affect E’s choice. E’s occupational daydreams are very high in occu-
pational prestige (see Gottfredson, this volume) but generally con-
gruent with her summary code, as are the jobs in her vocational
history. Prestige may be even more critical as a determinant of E’s
choice than are interests. This may be problematic if she aspires to
a legal career but is uncomfortable with the lifestyle implications. I
would clearly explore how E feels about the fact that her occupa-
tional daydreams include lawyer and judge—and both her parents
are attorneys. This issue deserves considerable attention. Clearly, E
is much further along in her choice than is K. A comprehensive
battery of interest and decisional status inventories may provide E
with reassurance of her preliminary choices or serve to redirect
them somewhat. Further exploration with her mother’s law partner
would be in order, as would advance preparation for LSAT and law
school admissions if that is an option for E.
Summary
We have tried to present a clear, practically oriented and balanced
overview of the Holland theory and the instruments and interven-
tions that derive logically from the theory. It is tempting to over-
simplify the model, and we urge the reader to consider the theory in
the full complexity with which it was crafted. As Tyler’s quote at the
beginning of this chapter implies, it is a mistake to oversimplify the
processes we see in our clients and equally mistaken to oversimplify
the theoretical models in this volume. In the end, each student must
derive a composite (integrative, eclectic, transtheoretical) model
that suits his or her theoretical beliefs and style of practice.
References
Altman, I. (1975). The environment and social behavior.Pacific Grove, CA:
Brooks/Cole.
Assouline, M., & Meir, E. I. (1987). Meta-analysis of the relationship
between congruence and well-being measures. Journal of Vocational
Behavior, 31,319–332.
416 CAREER CHOICE AND DEVELOPMENT