Information and communication technologies (ICTs) have transformed the way we work and communicate, especially since the COVID-19 pandemic. In the career development sector, ICTs can be used to help counsellors provide more effective and accessible services. However, little is known about how CDPs actually use ICTs in their daily practice. This study aimed to address this gap by examining the (pre-pandemic) use of ICT by guidance counsellors in Quebec.
Two surveys were conducted in 2015 and 2016 with 265 guidance counsellors in Quebec on the use of ICT in their practice. The results indicate that, although ICT has been an integral part of guidance counsellors practice for over 40 years, its use was often limited to administrative management (e.g., making or confirming appointments) and the transmission of academic and professional information. For example, prior to 2017, 97% of professionals surveyed used the Internet in their practice, but only 3% used ICT to provide virtual guidance services (see Table 1). Even though most were not delivering online services, counsellors indicated a moderately high level of confidence in conducting remote interviews: for example, 55% self-rated their feeling “high to very high” in terms of technical skills and 65% for maintaining confidentiality.
Table 1. For which purposes are ICTs used often or very often?
| Purposes | 2015 Survey (n=29) | 2016 Survey (n=236) |
| Searching for/disseminating information | 66% | 53% |
| Make appointments/follow-up | 58% | 37% |
| Tests administration | 31% | |
| Training | 21 | |
| Record keeping | 28% | 59% |
| Guidance counselling meeting | 3% |
Turcotte & Goyer note that the guidance counsellors interviewed were aware of the potential benefits of ICT, such as the possibility of improving the accessibility of guidance services, and were willing to make greater use of ICT in their practice. However, they needed additional training to feel more confident in using the Internet and conducting virtual guidance counselling meetings. The guidance counsellors also mentioned needing support to integrate these technologies into their daily practice. In sum, this study showed the then-untapped potential of ICTs in the practice of guidance counsellors in Quebec, particularly with respect to virtual counselling. With the rapid and “forced” growth of virtual interventions due to the COVID-19 pandemic, these results may have help educational institutions, organizations, and professional associations to better understand the training needs of CPDs in the use of ICT. They also allow us to track the evolution of ICT use among Quebec’s guidance counsellors over time and the major changes precipitated by the pandemic.
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