This sprint through theory for practice, therefore identifies a number of areas for further exploration.  All the theories of guidance identified presume a face to face interaction, many emphasising the use of particular skills, which might be challenging to apply in an age of quick queries and self-help.  Further, many writers identify that in the rapidly changing world of work, previous theories of career development now seem outmoded, and new theories, that take account of the new context, and offer new models of guidance that acknowledge the diverse needs of clients are needed (Collin & Young, 2000; Maranda & Comeau, 2000; O’Doherty & Roberts, 2000; Young & Valach, 2000; Richardson, 2000).  Narrative approaches (Cochran, 1997; Edwards et al, 1998; Reid, 2002) are just one emerging new strand of theory developed to address the perceived shortcomings of more traditional theories.  Also important is the recognition that in the changing world, clients have a greater need for guidance than ever.  Prolonged transitions to uncertain destinations (Roberts, 1997) suggest a recurrent need for career guidance.  The desirability of lifelong access to career guidance that will assist people in managing their own careers has been powerfully reiterated by Watts (1994, 1996c).

One common thread in all the perspectives is the importance of clarifying the starting point for the client.  ‘The first step of career counselling is the formulation of the problem’ (Cochran, 1997:35).  Bedford (1982) highlights the importance of knowing the clients situation at the outset in order to evaluate the effectiveness of a guidance interaction within his FIRST framework.  (The mnemonic suggesting effective guidance should demonstrate movement along the areas of focus, information, realism, scope and tactic).  Ali & Graham (1996) and Egan (1998) both stress the importance of hearing the client’s story as the basis for a structured interview the agenda for which will emerge depending on the clients own priorities.  Kidd et al (1993) cited in Kidd (1996) carried out research which showed Careers officers viewed three aspects as key to an effective interview.  That is: the clarifying of client’s expectations at the start, establishing rapport and a clear structure.  Research also suggests that from the client’s perspective, ‘overall satisfaction with the careers interview was most strongly related to the interpersonal skills of the interaction’ (Millar & Brotherton, 2001:106, see also Blair et al, 1998).  It is worth considering the extent to which these characteristics can be recognised in carrying out research on practice.

The very range of theories alluded to above demonstrate the breadth of influences on current practice.  This may seem almost overwhelming in terms of making sense of how theory relates to guidance.  However, ‘the clock cannot be turned back.  The current diversity that exists in the field cannot be undone… we may view it as a problem to be struggled with, or as a source of richness to be made use of’ (Hollanders, 1999:497).  The robust intellectual base for guidance and career development theory remains a strength of the UK sector although a counterpoint to this is the limited understanding that individuals (and policy makers?) have of what guidance is and how it can help them (Watts & Sadler 2000:10).  Whilst it is recognised that careers advisers may or may not be able to recognise and articulate the theories from which they work, practice will always exemplify a theory of helping at some level.  It is the intention here, that an understanding of the theoretical influences will help unravel what it going on with respect to career guidance, in order to illuminate how such provision might be further developed and enhanced.