Relative effectiveness of information giving and therapeutic assessment models in reducing career indecision
Abstract
In this study I intended to examine the relative effectiveness of Information Giving (IG) and Therapeutic Assessment (TA) models of providing career assessment feedback at reducing career indecision. Clients newly beginning career counseling at a large Midwestern University completed measures of career choice anxiety, vocational identity, and career decision-making self-efficacy prior to and following a two session intervention. An assessment measure used to assess for treatment integrity and session helpfulness was also completed following intervention completion. The intervention clients received was based upon and followed either an IG or TA model of assessment feedback. Several analyses of variance were conducted to check for between group and time effects of the interventions. Results indicated that TA participants’ vocational identity scores were significantly more improved following treatment than IG participants. Both TA and IG participants’ vocational identity and career decision-making self-efficacy scores significantly improved following career assessment feedback. Neither treatment group showed a significant reduction in career choice anxiety. Participants of both groups rated their feedback sessions as near “Greatly Helpful.” Implications, limitations, and future directions are discussed.
Degree
Ph.D.
Advisors
Kelly, Purdue University.
Subject Area
Educational psychology
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