plication of career construction theory
to, 196–197; application of cognitive
information processing theory (CIP)
to, 353–360; application of contextu-
alist action theory (Young, Valach,
and Collin) to, 238–241; application
of Gottfredson’s theory of occupational
aspirations to, 141–144; application of
Holland’s theory to, 415–416; applica-
tion of social cognitive career theory
(SCCT) to, 300–302; assessment data
for, 30–34; background data for, 30
East Germany, 66
Environment personality, 441
Environmental Assessment Technique
(EAT), 376
F
Family: in career decision making, 51–54;
and work-family connections, 60–64
Future Plans Questionnaire (Pearlson and
Raynor), 493
G
General Aptitude Test Battery (GATB;
United States Department of Labor),
444
Germany, 41–43, 475–476
Gottfredson’s theory of occupational aspi-
rations: application of, to E case study,
141–144; application of, to K case
study, 139–141; circumscription process
in, 93–100; and compromise of aspira-
tions, 100–107; core concepts of, 88–
107; evolution of, 86–87; extensions of,
107–129; nature-nurture partnership
approach in, 133–138; and nature-
nurture partnership theory of differences,
115–124; overview, 85–86; and rela-
tion of inner compass, 129–133; and
self-concepts, 88; and socialization the-
ory of individual differences, 108–110
H
Hispanic Americans, 477–478
Holland model, inventories and diagnostic
measures associated with: and Career
Attitudes and Strategies Inventory
(CASI; Holland and Gottfredson),
392; and My Vocational Situation and
VI Scale (VI; Holland, Gottfredson,
and Power), 391; and Position Classifi-
cation Inventory (PCI; Gottfredson
and Holland), 391–392; and Self-
Directed Search (SDS; Holland,
Fritzsche, and Powell), 389–391; and
Vocational Preference Inventory (VPI;
Holland), 391
Holland’s hexagon, 377; and congruence,
380, 384; and consistency, 384; and di-
agnostic signs, 380–385; and differen-
tiation, 384; and identity, 384–385
Holland’s personality types, 379–388; and
application of Holland organizing
schema to occupational environments,
385, 387–388; descriptors associated
with, 381–383; diagnostic signs for,
380, 384–385; subtypes of, 380; and
summary of interpretive ideas and in-
dices, 387–388
Holland’s personality types, research on:
and congruence indices, 398–401; and
interests and personality as unique
constructs, 401–404; and parallel or
commensurate work environments,
395–396; and relationships between
congruence and vocational outcomes,
396–398; summary of, 408–409; and
underlying structure of vocational in-
terests, 404–405; and validity of the-
ory, 405–408
Holland’s theory: application of, to E case
study, 415–416; application of, to K
case study, 413–415; background to,
375–378; empirical research on, 394;
formal statement of, 379; overview of,
373–375; and people interacting with
work environments, 388; as practical
model of person-environment interac-
tion, 378–379
I
Inheritance, occupational, 39–40
Inner compass, 129–133; and group differ-
ences, 133; and inner-level differences,
131–133
Institutional inertia, 44
Interpretation: and narrative, 219–221;
working with, 231–234. See alsoCon-
textualist action theory (Young, Valach,
and Collin)SUBJECT INDEX 531