Aspirations held by young adults with intellectual disabilities and their mothers

This study reports on Australian small-scale exploratory descriptive research into how young people with intellectual disability and their families construct their futures. The aims of this research were to (a) better understand the future aspirations held by young adults with intellectual disability and their parents, (b) identify enablers and barriers to the achievement of these aspirations, and (c) provide insights for career practitioners who support young people with intellectual disability and their parents to achieve their personal and career goals. Participants were four young people with intellectual disabilities aged between 18 and 30 years and their mothers. Data were collected through semi-structured interviews and analysed thematically. Results provide a nuanced understanding of the issues facing young people with intellectual disabilities and their families in constructing their futures. Suggestions are offered that can inform career development practice and policy.

Career Education as a Site of Oppression and Domination: An Engaging Myth or a Critical Reality?

While discussions of social justice have become more prominent in the general career literature in recent years, little attention has been given to where the topic ‘fits’ within career education and, more specifically, how it affects career advisers in schools. Drawing on the findings emerging from research in New Zealand, I examine career education from a social justice perspective, and consider whether it should be regarded as a site of oppression and domination.

Career Development Needs of Low Socio-Economic Status University Students

With increased funding from the Australian federal government to improve the enrolments of students with low socio-economic status into university, identifying the career needs of this student cohort is of utmost importance, if indeed they are different from other university students. This will ensure career services offer comprehensive and effective support, and avoid duplication or redundant measures. Findings indicate that the careers needs of low socio-economic status university students are different from other university students. Strategies that were reported to increase the effectiveness of career development for low socio-economic status university students included person-centred counselling skills; careers education across all courses to familiarise and normalise the careers planning process; avoidance of jargon or assumptions of implicit knowledge regarding university requirements; ensuring careers practitioners are aware of the experiences of students with low socio-economic status; up-to-date labour market information; and extending careers support to students for at least two years after the completion of their studies.

Career Development and Social Inclusion at St Patrick's College: A Case Study

Consistent with the Commonwealth government's social inclusion agenda, the mission statement of St Patrick's College advocates the development and delivery of career development services and programs that promote social justice and social inclusion. This case study describes the evolving career development program at St Patrick's College, which has an intentional focus on promoting social justice and achieving social inclusion outcomes. The St Patrick's College career development program offers some examples of practical ways in which schools can implement the Commonwealth government's social inclusion agenda.

Older Women's Career Development and Social Inclusion

This paper considers women's career development and the potential contribution of career development theory, research, practice and policy in advancing a social inclusion agenda. In particular, the paper focuses on older women in the contexts of an ageing population, labour market shortages and Australia's social inclusion agenda. Supporting young people to move from school and into the workforce has been a major focus of policy and service provision in Australia and internationally but there is growing recognition in Australia and internationally that adults may also benefit from career development support; its lack of provision has been criticised. In the context of Australia's social inclusion agenda, older women, in particular, may benefit from career development.

The Halcyon Days are Over. Or are They? Implications of the Global Financial Crisis for Managers' Careers

This paper discusses the implications for managers' careers of the global financial crisis. It draws on empirical research during the last period of major job cuts. Evidence comes from a mail survey of over 1000 career histories of Australian managers, with a response rate of 44%. Changes to career satisfaction, job satisfaction, job security, expectations regarding future career moves and employability are reported for retrenched managers. The paper contributes a context for changes to managers' careers in terms of labour market structures and economic conditions. The main results are that following 1990s restructuring, job security was low and retrenched managers were less likely to have invested in their own employability, but paradoxically, exhibited more of the attitudes associated with employability. The paper is useful for careers practitioners to understand the impacts on managers experiencing job loss and to be aware of possible outcomes and actions required of individuals.