The considerations presented in this article apply to the use of scores from the Unisex Edition of the ACT Interest Inventory (UNIACT; Swaney, 1995) in the context of Ellenore Flood's circumstances. They address what we would consider if one of us were Ms. Flood's career counselor. However, they were written in a style appropriate for Ms. Flood's actual counselor. It is her counselor, not us, who will facilitate the counselor-client interactive process essential to decision-oriented, potentially life-affecting interpretations of assessment results (Chartrand, 1991; Healy, 1990). GENERAL CONSIDERATIONS UNIACT has several uses. We begin with general considerations regarding the circumstances surrounding this particular use of IACT. 1. The initial interview notes (provided elsewhere) indicate that Ms. Flood feels that in the next 4 months she must make a choice from among . . . four major (the presenting problem). The notes also provide some background on the bases for the career options she is considering. We believe it may be helpful for you to ask Ms. Flood if she has recently considered other options. If so, we suggest that you explore how the options were identified and the bases for ruling them out. 2. The interview notes indicate that, before contacting you, Ms. Flood talked with three career counselors, each of whom failed to help her clarify her choices and make a decision. If this was during the past 2 to 3 years, you may wish to discuss the timing, general purpose, and extent of the contacts, including what happened and how she felt about it. The counseling process and Ms. Flood may benefit from the discussion. 3. The interview notes state that Ms. Flood is anxious to make the right choice [italics added] . . [and] is trying to approach her next career move in a rational and logical manner. We suggest that you ask her to describe her criteria for a right or best choice (independent of choice content) and whether she wants to rethink the criteria (e.g., are noncognitive criteria being considered?). 4. The interview notes state that Ms. Flood knows that she has strong and almost equal interest in [Holland's, 1997] Enterprising, Artistic, and Social occupations-and she seems to value interesting work. Did her previous counselors help her inventory her other job values? That is, has she clarified and prioritized her feelings regarding desirable and undesirable attributes of occupations in addition to the work itself? For example, she says, could easily do marketing.... But I do not see myself doing that. Note her Enterprising and Social interests and help her explore why she has ruled out marketing. She says, love teaching.... [But] I have not felt settled for the last 4 years. Help her explore why. Ms. Flood's results for the Values Scale and Salience Inventory (provided elsewhere) may be more helpful than all six interest and skill assessments, combined. UNIACT-RELATED CONSIDERATIONS UNIACT is only available as part of more extensive assessment services (e.g., DISCOVER, the ACT). Interpretation specifics differ across these eight services. To make things workable, the other assessment instruments (e.g., ability tests) included in the services were not used in this project. Reports of results draw on UNIACT components common to the eight services. What you have for Ms. Flood is briefly described below. 1. In addition to norm-based stanine scores for UNIACT scales paralleling Holland's (1997) six interest types, you received a fourpage leaflet (A Guide to the World of Work) focusing on basic work tasks (see Item 2), the World-of-Work Map (Figure 1), and Ms. Flood's map regions. The empirically based World-of-Work Map, an extension of Holland's ( 1997) hexagon, can be used to link any set of Holland-type scores to occupational options (Prediger & Swaney, 1995). Holland's hexagon and its bipolar Data-Ideas and People-Things Work Task Dimensions provide the core of the map. …