Technology-savvy career counselling.
Bibliographic record
Abstract
Career concerns are often mentioned by clients seeking not only career counselling, but also mental health counselling. Typically, these career concerns fall into 2 main categories: career decision making and job-search needs. Technology, in the form of websites, social media, and applications, has expanded the resources available to today';s counsellors. We explored multiple technological tools that might accompany each step of the career decision-making process, organized through the lens of cognitive information processing theory, as well as the job-search process. Regardless of the professional identity or primary focus of counselling services provided by the counsellor, having knowledge of career-counselling websites, tools and strategies such as those presented in this paper will ensure that clients are equipped with the tools necessary to address their career concerns.Keywords: technology, career counselling, social media, apps, telepsychologyResumeLes preoccupations en matiere de carriere sont souvent mentionnees par les clients desirant recourir a des services d'orientation de carriere mais aussi par ceux qui recherchent de l'aide en sante mentale. Generalement, ces preoccupations en matiere de carriere se divisent en deux grandes categories : la prise de decisions relatives a la carriere et les besoins en matiere de recherche d'emploi. La technologie, qu'elle soit sous forme de sites web, de medias sociaux ou d'applications, a considerablement augmente le nombre de ressources a la disposition des conseillers en orientation d'aujourd'hui. Nous avons explore de nombreux outils technologiques susceptibles d'accompagner chacune des etapes du processus de prise de decision, tant dans la perspective du traitement cognitif de l'information que du processus de recherche d'emploi. Peu importe l'identite professionnelle ou le principal objectif des services d'orientation fournis par le conseiller en orientation, le simple fait d'etre au courant des sites web, outils et strategies en matiere d'orientation de carriere abordes dans le present article, permettra d'assurer que les clients soient adequatement outilles pour repondre a leur preoccupations en matiere de carriere.Mots-cles: technologie, orientation de carriere, medias sociaux, applications, telepsychologie.According to the U.S. Bureau of Labor Statistics (2013) (http:// www.bls.gov/tus/charts/), Canadians spend an average of 36.6 hours at work each week (see also Employment and Social Development Canada, 2014; http://www4.hrsdc.gc.ca/.3ndic.1t.4r@eng.jsp?iid = 19). Similarly, Americans spend the majority of an average day (8.8 hours) working (sleeping came in second at 7.7 hours). With the majority of our waking time being spent at work, it is no wonder that career-related issues are often woven into conversations with mental health practitioners, even when the presenting concern is not career-related. Thus, having knowledge and skills to help clients with their career issues is essential.Today';s advances in technology have moved beyond websites to social media (SM) tools such as blogs, applications (apps,) and social networking tools that offer new ways of assessment and providing information. These tools create opportunities for psychologists to enhance service delivery and to connect with clients outside of the traditional office setting. In addition, Gati and Asulin-Peretz (2011) suggested that it is important for career practitioners to increase the use of technology in the careercounselling process. In this manuscript, we aimed to review literature, present technologies relevant to career decision-making and job searching, provide ideas for how technology can be used to enhance and extend the service delivery of psychologists, and identify and address some of the challenges in using technology in counselling. But first, we turn our attention to career issues commonly experienced by clients.Career Issues Commonly Experienced by ClientsThe National Career Development Association (2009b) identifies six key areas that are typically addressed during career counselling: learning about self, obtaining occupational and educational information, enhancing decision-making and career planning, coping with career challenges and transition issues, conducting a job search, and applying for training and further education. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.003 | 0.000 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".