Career Guidance for at Risk Young People: Constructing a Way Forward

  • Hazel L. Reid

Policy makers in different countries have given increasing attention to those young people who leave education early and then spend time in short term, often unskilled employment, combined with periods of unemployment (Organisation for Economic Co-operation and Development [OECD], 2004). Different countries have applied a range of strategies to try to address young people “at risk” of social exclusion, as a prelude to helping them with educational and vocational decision-making (OECD, 2004). This requires various agencies to work holistically, across professional boundaries, in order for effective change to be implemented. When working with young people who are the focus of an inclusion policy, social needs have to be addressed alongside decisions about “career”: discussions about career cannot be separated from the wider circumstances of real lives in an uncertain world. This chapter considers how practice needs to adapt to accommodate this.

The chapter begins with a definition of the terms used when considering the specific issues that at risk young people present for career guidance, and moves on to discuss the focus on inclusion for such young people. It then introduces the constructivist framework for the chapter and explores the usefulness of motivational, outcome-focused and narrative-based approaches within this context. Having considered the possibilities of such approaches, it advocates a move to narrative thinking in order to construct a way forward for face-to-face, career guidance work with young people at risk.


Young People Constructivist Approach Young Person Career Education Career Guidance 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science + Business Media B.V 2008

Authors and Affiliations

  • Hazel L. Reid
    • 1
  1. 1.Canterbury Christ Church UniversityUK

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