We examined the relative effectiveness of information giving (IG) and therapeutic assessment (TA) models of career assessment feedback in reducing career indecision. Clients initiating career counseling at a large Midwestern University completed measures of career choice anxiety (CCA), vocational identity, and career decision-making self-efficacy prior to and following a two-session intervention. We also administered measures of treatment integrity and session helpfulness immediately following treatment. Clients were randomly assigned to an intervention based upon either an IG or TA model of assessment feedback. Results indicated that TA participants' vocational identity scores improved significantly more than those of IG participants; a medium-to-large effect size was identified. TA and IG participants' CCA and decision-making self-efficacy scores significantly increased but not differentially following treatment. Participants of both groups rated their feedback sessions as ''greatly helpful.'' We discuss implications for career assessment as well as the limitations of the study.Keywords therapeutic assessment, career indecision, vocational identity, career intervention, assessment feedback According to recent U.S. Department of Education statistics, more than 18 million students attended degree granting postsecondary institutions in (Aud et al., 2011. It is well established that many students experience college major and career indecision (Gordon, 2007). Indecision can be reflected by self-reports and changes of declared majors. Regarding the latter, Gordon (2007) reported that as many as 75% of college students change their undergraduate major at least once. Further, approximately 7% of college-bound students who took the SAT in 2009-
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