2019

By Amani Hitimana

Twenty-two percent of the general population in Canada or 6.2 million Canadians have at least one disability (Canadian Survey on Disability, 2017) and yet this minority group is under-researched in academic fields (Lengnick-Hall et al., 2008; Shore et al., 2009).

Morris-Wales (2010) noted that there is a need to determine the most important employment factors affecting the career progression for persons with disabilities. The present study responds to this call for research by addressing the following question: “What employment factors are the best predictors of high organization-based self-esteem (OBSE) among employees with disabilities?” This is the first study of its kind to link OBSE with job factors job such as pay satisfaction, satisfaction with schedule flexibility, job satisfaction and workload among employees with disabilities. Understanding the correlation between the selected job factors and OBSE will become increasingly important in the coming decades, due to the labour shortage and the reality that disability rates are continuing to increase in Canada.

In terms of results, a positive correlation is expected to be found between the selected job factors and OBSE – thus, the greater the satisfaction that employees with disabilities find in terms of pay, workload, schedule flexibility and their job responsibilities, the higher the OBSE level. Considering the increasing rate of employees who are not adequately engaged with their work and the upcoming shortage of talent to fill important employment positions (Wall, 2015), if organizations succeed in optimizing these factors, they will retain employees with disabilities. However, these organizations will then face the further challenge of ensuring that their employees with disabilities are supported in terms of their having positive self-esteem and being deeply engaged with the organizations that choose to employ them.

Author Bio

Amani Hitimana is a doctoral student in the Faculty of Adult Education and Community Development at the University of Toronto, with a specialization in Workplace Learning and Social Change. His passion to advocate for vulnerable populations has since translated into a leadership priority. He works for Christian Horizons as a Program Manager and serves as a board member for the Ontario Disability Employment Network (ODEN).

By Angela Rutakomozibwa 

I am currently a graduate student at the university of British Columbia (UBC) who is originally a professional trained teacher and educator with over 15 years’ experience in education management. I taught science at an advanced level, in particular physics. Further, I have worked with the Ministry of Education in designing, developing and writing curricular, syllabus and curriculum support materials for school and colleges, research, monitoring and evaluation of education programs.

My concern for female participation in STEM-related programs and especially physics was heightened when I joined the undergraduate program at the University of Dar es Salaam, Tanzania in the early 1990s. I struggled with questions such as: What happened to all the females who graduated from high school? What could be keeping many females whom I knew were just as bright as I was from pursuing studies in STEM-related fields? This state of wonderment has persisted in me to date and hence the reason for advancing into proposing research projects to further investigate how a technology-based instructional strategy might help female students’ who are learning physics to make career advancements into STEM.

My goal is to become a professor in science education in research and consultancy (R&C) who will work mainly on research related to STEM. From 2019 when I am still finishing my dissertation, my target five years from now is to revamp a functioning R&C section with enough human and fiscal resources.

I am on study leave now but apart from that I am an employee of the Tanzania Institute of Education, which is a Ministry of Education organization that has roles and responsibilities of curriculum development in the country. It is the only organization in the country that is mandated for that function among others.

As I prepare to complete my studies, I look forward to enhancing the research and consultancy section of the Ministry through working collaboratively with different institutions including universities on various projects. Given available opportunities, if necessary, I would transfer to the university to advise the responsible Ministry on issues related to science teaching and learning and especially improving the environment for female students teaching and learning in STEM-related fields.

There are possible obstacles that might hinder my achievements, but I have anticipated solutions that may propel me along my career pathway towards my goal. Listed here are the obstacles with anticipated solutions.

• Obstacle 1: The section might not get enough resources/funding allocated for the identified challenges.

Solution 1: Prepare a five-year strategic plan that may be used to solicit/seek funds from organization/institutions.

• Obstacle 2: Not sure whether the management will buy into the idea as a priority area for the institution.

Solution 2: Prepare and present a short-term proposal to management for selling ideas on the importance of project funding before advancing to the next stage.

• Obstacle 3: Not sure current management or Ministry of Education will allow my transfer to go work with the university because of conflict of interest.

Solution 3: Arrange meetings with my director to discuss the situation before submitting my application for approval.

