City Research Online

Abstract

Career development theories can help practitioners to support their clients’ career development, yet evidence suggests that they are not well used in practice. This study explores career practitioners’ perceptions of the value that career development theories can add in guidance. Data were gathered through semi-structured interviews with thirty UK career practitioners exploring their perceptions of the benefits of theory-driven practice, and were analysed with a reflexive thematic analysis. Three themes were developed: theories add value through boosting the confidence of client and practitioner, through deepening the understanding of client and practitioner, and through directly and indirectly improving career guidance conversations.

Publication Type:	Article
Additional Information:	This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Publisher Keywords:	career development theory; career practice; thematic analysis
Subjects:	H Social Sciences > HD Industries. Land use. Labor L Education > LB Theory and practice of education > LB2300 Higher Education
Departments:	School of Health & Medical Sciences School of Health & Medical Sciences > Psychology
SWORD Depositor:	Symplectic Administrator

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