year time span. Hundreds of
articles were published by the 11 journals reviewed in this study yet
limited attention was directed toward emergent computer technology
innovations applicable to counseling. For example, between 1995 and
2005, the percentage of articles published in the Journal of
Counseling & Development on computer technology (n=6) was less than
one percent of the estimated total (n=671). This is an extremely small
frequency of publication during a period when computer technology was
rapidly emerging as a promising innovation applicable to counseling
practice, education and research.
A slightly
different picture emerges when considering the journal that had the
highest frequency of publication on the topic. In Measurement &
Evaluation in Counseling & Development, between 1990 and 2005, 28
(8%) of 351 articles published, were focused on computer technology
topics. Given the mission of this journal and the early application of
computer technology to assessment and measurement, this higher rate of
publication is a logical extension of the journal’s purpose.
Several factors
can partially explain the overall low frequency of publication on a
topic that continues to provide opportunity for innovation in counseling
education, research and practice. Exploring potential explanations for
our findings led us to consider certain demographics of the counseling
profession as these may relate to computer technology adoption, issues
associated with attitudes toward computer technology, access to computer
technology by counseling professionals, and emerging trends suggestive
of an interface of technological innovation and the traditions of the
profession. Each of these factors may provide guidance to journal
editorial decision makers and the profession as a whole when considering
computer technology article submissions while also providing impetus to
the continuing discussion of the role of computer technology in the
counseling profession.
Demographics, Counselors, and Computer Technology
Internet use is
remarkably similar for men and women, with 69% of women and 71% of men
using the Internet (Pew Internet & American Life Project, 2007). This
finding belies the notion that in Western culture, technology is
associated with men (Lie, 1997; Weiser,
2000) or that technology adoption reinforces male patriarchy associated
with early socialization processes favoring males in the areas of
computers, math, and science (Clark & Gorksi, 2002; Weiser, 2000). More
specifically, with reference to age of Internet users, the highest rates
of use are found in the 18-29 age group at 83%, it is almost identical
for the 30-49 age group at 82%, and for the 50-64 age group, it is 70%
(Pew Internet & American Life Project, 2007). Additionally, depending on
the study population and setting, there are no gender differences in
comfort with or use of Internet mediated technology (Shaw & Gant, 2002).
With women comprising approximately 66% of the counseling profession
(US Census Bureau, 2000), and evidence suggesting that gender and age
are not limiting factors in use of computer technology, journals may
need to consider how to elicit submissions that address a wide variety
of computer technology contemporary topics of interest to the current
and future counselor professional demographic.
Research data
on general and Internet computer technology use within the profession as
a whole (i.e., education, research, practice roles across
specializations) is minimally available. Research efforts to address
this gap in knowledge includes a study by Carlson, Portman, and Bartlett
(2006). In this study, the majority of the school counselors surveyed in
three states were very comfortable with a wide variety of
computer-mediated technology while others reported high levels of
anxiety regarding such use. We can surmise that one factor that may be
associated with computer use is comfort with computer technology.
Recognition of
the potential applications of computer technology to the profession, and
research on specific applications, is reflected in many of the articles
within ACA journals reviewed for this content analysis study. Cabaniss
(2002) provides limited research verification of the interest in
computer technology, or computer-related technology, by counselor
educators and practitioners. Presenting a different perspective on
acceptance of computer technology within counselor education, Quinn,
Hohensill, and Fortune (2002) reported comfort with certain technology
applications alongside skepticism regarding others. Given the estimated
numbers of counselors within the profession, high rates of Internet use
within the general population inclusive of counselors, and preliminary
research suggestive of computer technology use within specific counselor
specializations, increasing publication within ACA and Division journals
is indicated.
Attitudes, Counselors, and Computer Technology
Attitudes
toward computer technology can influence its adoption into counseling
practice and reflect topic preferences for journal publishing. If a
journal’s publishing mission does not incorporate submissions on
innovative developments within the field of practice as a stated
interest area for potential authors, authors seeking publication
opportunities in a particular journal may not submit manuscripts on
computer technology topics for review.
