A counselor training program integrated use of Internet technologies, providing a cognitive map of information resources. Each group in the class compiled a manual of Internet resources for a given career problem. Although interactive, hands-on, and contextualized, the program was limited by computer problems, cost, lack of technical support, and…

Examines the historical roots of career planning and placement centers. Takes an in-depth look at a major identity issue, career services' organizational structure, and method of integration. (CH)

Discusses the use of students as peer advisors in college career counseling programs. Topics covered are (1) staff commitment and organizational support, (2) responsibility and decision sharing, (3) recruiting, (4) selection, (5) training, (6) supervision, (7) developing teamwork, and (8) integration into other campus programs and activities. (CH)

Considers the college career counseling program's role in providing services to the gifted and talented. Briefly discusses the current status of career education in the public schools and the implications this holds for counseling of this special population. (CH)

Depicts an experiential learning schema that is a framework for an integrated postsecondary program. The program would be located in the career center and would include (1) volunteer service, (2) externships, (3) internships, (4) cooperative education, and (5) part-time work or work-study. Presents possible outcomes. (CH)

The authors examine collaboration between private industry and the college career center to produce graduates ready for work. They discuss how and why to develop such initiatives and present criteria for appropriate involvement. Sample programs are included. (CH)

The author identifies and describes eight issues relevant to retirement preparation programs that can be used for program planning or setting criteria for program selection. (CH)

Vocational assessment instruments currently in use are often threatening or frustrating to older adults. Instruments that account for the physical, emotional, and occupational needs of this population are necessary. (CH)

The authors discuss how individual counselors and agencies can facilitate the vocational development of older adults. (CH)

Following a brief review of recent studies of self-efficacy and career-related behaviors, the authors suggest several core self-beliefs that may underlie efficacy expectations and their possible impact on career choice and decision making. Implications and suggestions for career counseling are discussed. (CH)

The author presents five pitfalls encountered by postsecondary students when making career decisions. They include (1) skill abandonment, (2) inaccurate information, (3) predictability versus flexibility, (4) title versus setting, and (5) workplace change. (CH)

Traces the history of the meaning and content of education as preparation for work in the United States. States that education as preparation for work is a major goal and discusses how to achieve it. Considers the contributions of both career and vocational education. (CH)

The author (1) reviews the historical and social context in which career education and career guidance have evolved; (2) identifies changes taking place in work, family, and education; and (3) suggests positive strategies for delivering career programs in an expanded context. (CH)

Questions the rush to support business-school partnerships as the panacea for American education. Lists the benefits of such arrangements. Discusses successful partnerships' characteristics and discusses possible future avenues for partnerships. (CH)

Lists the expectations that employers have for entry-level workers, as well as the skills needed to be promotable in the next century. Compares employers' expectations with a profile of student skills. Gives implications for school counselors. (CH)