03/01/2026

Creatively Connecting Theory and Practice: Instruction and Application

By Barbara Parker-Bell and Debra Osborn

Counselor educators appreciate the importance of understanding evidenced-based approaches to career counseling but may wonder how best to communicate theoretical and practical approaches to students. The Design Your Career Guide, a free resource for educators and practitioners demonstrates several methods to accomplish this task. This article outlines features of the Design Your Career (DYC) Guide and how it articulates Cognitive Information Processing (CIP) theory and practices (Peterson et al., 2024; Sampson et al., 2023) through an integrated art-based approach to career development explorations.

Combining Creativity with Career Theories

Creative career exploration tasks may be aligned with various career exploration theories and practices such as narrative (Osborn & Parker-Bell, 2025), constructivist (Taylor & Savickas, 2016), and Chaos Theory of Careers approaches (Pryor & Bright, 2014). Art-based interventions can stimulate engagement with career information, reflection, and actions regarding career considerations and interests (Parker-Bell & Osborn, 2023; Swank & Jahn, 2018). Specifically, Parker-Bell and Osborn (2023) have advocated for career practitioners to integrate theory-based career interventions with art therapy-informed creative practices with specific focus on CIP theory (Sampson et al., 2023). 

Cognitive Information Processing (CIP) Theory

CIP Theory (Sampson et al., 2023) is based on cognitive and learning theories and addresses the application of these theories for effective career decision-making.  Knowledge, decision-making skills, and executive processing domains constitute the central focus areas of the theory (Figure 1). Within the knowledge domain, both self and options knowledge are explored. Self-knowledge explorations include examining values, interests, skills, cultural contexts, and preferences. Options knowledge explorations entail gathering and reviewing information regarding specific options, associated education or training requirements, and potential employment opportunities and rewards. Decision-making processes are examined through the CASVE cycle (See Figure 2; Osborn et al., 2023). The executive processing considerations include metacognitive experiences, knowledge, and skills (Peterson et al., 2024).

The CASVE cycle includes the processes of communication, analysis, synthesis, valuing, and execution of the chosen option. Following the implementation of the option, the problem-solver/career seeker returns to the communication component to determine if the gap between the real and ideal situations has been achieved. CIP identifies terminology to be used with persons seeking career assistance. For example, communication within the CASVE cycle can be translated to “knowing I need to make a choice, and later, “knowing I made a good choice.”

The Design Your Career Guide (DYC)

The DYC Guide was developed by Parker-Bell and Osborn (2023) based on CIP Theory and practices (Sampson et al., 2023), art therapy informed approaches, and expressive structures used within career counseling and classroom settings. Additionally, focus groups with high school students, teachers, counselors, and administrators informed the guide’s content and format. Further testing with college students and career services professionals in a university setting assisted with guide refinement and the development of the DYC website which hosts the guide, and guide resources for teachers, counselors, career practitioners, and independent career explorers. On the website, the guide is provided in several formats such as a digital flip book for easy viewing, as well as a downloadable pdf document for printing or digital completion of guide components. The guide consists of 29 pages and encompasses information and exploratory creative engagement processes related to self-knowledge, options knowledge, decision-making, and metacognition (self-talk). For each of these concepts, the website offers lesson plans, lesson presentation slides, and introductory videos to guide activities.

Using Design Your Career to Explore Theory (CIP) and its Approaches in the Classroom

Counselor educators may use a sequence of activities to explore how different CIP concepts can be presented and considered.

1. To begin the class exploration, print copies or provide a digital version of the DYC Guide Visual Summary (pp. 24-25) and distribute to students. Invite them to review the instructions on page 24 and complete page 25 using words or images representing their chosen/intended career option. Provide 10 minutes for the activity. Announce that no talent is required and note that they are to include the available information/perspectives that they have at this time, acknowledging that this information may change in the future. Next, invite them to view their page and their place on the steps, and gaps that would be helpful to fill. (See Figures 3 and 4).
2. Introduce students to the CIP theory including the CIP Pyramid and the CASVE cycle models and associated research.
3. Encourage students to describe CIP model components including knowledge domains, the decision-making skills domain (including the CASVE cycle), and the executive processing domain. Invite students to consider which career decision-making processes they have experienced and what that was like for them.
4. Address the importance of “translating” theory-informed practices into user-friendly language and practices.
5. Initiate Interactive Class Experience: Exploring the DYC Website
   • Ask students to discuss the benefits and challenges of communicating theory-related practices with intended audiences. (15 minutes)
   • Select a topic from the guide such as Managing Thoughts (pages 20-23) then create and invite teams of 3 to 5 students to review related guide materials as noted below (See Figure 5).
     • i. Team 1 - Watch page video
     • ii. Team 2- Review page lesson plan
     • iii. Team 3- Review lesson slides
     • iv. Team 4- Review and Guide Page/Activity
   •  Discuss how the materials assisted in understanding the specific CIP concept
   •  Discuss how to further adapt language or processes to assist with participant understanding of CIP decision-making processes and decision-making process engagement.
   • Discuss how adaptations would be different for various participants and settings (e.g.,   children, adolescents, young adults, class, online, community workshop)
6.  Finally, facilitate conversations on recommendations and preparations for using the DYC Guide with future students or clients. A brief practice outline is provided next.