• Obstacle 4: I don’t know how easily the strategic plan may be accepted by the Ministry.

Solution 4: Consult different organizations and share the plan before submission during the budgetary period.

To advance in achieving this career development goal, there are some of activities that may be ongoing and/or need accomplishment to achieve these goals.

1. Attend courses or trainings related to career development to meet professionals and share innovative ideas about research projects.
2. Pursue self-study or seek out training opportunity on how to prepare a strong strategic plan that may be sellable.
3. Meet and share my ideas with people/colleagues whom I admire and have engaged in projects.
4. Begin the communication with my director about the idea for understanding and share with the management team well in advance.
5. Solicit whether there are opportunities for transfer and approach universities that have positions by submitting documents for applications.

Author Bio

(Angela Rutakomozibwa) My parents encouraged us to value education, which they considered wealth in life and often referred to science! This is what inspired me into science education culminating into graduating as a high school physics teacher. I served as a curriculum expert for 15 years until coming to UBC. Offering quality science education especially to female students has always been my passion. As a PhD candidate in the department of Curriculum and Pedagogy, my focus is how technology-based instructional strategies might impact female students’ motivation and engagement in physics learning.

By Sunny Bui

There is a large gap in the increasing number of jobs in science, technology, engineering and math (STEM), and a low percentage of under-represented groups (ie, women and people with disabilities) who are attaining degrees in these fields and participating in the workforce._1,2 Although the Canadian Charter of Rights and Freedoms and the Canadian Human Rights Act guarantees equality and the absence of discrimination, people with disabilities encounter barriers to post-secondary education in STEM fields._3,4 A promising mechanism to enhance enrollment in STEM fields for youth with disabilities is through robotics programs.5 Among typically developing youth, robotics programs have the potential to improve STEM-related skills, teamwork, self-confidence, and social and communication skills._6,7 Youth with disabilities are often excluded from and/or have fewer opportunities to participate in STEM programs.5 Although there is growth in literature on the potential role of robotics programs, such as LEGO therapy, little is known about the impact of an adapted, group-based robotics program specifically for youth with disabilities.2,5,8 Among the group that could benefit most are individuals with autism spectrum disorder (ASD).₉

There is a growing focus in research literature to utilize the restricted interests of people with ASD to help foster learning (Gunn & Delafield-Butt, 2016). The passion and repetitive behaviours that are exhibited towards these interests appear to increase over the lifespan.₁₀ However, these interests may not always constitute positive learning and can guide development of negative social behaviours not consistent with social norms. For example, stalking behaviour and tendencies that typically appear in youth with ASD, aged 10-15.₁₁ Negative social behaviours like stalking contributes to the social stigma and further adds to the social challenges associated with ASD. If not corrected or properly guided, negative restricted interests can be detrimental in other aspects of life such as education and employment.₁₂ Restricted interests can be beneficial for learning, however, individuals with ASD may not always overcome challenges in social communication. Difficulties in social communication can contribute to academic underachievement and has the largest impact on education during years of critical social development (i.e., youth).₁₃ In addition, social difficulties often prevent the successful integration of people with ASD into the workforce despite their educational attainment.₁₄ Developing a mechanism that provides an opportunity to pursue positive interests (ie, STEM) and contribute to personal development (ie, social communication and interactions) is needed to help minimize the challenges (ie, in education and employment) people with ASD face in their lifetime.

Individuals with ASD have the potential to help address the increasing number of jobs in STEM as these jobs tend to be naturally repetitive and systematic. However, there are few studies in the research literature that have explored an evidence-based pathway to increasing interests towards STEM. A pilot study conducted by the Transitions and Inclusive Environments Lab (TRAIL) suggests that a promising pathway to increase STEM interest is through robotics programs for youth with disabilities.₅ In specific, the HB FIRST® robotics program at Holland-Bloorview Kids Rehabilitation Hospital in Toronto. While engaged in teamwork, children learn about computer programming and building robots. This approach is different than LEGO therapy models that are typically less structured and have a more recreational focus. Additionally, structured group-based robotics programs similar to the HB FIRST® robotics program have the potential to increase career interests of children and youth towards STEM education and employment.₁₅ The combination of interacting with a peer, building robots and learning coding can provide a basis for developing soft skills that are critical in future STEM careers.

