well as RIC and IER. We would build a plan of exploration and
make an appointment to meet in two weeks to discuss the results of
his information-seeking behavior. In the end, I would hope he
became better able to structure his own initiative and more coura-
geous in moving forward in life.
The Case of E
Whereas K feels anxious about constructing his career, E worries. E
evinces the informational approach to constructing her career. She
shows adaptive fitness in her concern, control, conceptions, confi-
dence, and competence. Her concern is with “narrowing” her ambi-
tion. Unlike K, E wants in now but fears being left out. Her ambition
shows in wanting “more” for her life and in “pursuing” a double
major in history and religion—two activities that require attention
to details and doing the correct thing (in contrast to the problem
solving required in math and science). Similar to other oldest chil-
dren with two siblings, E is dutiful and rule-oriented. However, E is
also a “conscientious rebel” who dislikes the current state of affairs
in the United States, where sexism and racism limit the opportuni-
ties and thwart the activities of much of the population. She wants
to move from her preoccupation with feeling sad about being left
out of “a man’s world” to moving to an occupation in which she can
enact her compassionate vision, be a pioneer, work for change, and
yet balance other life roles and keep stress low. To do so she needs
to turn her tension into intention. She is conflicted about staying
versus going. Staying put in a traditional role makes her depressed,
but running off in a pioneer role scares the people who care for her,
so for now she stays put. She needs to integrate these two—to learn
to be a pioneer without scaring other people, maybe in a structured
job such as a professor of law or history.
E and I would start exploration by discussing occupations clas-
sified as ESA and SEA. In the end, she needs to realize that her
project in life is to fight for the rights of those whom society leaves
out and to use her intellect to work as a conscientious objector to
sexism and racism. In counseling, I would also invite her to explore
196 CAREER CHOICE AND DEVELOPMENT