TPC-Journal-V1-Issue2

114 The Professional Counselor \ Volume 1, Issue 2 efficacy at the beginning of a career course than those not using the RIASEC structure. Moreover, teaching this structure in a career course led to increased certainty, congruence, and self-efficacy at the end of the course for those adhering to the model. Using RIASEC Theory in Educational Counseling In this section, we discuss the five basic educational counseling functions identified by Hutson (1958), and how Holland’s RIASEC theory might inform this practice. To address these five problems in educational counseling from a RIASEC perspective, it would be important for the counselor to have a basic understanding of Holland’s theory (Holland, 1997). The client might complete the Self-Directed Search (Holland, 1994) and review the Occupations Finder (Holland, 2000), Educational Opportunities Finder (Rosen, Holmberg, & Holland, 1997), and You and Your Career (Holland, 1994) booklets. These materials operationalize and explain the theory in client terms. Armed with this basic information and these tools, the counselor and client can enter into a collaborative relationship to resolve educational problems and make educational decisions. Choosing a College or School The number of options for education and training is very large. Choices Planner (Bridges, 2009) was examined for one state and 196 postsecondary schools offering associate, bachelors, and professional (postgraduate) degrees were found. The Choices system makes it possible to use varied criteria for selecting among these options, including five school types, (e.g., public, private), specific miles from a designated ZIP postal code, six regions of the state, five campus or town settings of the school, eight tuition ranges, five affiliations (e.g., women, religious), on-campus housing, and over 30 sports options for men or women. If the student wanted to explore options in additional states the number of options would grow exponentially. The array of postsecondary schools has very limited options for Realistic and Conventional types, which led Smart et al. (2000) to exclude these areas from their study of baccalaureate level colleges and universities. College level occupations are least frequently associated with the Conventional and Realistic categories, while Investigative and Artistic work are most likely associated with college level employment or the highest level of cognitive ability. Smart et al. found few college majors, faculty, or students in their samples categorized as Realistic or Conventional. Taking this a step further, the number of associate, bachelors, and professional academic programs listed in the Educational Opportunities Finder (EOF; Rosen et al., 1997) were tabulated in relation to RIASEC categories. Of the 750 postsecondary programs of study listed in the EOF, there were 296 offered at the associate level, 492 at the bachelor’s level, and 645 at the professional level. Because some programs are offered at more than one degree level, the resulting total degree programs listed in the EOF number 1,517. Inspection of Figure 1 shows proportionally more Realistic and Conventional programs are available at the associate degree level in comparison to the other two degrees. Conversely, more professional degrees are offered in the IAS categories. This suggests that vocational technical schools and community colleges would be the types of schools most likely offering programs in these two areas. In this way, RIASEC theory could be used to guide selection of a school.