Current research being conducted by the TRAIL builds from the current research literature. In specific, the effects of the adapted HB FIRST® robotics program on soft skills (ie, social, teamwork and problem solving) that are critical for success in future education and employment in the STEM field. Findings will be ready for dissemination January 2020.

Author Bio

Sunny Bui (he/him/his) is a MSc candidate in the Rehabilitation Science program at the University of Toronto and graduate student in the TRAIL lab at the Bloorview Research Institute. He has a background in kinesiology and the social sciences. His thesis topic is on the development of soft skills (ie, social) among youth with disabilities (ie, autism spectrum disorder) in an adapted robotics program.

References:

1. Dasgupta, N., and Stout, J.G. (2014). Girls and Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers. Policy Insights from Behav. Brain Sci. 1, 21–29. Available at: https://doi.org/10.1177/2372732214549471.
2. Lindsay, S., and Hounsell, K.G. (2017). Adapting a robotics program to enhance participation and interest in STEM among children with disabilities: a pilot study. Disabil. Rehabil. Assist. Technol. 12, 694–704. Available at: https://doi.org/10.1080/17483107.2016.1229047.

3. Beck-Winchatz, B., and Riccobono, M.A. (2008). Advancing participation of blind students in Science, Technology, Engineering, and Math. Adv. Sp. Res. 42, 1855–1858. Available at: https://www.sciencedirect.com/science/article/pii/S0273117707005960 [Accessed March 28, 2019].

4. Dutta, A., M. Kundu, M., and Schiro-Geist, C. (2009). Coordination of Postsecondary Transition Services for Students with Disabilities.

5. Lindsay, S., Hounsell, K., and Cassiani, C. (2017). A scoping review of the role of LEGO® therapy for improving inclusion and social skills among children and youth with autism.

6. Benitti, F.B.V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Comput. Educ.

7. Ludi, S., and Reichlmayr, T. (2011). The Use of Robotics to Promote Computing to Pre-College Students with Visual Impairments. ACM Trans. Comput. Educ.

8. Sullivan, A., Kazakoff, E.R., and Bers, M.U. (2013). The wheels on the bot go round and round: Robotics curriculum in pre-kindergarten. J. Inf. Technol. Educ.

9. Wei, X., Yu, J.W., Shattuck, P., McCracken, M., and Blackorby, J. (2013). Science, technology, engineering, and mathematics (STEM) participation among college students with an autism spectrum disorder. J. Autism Dev. Disord. 43, 1539–1546. Available at: https://www.ncbi.nlm.nih.gov/pubmed/23114569.

10. Charlop, M.H., Kurtz, P.F., and Casey, F.G. (2006). Using aberrant behaviors as reinforcers for autistic children. J. Appl. Behav. Anal.

11. Post, M., Haymes, L., Storey, K., Loughrey, T., and Campbell, C. (2014). Understanding Stalking Behaviors by Individuals with Autism Spectrum Disorders and Recommended Prevention Strategies for School Settings. J. Autism Dev. Disord.

12. Post, M., Storey, K., Haymes, L., Campbell, C., and Loughrey, T. (2014). Stalking behaviors by individuals with autism spectrum disorders in employment settings: Understanding stalking behavior and developing appropriate supports. Educ. Train. Autism Dev. Disabil.

13. Williams White, S., Keonig, K., and Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. J. Autism Dev. Disord.

14. Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and strategies for success. J. Vocat. Rehabil.

15. Goh, H., and Ali, B. (2014). Robotics as a tool to stem learning. Int. J. Innovaion Educ. Res.

By Colleen Knechtel

Post-secondary education (PSE) decision-making is an extraordinarily complex process (Mueller, 2008) that forces young people to consider not only their personal attributes, values and interests, but also compels them to think deeply about the life they want to lead, and make choices amidst seemingly endless possibilities. Transitions from school-to-work and from high school to PSE often take students on extended, sometimes winding roads that most often eventually lead to technical training and higher education programs (Alberta Advanced Education, 2016). Post-secondary aspirations begin to emerge by age 15 (Alberta Advanced Education) and are considered to be important predictors for future PSE access (Christofides, Hoy, Li & Stengos, 2008; Motte, et al., 2008). While the flexible and diverse nature of experiential education programs is known to provide open spaces for students to reconnoitre their strengths, values and interests, allowing students to become the author of their own story (McGowan, 2016; Baxter Magolda, 1998, 1999, 2004, 2008; Kegan, 1982; see also Lehmann, 2007; 2016), these programs are also underexplored avenues to support students in their PSE explorations.

