12/01/2025

Bridging Career Counseling Theory to Practice: Opportunities for Professional Development and Continuing Education

By Yas Hardaway, Marian Higgins, Angela Weingartner & Tiffany Brooks

Research on educational neuroscience postulates that neuroplasticity is enhanced when learners are actively participating in their learning experience (Cramer et al., 2011). By introducing diverse learning modalities throughout the learning process, including auditory, visual, and kinesthetic strategies, learners’ brains are engaged in multiple ways, increasing both short-term and long-term memory retention (Jang et al., 2022; Draganski et al., 2006). Holladay et al. (2025) identified gaps in career counseling courses, recommending the integration of experiential activities, such as role-playing and guest speakers, to enhance learning. Brooks et al., explained the challenge of helping new practitioners “understand the relevance and application of career development theoretical frameworks” (2022, para. 2).  Focusing on increasing understanding and integration aligns with both best practices in teaching and with neuroscience research on learning.

With these goals in mind, a group of NCDA members developed a useful, free resource for graduate students, counselor educators, and practitioners. The “Bridging the Gap: Career Counseling Theory to Practice” video series was created by members of the NCDA 2018 Counselor Educator Academy cohort and is available on the NCDA website. Inspired by the “Gloria Films” of 1965, the series demonstrates application of career development theoretical frameworks with a client who holds multiple marginalized identities, an African American transgender man. The series features six videos highlighting a theoretical introduction with the counselor, a counseling session demonstration, and reflections with the counselor and/or client.

Video Resource Utilization and Expansion

Both career counselor educators and practitioner trainers can bridge the gap from theory to practice through the utilization of the video series. In order to support the integration of the video series into teaching, training, and professional development experiences, an Instructor Guide was created, which provides an overview of the project, the links to the videos, and sample instructional activities. In addition, NCDA offers an opportunity to obtain two Continuing Education (CE) units after viewing the completed video series by registering for the NCDA Hub course for $35.

Below are two sample activities that instructors and trainers can incorporate into their curriculum.

Comparative analysis of theories: Instructors can invite learners or practitioners to watch multiple theoretical demonstrations, then ask them to compare and contrast the modalities and identify how each theory influences the counselor's approach and intervention strategies. This exercise promotes critical thinking regarding the strengths and limitations of different career counseling theories in addressing the client’s needs.

Developing a personalized counseling approach: Learners or practitioners are invited to view the video series, then asked to identify which career counseling theories resonate most with them and explain why. Have them reflect on elements of the different theoretical approaches they would integrate into their own practice and how they might modify the implementation of a particular approach to align with their individual style and unique needs of the client. This activity encourages learners and practitioners to develop a personalized framework for counseling, further refining their professional identity. It also encourages them to consider how theoretical models might be adapted, so they are personally relevant to the client’s unique needs and identities, in accordance with Hall et al. (2020) "The Importance of Personal Relevance of Interventions" framework.

Lessons Learned

In the previous Career Convergence article about this video resource, the authors discussed the initial stages of this project, during which valuable insights were gained on the development process and in collaboration with experts in the field. Moreover, some theories are used more to help conceptualize clients while others are more practice focused, providing specific approaches to use with clients. After the authors implemented the videos into their own career development courses, they recognized that these differences prompted rich conversations among students regarding multiple theories and approaches to career counseling and practice. For example, Donald Super’s Life Span Theory is more conceptual in that it provides a framework for examining a client’s current developmental stage, corresponding career-related tasks, and salient life roles. Alternatively, Mark Savickas’ Career Construction Theory is more practice-focused, in that it provides a methodology for conducting career counseling utilizing the Career Construction Interview.

Additionally, the team gained new insight into the instructional video production process, including the time required to schedule and record all six videos, as well as the benefit of standardizing the process for consistency across recordings. For instance, providing each theorist with relevant contextual information and career concerns prior to the recorded session would help ensure a consistent baseline understanding across theorists, similar to the use of an intake form in professional practice.

In addition, as the client advanced in his own career journey over the course of the recording period, the complexion of his situation evolved, which impacted the counseling process across subsequent sessions.

Future Improvements and Developments

Currently, the project team is gathering informal feedback from counselor educators who are utilizing the videos in their courses. Counselor educators expressed that students are enjoying the videos and having stimulating conversations. Gathering formal data would provide an additional opportunity for assessing impact on learning and practice. A follow-up interview with the client is also being considered, contingent upon the client’s willingness to participate, in order to capture final reflections concerning the video series and the approaches that were utilized.

Practitioners who want or need a refresher on utilizing career theories to help conceptualize client cases and/or structure counseling sessions may benefit from a continuing education virtual course based on the video series. Such a course would need to consider diverse audiences, including career practitioners, counselor educators, and graduate students. A workbook could supplement the course and further expand upon the application of the video series as an instructional tool. The team plans to continue its partnership with NCDA’s Hub and explore this opportunity for further developing the profession.