Using or Recommending DYC Guide for Career Explorers

1. Review Introductory Videos
2. Review Lesson Plans and Slides (and Videos for Guide Pages)
3. Practice completing creative activities prior to offering to participants.
4. Inquire and consider participants’ preferences for traditional materials/or digital materials prior to offering activities to inform offerings.
5. Use a selected guide page to offer a brief overview of career decision-making components and the steps you will take together.
6. Following page exploration, review and discuss outcomes and next steps.

In sum, counselor educators are encouraged to use the Design Your Career Guide resources to assist CITs with understanding and translating CIP theory concepts for practical use. Creative class experiences support CITs’ active learning and provide them with new ways to consider career development conversations and interventions.

Figure 1

Cognitive Information Processing Theory: Reformatted pyramid of information processing domains.

^{Note. Original content by G. W. Peterson, J. P. Sampson, and R. C. Reardon, Copyright 1991 by Brooks/Cole with copyright transferred to the authors. Adapted with permission. This figure has since been published in Cognitive Information Processing: Career Theory, Research, and Practice, p. 68 (https://doi.org/10.33009/fsop_sampson1123), where it is licensed under a Creative Commons Attribution-No Derivatives 4.0 International (CC BY-ND 4.0) License. Adapted with permission.}

Figure 2

Practitioner Version of the CASVE Cycle

^{Note: Adapted from Career counseling and services: A cognitive information processing approach by J.P. Sampson, R.C. Reardon, G.W. Peterson, and J.G. Lenz, Copyright 2004 by Brooks/Cole with copyright transferred to J.P. Sampson, R.C. Reardon, C.W. Peterson, and L.G. Lenz.  Adapted with permission.}

Figure 3

The Design Your Career Guide Website Homepage: Select Features 

^{Note: The Design Your Career Guide Website is available at https://designyourcareer.create.fsu.edu  All resources are free for counselor educator, practitioner, and student use.}

Figure 4.

Visual Summary Example (Partial)

^{Note: This image represents a computer-based art response to the DYC Visual Summary exercise.  See additional examples and instructions in the Wrapping Up presentation slides.}

Figure 5

Design Your Career Guide Sample Page: Metacognition: Career Self-talk Exploration

^{Note: This DYC website page shows one guide page exploration and a simple description regarding executive processing and metacognition that can be considered for comprehension and practice.}

References

Osborn, D.S., Bullock-Yowell, E., Hyden, S. C. W., Peterson, G. W, Sampson, Jr., J. P., Reardon, R.C., & Lenz, J. G. (2023). Helping persons make occupational, educational, and training choices.  In J. P. Sampson, Jr., J. G. Lenz, E., Bullock-Yowell, D. S. Osborn, & S. C. W. Hayden, (Eds.) Cognitive Information Processing: Career theory, research, and practice (ch. 2). Florida State Open Publishing. https://doi.org/10.33009/fsop_sampson1123

Osborn, D., & Parker-Bell, B. (2025). Creativity and narrative career counselling. In M. MacMahon & P. Akhezr, (Eds.). Narrative Career Counselling: From theory to practice in diverse cultures and contexts (3rd ed., pp. 127-139). Routledge.

Parker-Bell, B., & Osborn, D. (n.d.). Design your career guide and website. https://designyourcareer.create.fsu.edu

Parker-Bell, B., & Osborn, D. (2023). Art therapy and career counseling: Creative strategies for career development across the lifespan. Routledge.

Peterson, G. W., Osborn, D. S., Bullock-Yowell, E., & Hayden, S. C. W. (2025). Reaching further into a theory of career problem-solving and decision-making. Journal of Career Development, 52(1), 57-74. https://doi.org/10.117/08948453241299349

Peterson, G. W., Osborn, D. S., Bullock-Yowell, E., & Hayden, S. C. W. (2024). Advances in the foundations of a theory of career problem solving and decision making (Technical Report No. 63). Florida State University Libraries. https://www.doi.org/10.33009/fsu.1729687742 

Sampson, Jr., J.P., Lenz, J.G., Bullock-Yowell, E., Osborn, D.S., & Hayden, S.C.W. (Eds.). (2023). Cognitive information processing: Career theory, research, and practice. Florida State Open Publishing. https://doi.org/10.33009/fsop_sampson1123

Swank, J. M. & Jahn, S. (2018). Using sand tray to facilitate college students’ career decision making: A qualitative inquiry. The Career Development Quarterly, 66, 269-278. https://doi.org/10.1002/

Taylor, J. M., & Savickas, S. (2016). Narrative career counseling: My career story and pictorial narratives. Journal of Vocational Behavior, 97, 68-77.

Barbara Parker-Bell, PsyD, ATR-BC, is a recently retired Professor and Director of Art Therapy Programs at Florida State University and co-author of Art Therapy and Career Counseling: Creative Strategies for Career Development Across the Lifespan written with Dr. Deb Osborn. While enjoying more time for artmaking, travel, and family, as a Research Partner at the FSU Center for Career Research, she continues to participate in interdisciplinary research and application development combining creative strategies and visual explorations related to career development.  Dr. Parker-Bell may be reached at bparkerbell@fsu.edu 

Deb Osborn, Ph.D., is a Professor and co-director of the Combined doctoral program in counseling and school psychology at Florida State University. She also co-directs the Center of Career Research at FSU, and is a Nationally Certified Counselor. She is both a Fellow and Past President of NCDA. Her research interests include: applying career-related theory (especially Cognitive Information Processing theory) in research and practice; designing and using assessments and interventions in career services, especially creative ones; and exploring how technology can enhance and extend services. She enjoys quilting, cooking, faith, and family. She can be reached at dosborn@fsu.edu