Experiential learning opportunities link education, work and personal development. Such learning is best conceived not in terms of specific outcomes, but as a continuous process that creates knowledge grounded in experience (Kolb, 2014) involving both personal and social aspects of development (Dewey 1938). It is well established in the research literature that community service-learning and other experiential education programs such as internships and leadership opportunities enable students to gain practical knowledge and skills, as well as important personal and social understandings.

An essential consideration for the design of such programs is student voice, a traditionally neglected aspect within school culture. It is critical that educators work alongside students to understand their perspectives and find ways to empower young people to actively engage in authentic explorations of their interests, curiosities and aspirations to support preparation for PSE decision-making. One example of such a program is a four-day internship created for students interested in learning about architecture. Instead of attending school, a group of students went to work at a local architecture firm. Not only did these students job shadow the architects to learn about what they do in their workplace day-to-day, they also were invited to actively participate in design meetings where they were asked to contribute their ideas about ways our local downtown public library (currently under major redesign construction) might create welcoming spaces for young people.

In this internship, student voice was honuored, first by the option to choose to participate in the program, and secondly, by being invited into authentic planning conversations. Together, experiential education program design and student voice are important approaches to support students’ PSE planning and decision-making in preparation for school transitions.

Author Bio

(Colleen Knechtel) After counselling and supporting disadvantaged and injured workers, I began in 2009 to lead collaborative projects to empower students in schools. These collaborative school-based projects created questions that I am now exploring in my graduate studies at the University of Alberta. My research interests involve experiential education program design in secondary school communities that support students’ explorations of post-secondary aspirations, options and decision-making at the intersections of student voice and school transitions.

References:

Alberta Advanced Education. (2016). Campus Alberta planning resource 2016. Alberta: Alberta Advanced Education.

Baxter Magolda, M. B. (1998). Developing self-authorship in young adult life. Journal of College Student Development, 39, 143-156.

Baxter Magolda, M. B. (1999). Creating contexts for learning and self-authorship: Constructive developmental pedagogy. Nashville, TN: Vanderbilt University Press. Retrieved from www.vanderbilt.edu/vupress

Baxter Magolda, M. B. (2004). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus.

Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49, 269-284. doi: 10.1353/csd.0.0016

Christofides, L.N., Hoy, M., Li, Z., & Stengos, T. (2008). The evolution of aspirations for university attendance. In R. Finnie, R. E. Mueller, A. Sweetman, & A. Usher. (Eds.), Who goes? Who stays? What matters? Accessing and persisting in post-secondary education in Canada (pp. 109-134). Kingston, Canada: McGill Queen’s University Press.

Dewey, J. (1938). Experience and education. New York: Touchstone.

Griffin, J. E. Jr, Lorenz, G.F., & Mitchell, D. (2010). A study of outcomes-oriented student reflection during internship: The integrated, coordinated, and reflection based model of learning and experiential education. The Journal of Cooperative Education & Internships, 44(1), 42-50.

Kegan, R. (1982). Evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper Saddle River, New Jersey: Pearson Education Ltd.

Lehmann, W. (2007). Choosing to labour: school-work transitions and social class. Montreal: McGill-Queen’s University Press.

Lehmann, W., & Milne, E. (2016). Education & society: Canadian perspectives. Montreal: McGill-Queen’s University Press.

McGowan, A. L. (2016). Impact of One-Semester Outdoor Education Programs on Adolescent Perceptions of Self-Authorship. Journal of Experiential Education. 39(4), 386-411. DOI: 10.1177/1053825916668902.

Mueller, R.E. (2008). Access and persistence of students in Canadian post-secondary education: What we know, what we don’t know, and why it matters. In R. Finnie, R. E. Mueller, A.

