TPC-Journal-V3-Issue2

68 The Professional Counselor \Volume 3, Issue 2 Holland’s work has been referenced in more than 1,600 citations, and the SDS is reported in hundreds of studies (Ruff, Reardon, & Bertoch, 2008). For example, Holland (1997) reported more than two dozen SDS studies with high school students, college students, and adults that demonstrated the psychometric properties of the inventory, examined the efficacy of the RIASEC typology, and investigated the relationship between the Big Five personality factors and RIASEC theory. Despite the popularity of the SDS, we were unable to locate any studies investigating the efficacy of the interpretive materials that support the SDS or the varied ways it might be used (e.g., in-person, booklet alone, personalized computer-generated report). Whiston and James (2013) concluded that although Brown and Ryan Krane (2000) found that individualized interpretations and feedback were one of five key ingredients in successful career interventions, “there is little outcome research related to precisely how practitioners should interpret the results of career assessments” (p. 571). Moreover, they noted that in analyzing studies published between 1983 and 1995, no treatment/control comparison studies addressed individual test interpretation (Whiston, Sexton, & Lasoff, 1998). We sought to address this gap in the literature with this study. The authors wanted to learn more about the impact of these two different interpretive materials on SDS users. Did users remember their SDS results or codes? How much time did they spend with each of the materials? Did the materials help users expand their career options? Did users prefer one method over the other? Method Participants The sample consisted of 51 undergraduate students enrolled in two sections of a college career course. Common reasons for enrolling in the course were to explore career options and learn more about career decision-making. Participant ages ranged from 18 to 26 years (M = 21.14, SD = 1.16). The demographic breakdown of the sample was 52.9% Caucasian, 31.4%African-American, 9.8% Hispanic/Latino, 3.9% other, and 2% Asian. Academic class was 62.7% seniors, 19.6% juniors, 15.7% sophomores, and 2% freshmen. Procedures After the university institutional review board (IRB) approved this study, each student in the course was given a folder during the first week of class containing an informed consent document, a demographic form, the paper-and-pencil version of the SDS Form R Assessment booklet, and the OF. Completion of the SDS was a basic course assignment, whereas participation in the study was optional. Those completing the forms were given five points of extra credit toward their grade for participating, which was 1% of the total points available in the course. After the first week of classes, students in each section of the course were 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). The Interpretive Reports were given after the SDS summary scores from each completed paper SDS assessment booklet were manually entered into the computer. Five days after students received the SDS results and interpretive materials, the SDS Feedback Form was administered to gather information about students’ satisfaction with the materials and their effectiveness. Instruments The Self-Directed Search Form R. The original paper form of the SDS was first published in 1970 and revised in 1977, 1985, and 1994 (Reardon & Lenz, 1998). The assessment is based on Holland’s RIASEC theory, is self-administered, and takes 35–45 minutes to complete. The cost per administration (Assessment booklet, OF, YYC booklet) is about $4.04 (PAR, 2009). The SDS Assessment booklet includes a measure of