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This article presents the basic tenets of Holland's (1997) theory of vocational personalities and work environments and discusses its use by employment counselors in service occupations. The authors describe Holland's 6 personality types and research on the theory, as well as formal and informal assessment and counseling strategies within the context of the theory's use and resources for employment counselors. Growth trends within service occupations and the fastest growing occupational groups within the service sector are identified. A case study of a 20-year-old college student that combines Holland's theory with labor market trends in service occupations is presented. (Contains 1 table, 5 online resources and 7 resources.)

Offers justification for school psychologist's involvement in vocational assessment process and suggests use of the vocational instrument Self-Directed Search (SDS). Argues use of SDS can provide school psychologists with psychometrically sound and time- and cost-efficient means of incorporating vocational component. Discusses integration of SDS data with other psychoeducational data. (Author/ABL)

Describes how the integration of vocational assessment data into special education triennial reevaluations can facilitate educational programing of intermediate and secondary level handicapped students. Advantages of integrated assessments, roles of school psychologists, and the description of a model assessment program are included. (Author)

Vocational assessment services increasingly are being provided to disabled secondary school students as a result of recent federal legislation. Describes the need for such services, presenting a vocationally oriented psychological evaluation of a disabled adolescent. Discusses traditionally derived school psychological assessment data in vocational programming, expanding assessment batteries to include vocational assessment and vocationally oriented psychological report writing. (Author/KS)

Surveyed 362 school psychologists concerning involvement in vocational practice. Results indicated that between 30 and 40 percent of respondents reported some involvement in vocational assessment, vocational counseling, and consultation with vocational education teachers, while only 12 percent indicated involvement with vocational program or curriculum development. Identified factors associated with such involvement. (Author/NB)

Contends that vocational assessments should be conducted along with other assessments that are completed as part of a handicapped student's triennial evaluation and that the school counselor should be a member of the multidisciplinary team responsible for the vocational assessment and programming of handicapped students. (NB)

Describes a multidisciplinary vocational evaluation program for handicapped students that integrates the vocational evaluation and special education triennial reevaluation processes. (Author)

Provides information on a study which assessed the reliability and validity of the Web-based version of the Career Key. Implication of the usage of the Web for assessment purposes; Advantages and disadvantages of the use of Web-based assessment; Factors that can affect an individual's test performance; Concerns that test developers should consider to provide empirical evidence of the psychometric properties in Web-based assessment.

The author addresses the importance of vocational assessment for students with disabilities, discusses the legislative and governmental impetus for the development of vocational assessment programs in the schools, and presents several current vocational assessment models. The transdisciplinary vocational assessment model developed by the author, school-based models that have been developed in four states, and a traditional rehabilitation-based model are presented. [ABSTRACT FROM AUTHOR]