Sweetman, & A. Usher. (Eds.), Who goes? Who stays? What matters? Accessing and persisting in post-secondary education in Canada (pp. 33-61). Kingston, Canada: McGill Queen’s University Press.

Motte, A., Qiu, H., Zhang, Y., & Bussière, P. (2008). The youth in transition survey: Following Canadian youth through time. In R. Finnie, R. E. Mueller, A. Sweetman, & A. Usher. (Eds.), Who goes? Who stays? What matters? Accessing and persisting in post-secondary education in Canada (pp. 63-75). Kingston, Canada: McGill Queen’s University Press.

By Julia Nie

Framing the context

Canada has well-established practical career development models, education and research programs. What is the current status of career development in China? What are the challenges, opportunities and solutions? What are the strategies to change the situation?

Strengths: Career development initiative in China

In China, domestic university enrolment has been rising at a staggering rate over the past decade. Additionally, there are large growing numbers of returning overseas students entering the job market in China. The outcome of graduates’ jobseeking has drawn the attention of students, universities, government and communities. Now government, universities and private sectors in China are building their capacity around the tools and theories of career development.

Opportunities: Career development in China

Career development is a relatively new concept in China. There was no career development theory and practice before the 1990s. Jobs were assigned by government. Nowadays, China has a rapid-growth economy and changing labour market; there is huge demand for career development. Government and non-government sectors are building their capability to offer career development to university students. However, they are facing many challenges, such as a lack of trained and qualified career development practitioners to deliver services and outdated career development assessment software and tools. Government and non-government players in Canada can act as an enabler and facilitator opening doors for practice, research and partnership between Canada and China through institutional partnership building, research collaboration, internationalized career development curriculum, as well as sending delegations and hosting summits.

Aspirations: Career development model connectivity

In today’s globalized knowledge-based economy, the communication and connectivity, exchange and collaboration between Canada and China should be a cohesive strategy. Canada expertise export can build a Canadian brand.

Results: Canadian brand, communication and collaboration

The career development model connectivity between Canada and China will brand Canadian expertise, building a gateway that leads to positive change in the labour market of China and results in sustainable social and cultural communication and collaboration between the two countries.

Author Bio

Julia Nie is a career practitioner and researcher focused on career development, intercultural and international communication. She holds Career Development Practitioner certification from Simon Fraser University and is completing her MA in Intercultural and International Communication at Royal Roads University. She has over 10 years of experience in research, employment service and university management in intercultural communication context, working with diverse groups including immigrants, youth and people with disability and multi-barriers.

By Karoline Achille

The period of childhood, adolescence and young adulthood is a high-risk age group for the development of several forms of psychopathology, particularly anxiety disorders (Kessler et al., 2005). According to a survey by the Association of Directors of University and College Counseling Centers, anxiety remains the main concern among students (41.6%), followed by depression (36.4%) and relationship problems (35.8%) (Mistler et al, 2012). The American Association of Universities for Health in Canada found similar results. Nearly 33% of students reported anxiety about their academic performance (American College Health Association, 2016). University students are experiencing a type of anxiety that is unknown to the general population as they face: debt accumulation and repayment of school debt, rising tuition fees, paid work, balancing social life, academic success and uncertainty about the labour market after graduation (Kaniasty, Moore, Howard & Buchwald, 2014).

Before examining the prevalence of anxiety disorders in Ontario, we need to examine the systemic challenges in mental health. If we look at Canadian provincial governments, we find that Ontario spends a little less on mental health than the national average, a difference of 7.2% (Institute of Health Economics, 2010). In addition, while Ontario invested an additional $18.5 billion in health care over the same period, the per capita investment was $1,361 in health care, compared to $16.45 per capita for mental health (Lurie, 2014). In 2016, through a survey of students across Ontario, researchers found that 65% of post-secondary students reported having exhausting anxiety (Ontario Universities, 2017). These results corroborate a study conducted at Queen’s University where nearly 62% of the students surveyed living with psychological disorders experienced a decline in academic performance (60%), health problems (57%) and absenteeism from school or work (48%) (Canadian Alliance of Student Associations, 2014). According to an online survey commissioned by Children’s Mental Health in Ontario from a representative sample of 806 Ontarians, 50% of Ontario parents have already expressed concerns about their child’s anxiety level and 33% of Ontario parents have encouraged their child to miss school because of anxiety (2017).

