1. Information Advice and Guidance – do we need a theoretical base?
Julie Hicklin

2. Definition of CE/IAG
Careers education is a programme of planned activities within the curriculum to provide learners with the knowledge and skills to manage transitions through learning and into work Career-related information, advice and guidance (IAG) is a term that refers to a range of activities and interventions that inform learners’ decisions regarding progressions through learning into work.
Careers information – accurate and objective information on learning options, progressions routes, careers opportunities and sources of help and advice
Careers advice – impartial advice to help students gather, understand and interpret information and apply it to their own situation for career and learning pathways
Careers guidance – impartial guidance to help young people understand themselves and their needs, aspirations and influences on them and to make career and learning choices that are right for them.
(TDA)

3. Nottingham Trent University
Interventions designed to enable
individuals to make and implement well
informed realistic decisions about their
career and to manage subsequent
transitions
Nottingham Trent University

4. Key concepts in PSHEe Personal wellbeing Personal identities
Healthy lifestyles
Risk
Relationships
Diversity
Economic wellbeing and financial capability
Career
Capability
Economic understanding
From Module 2 – Concepts of Guidance
Exercise- What do these theories mean for our programmes? How will they have an effect?
Prompts- Transition- Year 11’s talking to year 10’s about what their work experience was like
Social Learning Theory- Using a range of speakers to talk about their careers/ companies as yp will listen more readily

5. Key processes in PSHEe Personal wellbeing Critical reflection
Decision-making and managing risk
Developing relationships and working with others
Economic wellbeing and financial capability
Self-development
Exploration
Enterprise
Financial capability
From Module 2 – Concepts of Guidance
Exercise- What do these theories mean for our programmes? How will they have an effect?
Prompts- Transition- Year 11’s talking to year 10’s about what their work experience was like
Social Learning Theory- Using a range of speakers to talk about their careers/ companies as yp will listen more readily

6. Extracts from the importance statement for economic wellbeing and financial capability
…. understand the nature of work, the diversity and function of business, and its contribution to national prosperity…..develop as questioning and informed consumers and learn to manage their money and finances effectively
….. expands their horizons for action by challenging stereotyping, discrimination and other cultural and social barriers to choice
…pupils learn to be enterprising…..create and implement new ideas and ways of doing things…learn to make and act on reasonable risk/reward assessments and develop a ‘can do’ attitude….
From Module 2 – Concepts of Guidance
Exercise- What do these theories mean for our programmes? How will they have an effect?
Prompts- Transition- Year 11’s talking to year 10’s about what their work experience was like
Social Learning Theory- Using a range of speakers to talk about their careers/ companies as yp will listen more readily

7. CEG Principles From Module 2 – Concepts of Guidance
Exercise- What do these theories mean for our programmes? How will they have an effect?
Prompts- Transition- Year 11’s talking to year 10’s about what their work experience was like
Social Learning Theory- Using a range of speakers to talk about their careers/ companies as yp will listen more readily

8. Who has influenced guidance practice?
Karl Rogers – Person Centred practice
George Kelly – Personal Construct Theory
Gerard Egan – ‘The Skilled Helper’
J. D. Krumboltz – Social Learning Theory
Bill O’Connell – Solution Focused

9. Occupational choice theories
Differentialism
Assumes that certain characteristics can be identified and measured, such as intelligence, ability, aptitude and personality and that jobs can be measured in the same way enabling the individual and the job to be matched.
Developmentalism
Like other aspects of development, career planning is learnt and changes over time as a result of a maturation process that is not totally or necessarily age related.
Structuralism
Assumes that choice is largely constrained by the opportunity- structure which channels individuals into certain occupations.
From Module 2 – Concepts of Guidance
Exercise- What do these theories mean for our programmes? How will they have an effect?
Prompts- Transition- Year 11’s talking to year 10’s about what their work experience was like
Social Learning Theory- Using a range of speakers to talk about their careers/ companies as yp will listen more readily

10. Occupational choice theories
Community Interaction Theory – Bill Law
Community exerts a strong influence on
young people and how they perceive the world:
Through expectations
Through feedback
Through support
Through modelling
By providing information
From Module 2 – Concepts of Guidance
Exercise- What do these theories mean for our programmes? How will they have an effect?
Prompts- Transition- Year 11’s talking to year 10’s about what their work experience was like
Social Learning Theory- Using a range of speakers to talk about their careers/ companies as yp will listen more readily

11. National Guidance Research
Forum

12. Well informed realistic decisions1 2 3 4 5 6 7 8 9
Engaged
Formula
Self
Opportunities
 Self
Awareness
Opportunity
Locate
 Approach
Providers
 Selection
Process
 Selection Outcome
 Appraise
Planning
Knowledge, Skills & Attitudes to Knowledge, Skills & Attitudes to make decisions implement decisions
Nottingham Trent University

13. Discussion What is the value of theory for: Guidance practitioners
IAG non specialists
Young people