some jumping back and forth, but generally the first points occur
early and the last points occur late in the counseling.
The Case of K
K’s capabilities are given as high verbal and quantitative abilities, as
well as specific motor skills (skateboarding, drums). His values shift
with different Es: high Autonomy, Achievement, and Status for
E-job and E-school but not for E-home; high Altruism and Safety for
E-home but not for E-other-than-home. K is low on Celerity and
tends toward Reactiveness. It would be helpful to have more assess-
ment data (for example, from a multiple-ability battery, other value
measures, style estimates), but at this point it is not yet necessary (see
point 1).
Because of the apparent value conflict between home and the out-
side, I would explore the different Es in depth with K to get a detailed
picture of their response requirements and reinforcement capabilities.
Because K tends to be Reactive, his expressed values might reflect
what he feels he is expected to say, not his own values (if he has a con-
sistent set). I would explore whether this apparent value conflict is
mirrored in other home-versus-outside conflicts for K (that is, a con-
flict of cultures; see points 2, 3, and 4).
K’s parents appear to be assimilated into the wider culture (for
example, allowing K to decide for himself) but may still behave
according to their birth cultures (Japanese, Chinese). (Incidentally,
a Japanese-Chinese marriage is, I believe, very rare. The two cul-
tures have many contrasts, so I would spend some time exploring
and understanding K’s home E, where there is potential for cultural
conflict.)
K appears to be still in the exploratory stage, so at this point I
would help him develop a “long list” of occupations in technology,
architecture, and other areas suggested by vocational interest
inventories, providing him with or guiding him to occupational
information literature. If K does his homework, I would then help
him develop his “short list,” taking into account other factors such
PERSON-ENVIRONMENT-CORRESPONDENCE THEORY 461