The CTI is a self-administered and objectively scored assessment designed to improve the effectiveness of career counseling and guidance for adults, college students, and high school students. The CTI can be used to identify an individual who is likely to need counseling assistance; to identify the nature of an individual's career problems; and to help an individual identify, challenge, and alter negative career thoughts that interfere with effective career decision making. Clients complete the CTI Test Booklet, responding to each of the 48 items using a 4-point rating scale (Strongly Disagree to Strongly Agree). The CTI yields a CTI Total score (a single global indicator of negative thinking in career problem solving and decision making) as well as scores on 3 construct scales:
Decision Making Confusion (14 items). This scale reflects an inability to initiate or sustain the decision-making process as a result of disabling emotions and/or a lack of understanding about the decision-making process itself.
Commitment Anxiety (10 items). This scale reflects an inability to make a commitment to a specific career choice, accompanied by generalized anxiety about the outcome of the decision-making process that perpetuates the indecision.
External Conflict (5 items). This scale reflects an inability to balance the importance of one's own self-perceptions with the importance of input from significant others, resulting in a reluctance to assume responsibility for decision making.
The CTI Workbook helps clients to understand the nature of their negative thoughts as well as how much help they are likely to need in order to make effective use of career services. The Workbook is also useful in counseling interventions to help individuals challenge and alter specific negative thoughts. A decision-making checklist, included in the Workbook, indicates useful areas for specific instruction in career decision making. In evaluation, the CTI provides a measure of learning outcomes associated with various counseling and guidance interventions.

The OSI-R is a concise measure of three domains of occupational adjustment: occupational stress, psychological strain, and coping resources. The original research edition of the OSI was designed to (a) develop an integrated theoretical model to link these three important dimensions, and (b) develop generic occupational stress measures that would apply across different occupational levels and nvironments. This revision provides normative data for both gender and specific occupational categories (i.e., executive, professional, technical, administrative support, public service/safety, and agricultural/production/laborer).
OSI-R Scales Assess Three Dimensions of Occupational Adjustment. Occupational stress is measured by a set of six scales that comprise the Occupational Roles Questionnaire (ORQ). The ORQ scales measure the following stress-inducing work roles: Role Overload, Role Insufficiency, Role Ambiguity, Role Boundary, Responsibility, and Physical Environment.
Psychological strain is measured by a set of four scales that comprise the Personal Strain Questionnaire (PSQ). The PSQ scales reflect affective responses in four major categories: Vocational Strain, Psychological Strain, Interpersonal Strain, and Physical Strain. Coping resources are measured by four scales that comprise the Personal Resources Questionnaire (PRQ): Recreation, Self-Care, Social Support and Rational/Cognitive Coping.
Organizational/occupational assessment can help to identify the sources of stress and the symptoms of strain prevalent in a specific occupational unit or group. Programs for employee assistance and counseling can utilize the results of the OSI-R to help the individual understand the sources of his or her occupational stress. Career counseling may help an employee to either adjust to the present situation or change to a more appropriate position. The OSI-R can serve as a reliable and consistent outcome measure to establish the effectiveness of individual or organizational interventions.

Now SDS Summary Codes can also be used to successfully guide leisure time with this SDS related product-The Leisure Activities Finder (LAF). Individuals determine their Summary Codes using the SDS Form R, Form E, or Form CP, and then search the LAF for activities that match their codes.With Over 750 Activities From Which to Choose Clients will find a comprehensive listing of appropriate leisure activities in the 20-page LAF; over 750 activities are included, more than in any other available instrument. The LAF is easy to use, too: activities are listed by Summary Code and in alphabetical order with Summary Codes listed alongside.

This quick, convenient instrument helps determine how well a student is handling the demands of college. SACQ assesses overall adjustment to college, as well as adjustment in four specific areas:
Academic Adjustment
Personal-Emotional Adjustment
Social Adjustment
Attachment (to the institution)
Used by many universities for routine freshman screening, SACQ is a cost-effective way to detect problems early in the student's college career. The SACQ provides clear guidelines for subsequent intervention. It is particularly useful in identifying potential dropouts. This 67-item, self-report questionnaire can even be mailed to students, self-administered at home, and then returned for scoring. The convenient AutoScoreTM Test Form simplifies scoring and profiling results. The questionnaire helps overcome the reluctance of many students to seek help--90 percent of those with low SACQ scores accept offers of a posttest interview. The questionnaire gives you reason for follow-up, as well as specific topics for discussion and a clear path toward effective intervention. By detecting adjustment problems early, SACQ can help colleges retain students who might otherwise drop out.

