TPC-Journal-V1-Issue2

The Professional Counselor \ Volume 1, Issue 2 119 As reported earlier, Reardon, Lenz, and Strausberger (1996) used an earlier version of the Educational Opportunities Finder (Rosen et al., 1997) to classify all of the majors at a large university, and then used these data to assess the types of students seeking services in the career center and to design appropriate interventions. For example, it was judged that Realistic and Investigative students might prefer independent career planning using a computer-assisted guidance system, e.g., Choices Planner, rather than an individual counseling session. Descriptive information about college majors could include the kinds of information summarized by Smart et al. (2000) about course structures, learning style expectations, faculty interests and activities, and program objectives. Other student information materials could list volunteer experiences related to the discipline (if any), introductory classes, sample employment opportunities, and profiles of graduates. Brochures and other descriptive information used in academic advising and educational counseling could be indexed or include information about Holland codes. These examples illustrate the ways in which RIASEC theory applied in educational counseling might be extended to broader life and career decisions. Summary and Implications This article illustrates how the educational counseling function has become estranged or lost in traditional counseling practice in secondary and postsecondary settings. While educational counseling can be viewed as distinctive from mental health counseling and/or career counseling, modern career theories can inform the practice of educational counseling for the benefit of students and schools. Holland’s RIASEC career theory, especially the extensive research on educational environments conducted by Smart and his associates (2000) and reported in more than six different journals, was used to illustrate this idea. Educational counselors using RIASEC theory need to be fully informed about the theory, the research that supports it, the instruments that are based upon it, and the counseling techniques that could be derived from it. Such theory-driven practice might represent a new paradigm in educational counseling. Holland’s (1997) theory, like other career theories, has the most power when the extremes of wealth, social class, genetic traits, and health are not in effect. In other words, career theory probably works best in educational counseling for students in general rather than those at the extremes of any personal trait or situation. RIASEC theory can be useful in educational counseling by specifying the kinds of conditions and traits associated with difficulties in educational decision making. Authors (1998, 1999) and Holland, Gottfredson, and Nafziger (1975) indicated that persons with poor diagnostic signs on the Self-Directed Search, e.g., lack of congruence between expressed and assessed summary codes, low differentiation, low consistency, low coherence among aspirations, low profile elevation, and a high point code in the Realistic or Conventional area, were likely candidates for more intensive counseling interventions. This is a special province of educational counselors because of their professional counselor training as opposed to the standard training for academic advisors or coaches. Students with high Artistic codes also may be problematic because of their preference for a non-rational approach to decision making (Holland et al., 1975). Persons with such diagnostic signs will likely need more time and professional, individualized counselor assistance in career problem solving and decision making. Smart et al.’s (2000) research reveals some of the variations in academic departments and suggests implications for college and university organizational systems. It is important for counselors and other staff to inform students about the impact of majors and academic disciplines on the development of student interests and skills. At present, advisors make students aware of many aspects of a major, e.g., required courses, prerequisites, entrance requirements, and the occupations most closely aligned with the major. Providing additional information based on the research findings by Smart et al. regarding the way academic environments