References

Brooks, T. P., Hardaway, Y. D., Higgins, M., & Weingartner, A. (2022). Bridging the gap: From career counseling theory to practice. Career Convergence. https://careerconvergence.org/aws/NCDA/pt/sd/news_article/453794/_self/CC_layout_details/false 

Cramer, S. C., Sur, M., Dobkin, B. H., O’Brien, C., Sanger, T. D., Trojanowski, J. Q., Rumsey, J. M., Hicks, R., Cameron, J., Chen, D., Chen, W. G., Cohen, L. G., deCharms, C., Duffy, C. J., Eden, G. F., Fetz, E. E, Filart, R., Freund, M., Grant, S. J., Haber, S…Vinogradov, S. (2011). Harnessing neuroplasticity for clinical applications. Brain, 134(6), 1591-1609. https://doi.org/10.1093/brain/awr039 

Draganski, B., Gaser, C., Kempermann, G., Kuhn, H. G., Winkler, J., Büchel, C., & May, A. (2006). Temporal and spatial dynamics of brain structure changes during extensive learning. The Journal of Neuroscience, 26(23), 6314-6317. https://doi.org/10.1523/JNEUROSCI.4628-05.2006 

Hall, G. C. N., Berkman, E. T., Zane, N. W., Leong, F. T. L., Hwang, W.-C., Nezu, A. M., Nezu, C. M., Hong, J. J., Chu, J. P., & Huang, E. R. (2020, March 2). Reducing Mental Health Disparities by Increasing the Personal Relevance of Interventions. American Psychologist. Advance online publication. http://dx.doi.org/10.1037/amp0000616 

Holladay, K. R., Cortés, R. D., Chen, C.C., & Sanders, C. (2025). Closing the gap in career counselor development with inclusive teaching strategies. Journal of Employment  ounseling, 0, 1-14. https://doi.org/10.1002/joec.12250 

Jang, C. S., Lim, D. H., You, J., & Cho, S. (2022). Brain-based learning research for adult education and human resource development. European Journal of Training and Development, 46, 627-651. https://doi.org/10.1108/EJTD-02-2021-0029 

Yas (Djadali) Hardaway serves as the Executive Director of Career Services at Pepperdine University's Graduate School of Education and Psychology (GSEP). Additionally, she is a Course Lead and Adjunct Faculty in GSEP’s Psychology Division, where she instructs master's-level students in Career Development Theories & Techniques. Yas is a National Certified Counselor, a Certified Career Counselor, and holds an Executive Leadership Academy Certificate from the University of California, Berkeley. Her diverse professional background, starting in 1999, includes work at major institutions such as The Florida State University, the University of California, Irvine, and Loyola Marymount University, alongside transnational experience with global shipboard universities. A published author and international conference presenter, Yas’s work has focused on the application of career theories to practice, graduate-level career services, and the study of sociocultural career development. Beyond academia, she maintains a private practice, Insight Careers, providing virtual coaching to early-to-senior-level professionals navigating career transitions and advancement. Yas holds both a Master of Science and an Education Specialist degree in Counseling from The Florida State University and a Bachelor of Arts degree in Psychology from the University of Kentucky. Connect with Yas: https://www.linkedin.com/in/yashardaway/ 

Marian Higgins, Ph.D., LPC, is a professional speaker, licensed professional counselor, and owner of Be Inspired Counseling & Consulting, LLC where she works with individuals and organizations who want to center wellness and humanity in how they live, lead, and work. Dr. Higgins has an extensive career in higher education supporting students’ career development through her work at university career centers. She is a professor who previously taught master’s level career counseling courses and currently teaches about women’s leadership. She is also the host of Dive In, a podcast focused on career development issues for different populations. Dr. Higgins received her Ph.D. in counseling and personnel services from The University of Georgia, a Master of Science degree in counseling from the University of Memphis, and a Bachelor of Arts degree in history from Wesleyan University in Middletown, CT. She is the recipient of the Georgia Career Development Association’s Outstanding Career Development Professional Award; ACPA-College Educators International Commission for Career Services’ Commitment to Social Justice in Career Services Award; and the Southern Association of Colleges and Employers Champion of Diversity Award. Connect with Marian via LinkedIn: https://www.linkedin.com/in/marianhiggins 

Angela Weingartner, PhD, LPC, NCC, is an Associate Professor and the Professional Counseling Program Coordinator in the Department of Applied Psychology and Counselor Education at the University of Northern Colorado. She is a licensed professional counselor and nationally certified counselor. Dr. Weingartner's research interests include increasing counselor-in-training self-efficacy surrounding risk assessment, career development interventions and utilizing the Myers Briggs Type Indicator (MBTI) as a relationship building tool in supervision, leadership, and teaching. She has presented at regional and national conferences on teaching career development courses and how to support counselors in training. Currently she teaches, Career Theory, Counseling and Assessment, Assessment and Treatment of Substance Use and Internship in Counseling. Angela can be reached at angela.weingartner@unco.edu 

Tiffany P. Brooks, PhD, LPC, ACS, NCC, is an associate professor and online Regional Academic Director in the School of Professional Counseling program at Lindsey Wilson College. She completed her MS in mental health counseling in 2011 from Lee University and her PhD in Counselor Education at the University of Tennessee in 2015. She is currently providing telemental health counseling with Catalyst Counseling Collective in GA. In the past, Tiffany worked with college students in career, counseling, and residential environments, as well as with children utilizing child-centered play therapy in school and agency settings. Currently, she teaches multiple sections of Career Counseling, Multicultural Counseling, or clinical experiences every semester. Her specific research interests include counselor identity development, play therapy, at-risk children, career counseling, and multicultural competence, particularly white ally identity development. She is actively working as a part of a mother scholar collective who is currently researching the effects of the pandemic on academic scholars of young children. She is the immediate Past President of the Lookout Counseling Association and President of the TN Counseling Association. Tiffany can be reached at brookst@lindsey.edu.