tional Codes(Gottfredson & Holland, 1996), and other on-line and
print sources of information, additional occupations with CR or RC
occupational codes that he might want to consider further.
As SCCT theorists, we would also be curious about the appar-
ent inconsistency between his occupational daydreams and his per-
sonality profile. In particular, we would wonder why his A-theme
did not emerge as more significant on his SDS profile; we would
hypothesize that his self-efficacy beliefs in artistic activities and
occupations are lower than his interests (see, for example, his Edu-
cational Self-Efficacy ratings for art subjects). We would collect data
on this hypothesis by reviewing his scores on the SDS sections with
him (anticipating that his scores on the Competencies and Self-
Estimate sections of the SDS would be substantially lower than his
scores on the more interest-focused sections).
If our hypothesis is confirmed, we would explore his feelings of
efficacy regarding a wider range of artistic activities (such as com-
puter graphics) than are represented on the SDS. To clarify his self-
estimates and counteract potentially faulty efficacy expectations, we
would also encourage him to collect additional, non-self-report data
on his artistic competencies. For example, Brown and Lent (1996)
successfully countered a client’s faulty self-efficacy beliefs by having
her ask significant others to rate her abilities in areas in which she
had some self-doubt. This strategy, and others outlined by Brown
and Lent (1996), might be useful with K. We might then assist K to
further consider his interests in video and film editing, architecture,
and other occupational possibilities that make use of his particular
blend of interests, aptitudes, and competencies, particularly as they
relate to skateboarding and related options.
We would hope that our work with K to this point might enable
him to identify a way to follow his passion for skateboarding in the
occupational arena or to identify other career possibilities that make
use of his talents and interests. Subsequent work with K would include
helping him consider how the identified occupational possibilities
provide for his major work-related needs, values, and other important
occupational requirements so that his outcome expectations for these
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