ABSTRACT
Career practitioners face the pressure of providing career services to an increasing number of clients while staff numbers are stagnant or decreasing. Quality career services are based on solid career theory that is supported by ongoing research, which routinely incorporates practitioners’ input. Cognitive information processing (CIP) theory has that synergy, with evolving theoretical principles, a steady stream of empirical research, and readily available tools created for career practitioners by practitioners. Application of CIP has been found in university career centres, career courses, K–12 settings, across diverse groups and settings, and internationally.
