TPC-Digest-Vol-3-Iss-2-FINAL31

TPC D igest T he Self-Directed Search (SDS) consists of several booklets designed to be self-scored and self-administered. It simulates what a practitioner and an individual might do together in a career counseling session (e.g., review preferred activities and occupations, and review competencies and abilities). In this study, all students in two sections of a college career course completed the paper version of the Self- Directed Search Form R Assessment booklet using the paper Occupations Finder (OF). Students in one section of the course received the computer-generated Interpretive Report (IR; Reardon & PAR, 2001), and those in the other section received two paper booklets, You and Your Career (YYC) and the Educational Opportunities Finder (EOF). Both sets of Using Two Different Self-Directed Search (SDS) Interpretive Materials: Implications for Career Assessment—DIGEST V. Casey Dozier, NCC, is a post-doctoral fellow at the About Family and Youth Institute in Thomasville, Georgia. James P. Sampson, NCC, NCCC, is the Mode L. Stone Distinguished Professor of Counseling and Career Development, Associate Dean for Faculty Development and Administration, and Co-Director, Center for the Study of Technology in Counseling and Career Development, College of Education, Florida State University. Robert C. Reardon, NCC, is Professor Emeritus at Florida State University. Correspondence can be addressed to Robert C. Reardon, FSU Career Center, P.O. Box 3064162, 100 South Woodward Avenue, Tallahassee, FL 32306-4162, rreardon@fsu.edu. interpretive materials were designed to answer common questions about the SDS assessment results and how the findings might be used to improve students’ career decision-making. The sample consisted of 51 undergraduate students enrolled in two sections of a college career course. Common reasons for enrolling in this course were to explore career options and to learn more about career decision- making. Completion of the SDS was a basic course assignment, whereas participation in the study was optional. After the first week of classes, each section of the course was randomly assigned to receive either the client Interpretive Report (Group 1) generated by the SDS software portfolio computer system or the YYC and EOF booklets (Group 2). Five days after students received the SDS results and interpretive materials, the SDS Feedback Form 14