TPC-Journal-V3-Issue2

71 The Professional Counselor \Volume 3, Issue 2 with a range of 5 to 90 minutes and a standard deviation of nearly 20 minutes. The variability in the amount of time that participants spent examining the SDS interpretive materials is noteworthy and merits further research. Discussion The findings in this study indicate that individuals receiving the SDS:IR generated by the SDS software portfolio computer system were more likely to recall their SDS overall three-letter summary code, as well as the first and third letters of their code, than those receiving the YYC and the EOF booklets. Because the SDS software portfolio generates a more customized and individualized interpretive report, the findings of this study are consistent with Brown and Ryan Krane’s (2000) recommendations for providing individualized interpretations and feedback regarding career development interventions. These results are also consistent with previous research, which demonstrated that the SDS increases self-understanding (Zener & Schuelle, 1976). In addition, Tinsley and Chu (1999) indicated that the recall of test results is one method of assessing the effects of a test interpretation. Findings reveal that the interpretive materials used in this study enabled students to expand their options, but no significant relationships (p < .05) were found regarding their ability to narrow or confirm their options. The SDS results examine matches between the users’ three-letter code and the codes of more than 1,300 occupations in the OF, so it is reasonable that the SDS helped individuals expand their options (Holland, 1997). Several limitations in this study may affect the generalizability of these findings. First, the sample was small ( n = 51) and limited to two sections of an undergraduate career class in one university. The sample was dominated by Social and Enterprising types (64%). Another study with a sample composed of more varied RIASEC types might produce different results. Finally, t-tests were conducted to investigate the homogeneity of groups, and differences were found between class level and ethnicity, with Group 2 (OF/EOF printed booklets) having more seniors and more ethnic diversity. Given that members of this group were less likely to recall their code, it is possible that some seniors were not as focused on exploring their occupational interests and may have been primarily focused on resume writing and job searching. These limitations notwithstanding, this study adds to the very limited research literature reported by Whiston and James (2013) regarding how practitioners might best interpret the results of career assessments. This study used two different interpretation materials for the SDS, two printed booklets and a computer- based individualized report. The computer-based interpretive report enabled users to recall their results more accurately in a follow-up survey after completing the SDS, and it led users to consider a more expanded list of career options for further consideration. Future studies might examine the efficacy of new interpretive materials now being developed for the SDS, as well as interpretive materials in varied media formats for other career assessments. Such studies would alleviate the paucity of research in this area noted by Whiston and James (2013). References Brown, S. D., & Ryan Krane, N. E. (2000). Four (or five) sessions and a cloud of dust: Old assumptions and new observations about career counseling. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology (3rd ed., pp. 740–766). New York, NY: Wiley. Holland, J. L. (1994a). Self-Directed Search . Odessa, FL: Psychological Assessment Resources. Holland, J. L. (1994b). You and your career . Odessa, FL: Psychological Assessment Resources. Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.).