One hundred and sixty-eight college students ranked 12 help sources in terms of perceived potential for help with two categories of problems, emotional and educational-vocational. Problem type, sex of student, and counseling experience after high school did not significantly discriminate between the rankings given help-givers. However, high school counseling experience of subjects did significantly discriminate between the rankings. For emotional concerns, students ranked student friend first, an older friend second, and parents third. For educational-vocational problems, students ranked faculty advisor first, faculty member second, and student friend third.

Examined the effects of the test administrator's attitudes toward Holland's Self-Directed Search, the size of the group taking the instrument, and whether monitors were used during the administration on both self-scoring accuracy and satisfaction with results on the Self-Directed Search. Over 25% of the 184 college freshmen who took the instrument during orientation made scoring errors resulting in incorrect high-point codes, and over 50% obtained incorrect summary codes. Of the 3 independent variables, only monitoring reduced self-scoring errors, and none affected satisfaction. Questions are raised about whether, even with monitoring, error rates are too high and satisfaction too low to warrant the use of the instrument as a self-counseling device.

Hollancl [ 3 ] has noted that counselors often feel that vocational counseling theory and practice should encompass nearly everyone, rather than pragmatically focusing on the needs of the relatively few people who actually need guidance. Holland felt that those needing guidance should be provided with simple, inexpensive, and accessible assistance. He developed the Self-Directed Search for Educational and Vocational Planning to meet this need, The SDS is a self-administering, self-scoring, and self-interpreting device with a potential for reaching a larger population than counselors normally serve. It consists of two booklets : the self-administered assessment instrument and the list of coded occupations. Upon completion of the assessment booklet, the individual arrives at a three-letter code. The occupational classification booklet is then used to determine the occupations that correspond to the code [ 21.Holland's six personality types-realistic, investigative, artistic, social, enterprising, and conventional-provide the basis for the validity of the SDS. That is, Holland [ 2 ] demonstrated the stability and relative independence of his six types, so that a new instrument directly measuring these types can be said to have validity. The three-letter summary code the individual obtains when completing the assessment booklet represents a combination of three of the six personality types which best reflect his or her experiences and interests. Holland [ 3 ] has reported reliability coefficients ( Kuder-Richardson, 20) for each of the six individual scales corresponding to his types ranging from .53 to .87 for men and women. O'Connell and Sedlacek [ 7 ] provided testretest reliabilities of summary codes over a 7to 10-month period for 65 college freshmen of .75 (Pearson) , .87 (average common elements), and -92 (Spearman rho).Research by Collins and Sedlacek [ l ] suggested that not all who complete the SDS are satisfied with the results. They found that dissatisfied users often obtain codes not listed in the occupational classification booklet and that they more frequently received conventional codes, Lewis and Sedlacek [ 5 ] found that the SDS favors individuals VOCATIONAL GUIDANCE QUARTERLY 215