Traditional
counseling is associated with working with people and the process of
tapping into human growth and potential within a context of intimacy
created within the in-person encounter. Counselors may consider
computers as useful tools to facilitate administrative functions
associated with practice management, as a mechanism to access the
Internet to obtain information, or to access and use e-mail. It is
plausible that there are counselors, however, as well as journal
editorial boards, who do not see how computer technology fits into
interactions that address human processes (Lie, 1997); e.g.,
incorporating computer technology into counseling practice as part of
the in-person therapeutic process. Such attitudes may reflect deeply
held philosophical perspectives regarding the very essence of
counseling, or in some cases it can reflect varying levels of "computer
anxiety,” a fear or apprehension felt by individuals regarding use of
computers that can lead to apathy and resistance (Charlton & Birkett,
1995). As user-friendly computer technology increasingly becomes
endemic in workplaces where counselors practice, teach and conduct
research, computer anxiety most likely will diminish. However, the
philosophical differences that govern adoption of technology
applications are not as amenable to change.
Adjacent to
attitudes that signal resistance to application of computer technology
to counseling are other attitudes that have embraced various forms of
technology. One provocative example has extended computer technology to
delivery of counseling via the Internet and is reflected in articles
reviewed for this study (e.g., Chang & Chang, 2004; Heinlen, Welfel,
Richmond, & Rak, 2003). Lacking research data about attitudes across the
profession toward computer technology applications suggests a need, on
the part of the journal editors, to consider strategies to determine
interest changes and preferences associated with this topic within
journal readership.
When
considering how attitudes toward computer technology may influence
publication practices within a counseling journal, it is instructive to
consider underlying goals of a counseling journal. For example,
recognition of the emerging role that technology innovation was playing
within the specialization seemingly led to higher rates of manuscript
submission or elicitation of articles for publication on a variety of
computer-related topics in the Journal of Measurement and Evaluation
in Counseling and Development (JMECD). With the largest portion of
articles written on computer technology reviewed in the study, this
journal explored, in a vigorous manner, newly emerging technology
associated with assessment and measurement activities in a variety of
counseling venues, maintaining a pattern of publication commensurate
with a dynamic and rapidly changing innovation. This is not surprising
given this journal’s emphasis on measurement within administration,
counseling practice, business/industry, and university/college and
school settings that aligns with the early application of technology to
measurement activities across a variety of practice settings.
Access, Counselors, and Technology Application
As computer
technology becomes more prolific and accessible to more people, this
reality in itself may be reflected in the publication rates reported..
Overall computer usage trends in the United States in July 2000 reported
an estimated 88.2 million people were going online from their homes
(Roach, 2001). Horrigan (2006) approximates that Internet penetration
rose from 58% to 70% within the last four years and that 37% of the U.S.
population (i.e., 74 million) have broadband connections at home.
Therefore, it is not surprising that the frequency of publications in
these counseling journals did increase between the periods of 2002-2005.
Availability of
computer technology to counselors may or may not engender innovation of
application or desire to publish on an aspect of this topic. With the
majority of articles describing application of computer technology in
academic settings, access to technology was evidently present. In other
settings, however, availability and access may not be as prevalent. In
considering this possible correlation between access to computer
technology and publication submissions or trends, a number of questions
are posed: (1) Do counselors who have access to computer technology
desire to publish on the topic?; (2) Is access to computer technology
sufficient to support publication and research activities?; (3) What
technical supports are or are not available to counselors who would like
to seek publication on this topic?; (4) Are editors and editorial boards
interested in and comfortable with reviewing submissions on computer
technology topics?; and (5) How are editorial boards viewing the impact
of computer technology within the profession’s various practice arenas?
Clearly, many
other questions arise when considering the life cycle of publication
within the profession as this relates to access to technological
innovations. With availability of computer technology and technical
support, counselors may venture into application activities. These
activities (education, research and practice) can then be described in
manuscripts suitable for submission to professional journals. Journal
editorial boards then can review the submissions noting the emergence of
technology applications within the field and specializations represented
by the journal’s readership as part of the decision making process to
accept or reject the submissions.
Emerging Trends and Abiding Traditions
Given the
pervasiveness of computer technology within society and the potential to
devise creative ways to apply this set of tools to practice, research
and education, there is need to continue the debate in the literature
about how applications to diverse areas of practice take place.
