a ranking of those options. The CTI Workbookhad helped reduce
her either-or thinking and her tendency to allow negative thinking
to sabotage her decision making. She had grown more comfortable
with the ambiguity of the world of work and acknowledged that it
was OK to change her mind. E agreed that pursuing her first choice
did not eliminate some of the other alternatives she was consider-
ing. She recognized how she might combine several of her interests,
skills, and values in one or more of the alternatives on her final list.
E visited the center as a later date and updated the career adviser on
her plans to attend law school (Execution). The career adviser
mentioned the center’s upcoming Graduate and Law School Expo
and suggested E might attend to gather additional information as
part of her effort to target schools. E stated:
Though it might seem like I’m simply going the law school
route because of my family history, I feel like I have learned
through this process how to make an informed choice based
on my own knowledge and decision-making process. I am
more relaxed about my future, can envision using my law
degree in many settings, and don’t feel like I have to have all
of my future plans completely decided to move forward with
the next steps.References
American College Testing. (1998). Career planning survey technical man-
ual.Iowa City, IA: Author.
Anderson, J. R. (1994). Problem solving and learning. American Psychol-
ogist, 48,35–44.
Anderson, R. C. (1984). Some reflections on the acquisition of knowl-
edge.Educational Researcher, 13(11), 5–10.
Anderson, R. C., Osborn, J., & Tierney, R. S. (1984). Learning to read in
American schools.Hillsdale, NJ: Erlbaum.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed
system and its control processes. In K. W. Spence & J. I. Spence
360 CAREER CHOICE AND DEVELOPMENT