would aid in unearthing the underlying positive and negative con-
structs through which K is evaluating his future possibilities.
Generally, Holland scholars recommend breaking ties using
norm tables. If we do this in K’s case, his code becomes CRA (A is
less common in a male code type and therefore is more influential),
which we would consider to be an infrequent (0.0 percent of HS
norm sample), largely inconsistent, and only modestly differenti-
ated code type. According to Holland’s “rule of 8,” scores on the
SDS that are fewer than 8 points apart are essentially tied in any
case. We would also want to see K’s full SDS to examine compe-
tencies and self-estimates in relation to his reported educational
self-efficacy scores. Because the scores are tied, ARC, RAC, CAR,
or ACR code types are also exploratory possibilities.
Although it is tempting to focus on the somewhat hostile and
oppositional tone of K’s responses, given his age and developmental
stage we would initiate instead a systematic set of exploratory expe-
riences in fields compatible with any of the codes listed in the Hol-
land Dictionary(for example, CRA; Computer-Typesetter-Keyliner
[print & Pub.] [906.683.014] Photo Checker and Assembler [photo-
finishing] [976.687.014]; RCA; Glass Blower, laboratory apparatus
[glass products, instr. & apar.] [772.281.010] Airbrush Artist [prof &
kindred] [970.281.010] Photographic Retoucher [photofinishing]
[970.281.018] Manugrapher [fabrication] [970.681.022] Inker and
Opaquer [motion picture] [970.681.018]).
The fact that only five occupational possibilities could be found
in K’s code combination is testimony to the rarity of the code type
and the unusual nature of K’s interests. To avoid future problems,
K might be encouraged to appreciate the complexity and unique-
ness of his code, especially the combination of A and CR interests.
Artistic types typically resent close supervision, need indepen-
dence, and may express unusual interests and behaviors—the gen-
esis of their creativity. Although it is tempting to pathologize this
young man’s presentation, Holland, who continues to emphasize
more positive approaches to intervention (see the case analysis in
Spokane, 1986), would undoubtedly prefer to view K’s predica-
414 CAREER CHOICE AND DEVELOPMENT