Professional publication plays a critical role in engaging with this
debate by linking the traditions of the profession with current and
emergent technology applications. Publications can incorporate divergent
philosophical positions while also exploring the potential benefits of
technology formats to enhanced education, research and practice.
Inherent in such a discussion is recognition that counseling practice
traditions can be sustained during a time of innovation and change.
Limitations of the Study
For the
purposes of this content analysis, we assumed that all journals adhered
to the same set of publishing decision practices, when in fact we did
not have research evidence upon which to base that assumption.
Consequently, we acknowledge that differences in each journal’s mission,
history, and target audience could have influenced our findings.
Editorial decisions to publish a manuscript, for example, are governed
by the mission and purpose of the journal. In some of the journal
purpose statements, wording suggests an interest in publishing
innovative manuscripts (e.g., the Journal of College Counseling
includes “innovative practice” within the categories of manuscripts
appropriate for the journal) or ones that reflect trends within the
profession (e.g., Journal of Counseling & Development identifies
“trends” as a category of submissions). However, other journals may not
identify innovation or trends as a theme for publishing decisions, but
rather focus on general themes of theory, research or practice articles.
As a result, this may inadvertently suggest that a particular journal
was not interested in publishing computer technology submissions when
compared to another, and this was not the intent of this study.
In setting the
parameters of the study, we recognize that articles may well have been
published that discussed computer technology as part of or lateral to a
different primary computer technology topic. These articles would,
therefore, only be categorized according to primary category or purpose
for the article in the coding scheme resulting in non-analysis of
secondary topics covered in the articles (e.g., references to e-mail in
an article addressing counseling needs of the aged, or mention of search
engines in an article discussing research). Future research can take
this overlap phenomenon into account in a variety of ways including
devising a category for this occurrence, creating multiple categories
dependent on the number of computer technology applications within
clusters of articles, or using a different content analysis strategy
that can review article content in a more comprehensive manner (i.e.,
Atlas/ti). In addition, articles that had non-computer technology main
topics could have mentioned computer technology applications as
adjunctive to the focus for the publications. These articles, however,
were not included in the study.
Recommendations
Computer
technology will continue to influence how counselors practice, conduct
research, and teach. Based on the findings in this study, we offer
several proposals, some provocative to be sure, yet others seemingly
logical extensions of the findings.
(1) A
special issue of the ACA flagship journal (JCD) could be devoted to
computer technology in counseling. This issue would provide an
extension and further exploration of the topic since the first
special issue was published in 1984. Both a look back and a look
forward could provide deep insights into the topic for contemporary
practice, research and education.
(2)
Division journals also could consider the special issue format for
highly focused treatment of computer technology and counseling
topics in the 21st century linked to the mission of each
publication.
(3)
Division journals that have not published on computer technology and
counseling could elicit submissions on specific topics linked with
computer technology and allied with the subject matter of the
publication and specialization.
(4) ACA
membership involved with exploring the interface of computer
technology and counseling could work toward forming a new Division
within the Association. The ACES Technology Interest Network could
form the nucleus of this effort and initiate publication of a
Division journal dedicated to this topic.
(5)
Research could be conducted that provided a clear and detailed
portrait of computer technology application within the profession,
inclusive of specializations and settings of practice. Such an
ambitious study would provide essential information about current
status, trends, and future direction for continuing research-guided
debate and innovation development within the profession.
The
implications of computer technology in counseling extend beyond those
noted here. Counselors are inherently creative professionals who see the
potential in others to grow, change, heal, and achieve goals often not
thought to be possible or within reach. Within the framework of
creativity and innovation that has been part of counseling from its
inception as a profession lies potential to further explore and define
the role of computer technology within each of the APA Divisions and the
profession itself through the avenue of professional publication.
