A career intervention for humanitarian entrant students: An example

Abstract

An example is presented of a career intervention developed for a group of seven refugee or humanitarian entrant non-university bound senior high school students aged 15–19 years, enrolled at a, years 7–12, catholic education college in a small regional city in Australia. The intervention was based on the Guiding Circles and Hope-Filled Engagement approaches to self-awareness and career exploration and included intervention strategies found to be critical to positive career development outcomes as well as work experience and post work experience follow-up. To evaluate the intervention, students answered questions about their perception of the most and least beneficial aspects of the intervention and their perception of the usefulness of the intervention. In addition, vocational identity and choice certainty were measured before and after the intervention. Post-school access to targeted career interventions was an implication for this group.