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The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory. [This paper was produced by the Center for the Study of Technology in Counseling and Career Development, Florida State University. For "A Bibliography of Cognitive Information Processing Theory, Research, and Practice," see ED616622.]

Web sites that support counseling and the use of self-help resources are often used as an integral part of services delivered by organizations. Given the organizational context of these Web sites, effective implementation of these sites within organizations contributes to the overall quality of available resources and services. This document presents a seven-step model for implementing Internet Web sites within organizations that deliver counseling and self-help resources. It beings with a discussion of the use of implementation models to enhance service delivery and continues with a description of a seven-step implementation process and an acknowledgment of the continuing nature of implementation. It concludes with suggestions for maximizing staff collaboration in implementation. (Contains 12 references, 1 table, and 1 figure.) (Author)

This paper discusses the use of the Internet to enhance test selection, orientation, administration, and scoring. It begins with a review of potential Internet applications in these test areas. Also addressed are difficulties that may be encountered by counselors who use the Internet for testing and issues associated with using the Internet to deliver resources and services. The use of the Internet to deliver assessment resources and services may help or hinder the assessment process. Internet delivery of valid resources and effective services is dependent on careful research and development by assessment professionals. Practitioners need preservice and inservice training to maximize the potential problems. Professional associations need to keep pace with the evolution of the Internet in order to provide test developers and counselors with realistic standards to guide practice. Although assessment practice may be changing as a result of the Internet, existing principles of valid test development and practice can be used as a good starting point in shaping the application of this technology to assessment resources and services. (MKA)

The Internet is now adding the potential for remote delivery of test administration, scoring, profiling, report writing, and multimedia functions, as well as cost-effective capability in communication and links to related information. Using the Internet to enhance test interpretation is the focus of this paper. A review of potential Internet applications in test interpretations is provided. One important advantage of using the Internet as a test interpretation resource is the ease with which the interpretive data can be kept current. Client preparation for test interpretation, generalized test interpretation, specific test interpretation, and supervision are covered. All of these applications can be accomplished with technology that is currently available. Computer-based test interpretation, two-way videoconferencing, moderated list servers, moderated computer conference, and follow-up resource links are potentially powerful features of the Internet available to test users. Issues discussed associated with Internet use in test interpretation include inappropriate use of counselor-mediated assessment, relationship issues, ethical issues, credentialing, and counselor training. Given the general direction of change, it would seem wise to experiment with appropriate applications of this technology and proactively deal with potential limitations while there is still time to shape the early adoption of the Internet in testing. (EMK)

Current national trends regarding the availability and use of information and assessment resources in one-stop centers for employment and related social services were examined in a study of one-stop centers that were nominated for exemplary practice or for fully implementing their state's implementation plan. The sample of 39 consisted of 3 one-stop centers from 13 of the 16 states that had received federal funding for initiation of one-stop centers as of August 1996. Of the 39 surveys mailed, 27 (69%) were returned and deemed usable. The responses provided at least partial evidence that some one-stop principles have been put into practice at exemplary or fully operational one-stop centers. Customers appeared to have access to a range of one-stop services via a variety of service delivery modes. Some evidence of service integration among collaborating organizations was also found. The study's six recommendations included utilizing information professionals in the delivery of information services and increasing the use of written plans and group interventions where possible. (Twenty-one tables/figures are included. The bibliography lists 16 references. Appendixes constituting approximately 60% of the document contain the following: letter describing the study; form for nominating one-stop centers; letter explaining the study; and survey instrument.) (MN)