Appendix A
Appendix B: Coding Scheme
I.D. # :____Title of Article: ______________________
Author/s:__________________
Journal:
____ (1) Adult Span
____ (2) Career Development Quarterly
____ (3) Counseling and Values
____ (4) Counselor Education and Supervision
____ (5) Journal of Addictions and Offender Counseling
____ (6) Journal of College Counseling
____ (7) Journal of Employment Counseling
____ (8) Journal of Humanistic Counseling Education
and Development
____ (9) Journal of Multicultural Counseling and
Development
____ (10) Measurement and Evaluation in Counseling and
Development
____ (11) Journal of Counseling & Development
Year Published:
____ (1) 1990 ____ (5) 1994
_____ (9) 1998 _____ (13) 2002
____ (2) 1991 ____ (6) 1995
_____ (10)1999 _____ (14) 2003
____ (3) 1992 ____ (7) 1996
_____ (11) 2000 _____ (15) 2004
____ (4) 1993 ____ (8) 1997
_____ (12) 2001 _____ (16) 2005
Type and Theme of Article:
____ (1) Empirical research: Article theme is
empirical examination of attitudes about technology usage
____ (2) Empirical research: Article theme consists of
empirical comparisons of formats or modes of administration in
terms of scores, reliability, validity, etc.
____ (3) Empirical research: Article theme consists of
empirical evaluation of efficacy of computer technology in
counseling, counseling education, etc.
____ (4) Theoretical inquiry: Article theme is
pedagogy or theoretical discussion/ analysis of computer
technology.
____ (5) Literature review: Article consists of a
presentation of general review of literature that surrounds an
aspect of computer technology and counseling profession.)
____ (6) Practice articles with literature review:
Article theme focuses on counseling practice and incorporates
literature review.
____ (7) Practice articles, research applications:
Article theme is application of research about computer
technology to counseling practice.
____ (8) Practice articles, research applications:
Article describes an application of computer technology software as
a report of study results.
_____ (9) Practice articles, software/computer
application reviews: Article theme focuses on critique or review
of a particular software or computer technology application to
practice.
____ (10) Practice articles: Discussion of merits and
limitations of the technology, current state (Pros and Cons).
____ (11) Other: (specify): ____________________
Forms and Purpose of Computer Technology Presented in the
Article
____ (1) Computer software to track/monitor clients
or client data: Client logistics such office management
programs for accounting purposes, practice billing programs,
capturing client information)
____ (2) Microcomputer programs or application
tools (CD, DVDs) for use in counselor supervision: Supervisor
use of computer assisted simulations with students (CDs);
monitoring student development of and use of therapeutic skills,
interventions, etc.)
____ (3) Microcomputer/computer software for
clinical purposes: Delivery of computer administered
standardized assessments, tests of achievement or
aptitude, personality tests, vocational interest inventories, etc.
to clients
____ (4) Internet counseling: One-to-one
counseling delivered over the internet by counselors
____ (5) Internet support groups for clients:
Web-based group resources used by counselors to
assist clients.
____ (6) Internet dissemination of information to
clients: Information accessed through the Internet for client
education regarding treatment, medication, mental health
resources, etc.
____ (7) Computer software for data analysis:
Critique and reports of software including technical details of
software resources designed to facilitate research data
analysis, describe applications of data analysis software, or to
suggest potential applications of software to counselor
practice or education.
____ (8) Internet communication (asynchronous or
synchronous): Use of electronic mail, listservs, blogs, or
forums/groups as an asynchronous, non-real time activity or
resource, or synchronous use of Internet by populations counselors work
with.
____ (9) Internet communication (synchronous):
Use of real-time chatrooms, instant messaging, or other forms
of computer mediated technology for communication
within the profession.
____ (10) Counselor education: Continuing
professional education of counselors through computer mediated
learning, delivery and completion over the Internet
____ (11) Counselor education: Online
teaching/learning of single courses within counselor education or
allied fields.
____ (12) Dissemination of professional knowledge:
Online journal publications or publication/submission
methods
____ (13) Discussion of
multiple uses of computer or Internet applications within the
field of counseling
____ (14) Other: (specify):
____________________
End-users (primary readership of the journal as stated in
the article)
____ (1)
Administrators
_____ (5) Researchers
____ (2) Supervisors (counselor education,
practice) _____ (6) Students
____ (3)
Practitioner/counselor _____
(7) Clients
____ (4)
Educators
_____ (8) Other: ________
Setting (where the computer technology is used)
____ (1) Counseling organizations/community mental
health organizations/agencies
____ (2) Substance abuse settings
____ (3) Hospitals
____ (4) Psychiatric facilities
____ (5) Academic settings (i.e., university, college,
high schools, etc)
_____ (6) Employment agencies or settings
_____ (7) Private counseling practice
____ (8) Other: (specify): ____________________
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Author's Biography
