Discriminant function analyses involving two vocational interest inventories to differentiate majors of college graduates supported the definition of three dimensions: Business Contract vs. Science, Business Detail vs. Arts, and Service vs. Technical. The implementation of such a three-dimensional scheme for counseling high school students is…

High school seniors completed an ego identity interview with occupations considered coded for occupational prestige, substantive complexity, interest environment, and gender dominance; the Strong-Campbell Interest Inventory; and a verbal ability measure. Breadth of exploration in the four career dimensions, particularly in gender dominance…

Describes study using Self-Directed Search vocational interest inventory with 75 Canada Native high school students. Finds the inventory reliable and stable for use with Indian students. (LFL)

This study determined whether the estimation accuracy of clients engaged in individual counseling, group counseling, and control conditions improved more on test scales of high rather than those of low or intermediate vocational relevance. The results indicated no differences in the estimation accuracy at any level of vocational relevance. The…

Study was concerned with examining the construct validity of the 18 aptitude and interest measures of the CGP for three diverse college program groups. (Authors)

Differences in SVIB patterns of entering freshmen classes are analyzed. Results indicate shifts in student population toward greater intellectual ability and interests, effects of cultural change, need for educational and curricular reform to take these shifts into account and need for local normative information on basic interests. (Author)

Demonstrated the advantages of using all three letters of Holland codes. Urged that the Compatibility Index (CI) be used to supplement high point code-letter research. The CI use of secondary and tertiary scales gives valuable information about groups or individuals that is lost in single-scale reporting. (JAC)

Describes individualized professional development activities for rural teachers based on plans developed from taking the Job Motivation Assessment Survey, analyzed by the program coordinator, and then set forth on a brief worksheet document for reference. (AH)

Proposes that, while there may be real sex differences in vocational interests, Gottfredson's reanalysis of Self-Directed Search predictive data provides no support for the counseling use of sex-divergent raw interest scores. (RC)

Evaluated the Occu-Sort, and the Self-Directed Search, focusing on six areas of interest to school counselors, e.g., proportion of nontraditional occupations suggested and later considered, number suggested and later considered, understanding and recall of the letter codes, and reliability of the self-scored occupational code for the O-S. (PAS)

Describes a program to assess the vocational interests of clients at the Kankakee Drug Abuse Rehabilitation Center. The program attempted to intervene and impact those with erratic work histories. Results indicate clients made some job progress but the number changing jobs and seeking new employment did not change. (JAC)

Examined a recently developed Scale of Vocational Identity in relation to selected personality variables from the California Psychological Inventory, and preference for interest inventory feedback modes involving varying levels of counselor contact. (RC)

High school counselors (N=168) were surveyed and interviewed as to 26 possible training needs. Most frequent suggestions were: (l) choosing interest inventories for best use together; (2) selection of appropriate inventories for group or individual use; and (3) relating interest inventory scores to other sources of job information. (RC)

Addresses trends in test development and interpretation over the past 10 years and explores test and inventory usage in counseling centers in three articles. Reactions, in two articles, address specific issues raised and overall trends. (RC)

Examined the relationships between students' level of consistency in choosing a major in college and their persistence, stability, and achievement in a five-year follow-up. It was found that consistent students tend to persist in college, not to change majors, and that they have higher achievement than inconsistent students. (Author)