interacting with computerized guidance systems, talking with school
or college officials, observing workers discuss or demonstrate their
occupation, taking an exploratory course, joining an occupationally
relevant club or association, shadowing someone at work, perform-
ing volunteer work, and working at a part-time or vacation job.
Case Studies
The career stories of K and E (see Chapter Two) serve to show the
contrast between the informational and avoidant styles of forming a
vocational identity and constructing a career. E displays the infor-
mational style, supported by well-developed career concern, control,
conceptions, and competence. In contrast, K displays the avoidant
style, in his case showing underdeveloped concern and confidence
with somewhat better developed control and conceptions. Both of
these lives merit a novel, but herein they receive only a paragraph.
For economy of presentation, I state my impressions without the
qualifications and tentativeness that I employ during a counseling
interview. In counseling, my overriding goal is to be useful to the
client, not be right. The following narratives about K and E are cre-
ated meaning, not discovered fact. Their “truth” is grounded in their
utility to K and E. Maybe career conversations that discuss the fol-
lowing ideas would be useful to K, as he tries to crystallize vocational
preferences, and to E, as she tries to specify an occupational choice.
The Case of K
K evinces the avoidant style in his emotional approach to coping,
procrastinating, and academic underachieving. There are indica-
tions that K can work hard; for example, his SAT score in mathe-
matics is 10 points higher than his verbal score. It is not apparent
what career concern K brought to the counselor. It appears that a
counselor has solicited K’s “own story” for use in this book rather
than K seeking career counseling.
K’s degree of career control suggests he has developed some
autonomy and sense of agency in negotiating his situation; never-
194 CAREER CHOICE AND DEVELOPMENT