This test is widely used (nearly a million administered), especially with culturally different and educationally deprived individuals, to identify vocational and avocational interests. It requires a minimum of language because items ask the examinee to simply circle the one picture in a series of three that depicts the vocational or avocational scene he or she prefers. Extensively researched with high reliability and validity, the inventory can be used from grade 8 through high school, college, and adulthood. (Occupational norms are provided.) A Motivation Questionnaire can be administered separately to explore the motivation behind occupational choices. The scale is easy to administer individually or to groups, and it can be scored in only a few minutes.

This presents John L. Holland's RIASEC theory of careers and its successful application to vocational life. Holland's formulation is the basis for all major career inventories used today. It can be easily understood and used by practitioners whose goals are to help individuals make successful career choices and/or to achieve the best person-job fit. The primary focus is to explain vocational behavior and to suggest practical ideas to help people select jobs, change jobs and attain vocational satisfaction.
The Holland theory of careers is an interactive model based on a typology of persons and environments. First, people can be characterized by their resemblance to each of six personality types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Each personality type has a characteristic set of activities, skills, and talents. Second, the environments in which people live and work can be characterized by their resemblance to model environments classified according to the same six types. Finally, the theory allows us to predict the outcome of person-environment interactions, providing explanations for three fundamental questions.

Occupational stress affects productivity, absenteeism, accidents, worker turnover, and stress-related health problems. Identifying major sources of stress in a workplace can help to identify changes in the work environment and other interventions that will reduce stress and increase productivity. The JSS was developed to assess generic sources of work-related stress experienced by men and women in a wide variety of business, industrial, and educational settings. The JSS focuses on common work situations that often result in psychological strain. Each of the 30 items describes a job-related stressor event and assesses both the perceived severity and the frequency of occurrence of that event. In addition to providing information about stressors that adversely affect individual employees, the JSS can also help to identify sources of occupational stress for groups of workers and allow comparison of stress levels among employees in different departments or divisions within the same organization. Consists of Three Scales Based on all 30 Items and Six 10-Item Subscales. The JSS Severity and Frequency scales provide information on the average level of perceived severity and frequency of occurrence of the 30 JSS stressor events.

The Position Classification Inventory (PCI) lets you assign Holland Summary Codes to any position or job class in your organization. The PCI enables employees to use their SDS results to locate and explore matching current and future openings within their firm; analyzes positions within an existing job classification system to determine whether different positions belong in the same job class; assesses the degree of match between worker and job; and provides an understanding of employee and supervisor perceptions of a specific position. The PCI also helps counselors to analyze a client's current job, assess person-job match, and clarify ocational problems; increase a client's understanding of his or her current job situation; and provide a structure for locating future career possibilities.

The CDS provides an estimate of career indecision and its antecedents, as well as an outcome measure to determine the effects of relevant interventions.
The 4-page Test Booklet contains all items and ratings, as well as space for scoring and recording. Students indicate on a scale of 1 to 4 how closely each statement describes their own thinking process regarding their educational and occupational plans. The CDS is composed of 19 items. The Certainty scale (items 1 and 2) measures the degree of a certainty a student feels about his/her decision about a college major and/or a career. The Indecision scale (items 3-18) provides a measure of career indecision. Item 19 is openended, allowing the student to clarify or provide additional information about his/her career decision making.
The CDS Manual provides normative data for high school and college students, as well as limited norms for adult college women and continuing education students.

The newly revised R-FVII:2 uses pictures of individuals engaged in different occupations to measure the vocational likes and dislikes of students and adults who are mentally retarded, learning disabled, disadvantaged, or enrolled in alternative or vocational/career training programs. It does not require reading comprehension or written language skills. Easy to administer and score; explores a wide range of jobs at the unskilled, semiskilled, and skilled levels. Consists of a series of 55 sets of three drawings each depicting different job tasks; the individual marks the most preferred activity in each set of drawings. Complies with Title IX prohibiting sex discrimination in education-uses a single Inventory Booklet for both males and females; both genders respond to the same illustrated job tasks in each of the occupational categories. Each Inventory Booklet has two detachable pages that provide a complete record of interest and cluster scores that can be used as a permanent record of an individual's vocational likes and dislikes.