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The development of a relevant knowledge base for describing the relational context of children and adolescents is gaining ground. A number of theories form the basis for the conceptualisation and study of relational contexts in the career domain. Empirical research has generally supported theoretical predictions that suggest that close, supportive, reliable relationships are associated with positive, adaptive vocational behaviours such as exploration and decision-making. Relevant theoretical and empirical literature on the relational context of child and adolescent career development is reviewed. Recommendations for practice and implications to move the field forward are offered.