The Role of ICT in Guidance and Counseling

The role of ICT in guidance can be seen in three ways: as a tool, as an alternative, or as an agent of change. The growth of websites and help lines as forms of technically mediated service delivery means that the potential of ICT as a change agent is now greater than ever before. The telephone, websites and e-mail, alongside face-to-face facilities, could be alternative services; or they could be portals into a wide, flexible and well-harmonized network of services (Oye N. D., 2012). In one study, the evolutions of ICT, and the ways in which it is currently used in the delivery of career information and guidance services, are examined. Such systems have the potential both to expand and to restrict access to career information and guidance. Ways in which ICT can complement and/or be integrated with other ways of providing career services are explored. Finally, a number of key policy issues relating to the role of ICT in national and regional career information and guidance systems are identified, including issues relating to funding and quality assurance (Watts, 2002).

Moreover, the results of similar study on ICT and guidance and counseling showed that clients walking into resources centers are experiencing difficulty locating relevant information and using it effectively in the decision-making process. Many affective, cognitive or technical constraints are influencing clients when interacting with the information and new technologies (Réginald Savard, 2002). Schools in Australia provide school counselors to assist students, yet many young people do not avail themselves of this service. However, young people do seek help from telephone help-lines (in 2002 almost 1.1 million phone calls were made to Kids Help Line) and from the Internet (Kids Help Line, 2003a). Perhaps more anonymous forms of counseling, such as cyber counseling, could deliver a more effective service within a school setting. The difficulties and benefits of school based web counseling are discussed in terms of the ethical, legal and therapeutic issues, as well as technical problems and recent research outcomes (Campbell, 2004).

In the Philippines, study showed that the guidance counselors showed a higher level of awareness of communication technologies than of information technologies. They spent an average of 1.2 h per day using a computer in the workplace. Most used ICT for writing letters and reports, calling parents, and keeping records. Appraisal and counseling were conducted frequently but these were done mainly using paper-based and face-to-face methods respectively. Their primary sources of guidance-related information were print-based, but a few also cited the Internet. They had a positive attitude to the use of ICT in guidance. They reported confidence and productivity in using ICT in their work, while also reporting a need for further training. They also believed that ICT proficiency should be a required skill for professional counselors. However, costs, confidentiality, and security were important issues that the respondents identified as needing to be addressed (Vinluan, 2011).

There are wide variations both between and within countries in the extent and nature of the training required to practise as guidance workers. In some sectors, including the private sector, there are no formal requirements. In general, requirements are more formal in the education (school) sector than elsewhere. In most countries there is no mutual recognition of guidance qualifications between education and labour market sectors, and no facility for progression from non-expert to expert guidance status. The role of government in determining/influencing the content and methodology of training varies from countries where it makes all the decisions to those where it appears to have no involvement at all. Little use is currently made of ICT and distance education to deliver initial and/or recurrent training for guidance workers. A number of recommendations to address these and other issues are made. (McCarthy, 2004).

The context for the inclusion of Information and Communication Technology (ICT) in the processes of Educational, Personal, Social and Vocational Guidance in the European framework is heterogeneous and so in some countries the discussion on this area is highly developed, with various contributions in theoretical map and in the design and developing of courses and specific training programs specially organized by the Universities and Guidance Association. (Fernández, Sanz, & García, 2009). The ICT abilities become necessary due to their irruption in the social field group which involves having some minimal knowledge about them and the domain and utilization of the proper technological tools.

Apart from the technological capacities it is necessary to consider the guidance skills and integrate them adequately in a competence vertebrate map with the aim of action and helping people long line life (Garcia, 2013).