well. First, through differentiation the adolescent characterizes var-
ious occupations according to their requirements, routines, and
rewards. After sufficient differentiation of occupations, the adoles-
cent integrates the distinct occupations into a cognitive map of
occupations, usually articulated by fields of interests or levels of abil-
ity. This process of integration can be facilitated by learning a pre-
existing schema such as Holland’s hexagon (Holland, 1997) or the
world-of-work map that Prediger (2001) described. These schemas
specify the location of occupations in a common social space, thus
helping individuals synthesize and interpret the occupational infor-
mation they have accumulated.
Following the unification of self-percepts into a vocational self-
concept and the unification of occupations into a cognitive map,
the next step is to match, initially randomly and later systemati-
cally, the vocational self-concept to fitting positions on the occu-
pational map. These trial matches are experienced as occupational
daydreams about possible selves (Dunkel, 2000). Visions of possible
selves instill the courage needed to enter the adult world. The more
attractive possible selves become the focus of exploration. In addi-
tion to drawing more exploration, these important possibilities sen-
sitize the individual to relevant information and feedback. Using
the self-knowledge and occupational information gained from real-
ity testing, the individual forms provisional preferences for a select
group of occupations.
Mastering the task of crystallizing preferences is facilitated by
the ripening of the attitudes, beliefs, and competencies brought
forward from the years of career growth. Recall that the lines of
development involved career concern, control, conception, and
confidence. Development along the four lines progresses at different
rates, with possible fixations and regressions. Delays within or dis-
equilibrium among the four developmental lines produce problems
in coping with the task of crystallization—problems that career coun-
selors diagnose as unrealism, indifference, indecisiveness, and indeci-
sion. Moderate disharmony among the developmental lines produces
individual differences in readiness to crystallize and explains variant
A DEVELOPMENTAL THEORY OF VOCATIONAL BEHAVIOR 173