Finally, it should be added that suicide is the second leading cause of death among Canadian youth after accidents on the road (Statistics Canada, 2015). We must also mention the stigma associated with psychological disorders. According to studies by Rosenthal and Wilson (2008), more than 75% of students with significant psychological distress do not consult professionals because of this stigma. The reality of Canadian university students living in Ontario is characterized by stressors such as academic achievement, financial stress, rising tuition fees and other factors that make them vulnerable to anxiety disorders.

Author Bio

My name is Karoline Achille, I am a first-year student in the Master’s in Counselling Psychology at the University of Ottawa. My Master’s thesis focuses on the issues faced by university students in a minority context. I am a former undergraduate student and I am familiar with the reality of undergraduate students. These students are experiencing a lot of stress in many areas of their lives as they study.

References:

Canadian Alliance of Student Associations (2014). Guide d’intervention fédérale en santé mentale étudiante, Ottawa, ACAE. Retrouvé sur le site : http://www.acae-casa.com/guide_d_ intervention_f_d_rale_en_sant_mentale_tudiante

Children’s Mental Health Ontario (2017) “Children and Youth Mental Health Survey: Getting Help in Ontario.” Ipsos, Retrouvé le site : www.ipsos.com/en-ca/news-polls/CMHO-children-and-youth-mental-health-ontario

Institute of Health Economics (2010) The Cost of Mental Health and Substance Abuse Services in Canada Report. Retrouvé sur le site: http://www.ihe.ca/document/Cost%20of%20Mental%20Health%20Services%20in%20Canada%20Report%20June% 202010.pdf

Kaniasty, Krzysztof, et al. (2014) Stress and Anxiety Applications to Social and Environmental Threats, Psychological Well-Being, Occupational Challenges, and Developmental Psychology. Logos Berlin,

Kessler RC, Berglund P, Demler O, Jin R, Merikangas KR, Walters EE (2005) Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry; 62:593–602.

Lurie, S. (2014). Why Can’t Canada Spend More on Mental Health? Health, 6, 684-690.

Mistler, B, et coll. (2012) “The AUCCCD Annual Survey and Report Overview.” The Association for University and College Counseling Center Directors, www.aucccd.org.

Ontario’s Universities (2017) Mental Health. Retrouvé sur le site: ontariosuniversities.ca/issues-priorities/student-supports.

Statistics Canada. (2015). Deaths and causes of death, 2015. Retrouvé sur le site : https://www150.statcan.gc.ca/n1/daily-quotidien/180223/dq180223c-eng.htm Statistics Canada. 2011. “2011 Census of Canada: Topic-based Tabulations, Language Composition (Detailed Mother Tongue, Knowledge of Official Languages, Age Groups and Sex)” Ottawa: Statistics Canada.

Rosenthal, B. et Wilson, W.C. (2008). Mental health services: Use and disparity among diverse college students. Journal Of American College Health: J Of ACH, 57(1), 61-68.

By Katrina Monton

Current literature suggests that athletic career transitions are life-changing events and are often perceived by athletes as extremely stressful (Knights, Sherry & Ruddock-Hudson, 2016). Transitioning out of elite sport forces an individual to adjust to a new way of life and can often be accompanied by negative effects and impact mental health (Knights et al., 2016; Ohashi, 2018). However, retiring from sport and pursuing other experiences is an important life event that can positively impact the individual and lead to personal growth, development and fulfillment (Ohashi, 2018). Existing literature suggests that having sport-life balance facilitates athlete well-being and improves sport performance (Friesen & Orlick, 2010; Knapp, 2012; Pink, Saunders & Stynes, 2015). Student-athletes participating at the Olympic Games are more likely than their non-student counterparts to win medals (Knapp, 2012). Athletes who have opportunities to explore their interests and identity outside of sport report more ease with athletic career transition and adapt more easily to life after sport (Gordon & Lavallee, 2012; Pink, Saunders & Stynes, 2015; Knights et al., 2016; Hansen, Perry, Rose & Montgomery, 2018). Student-athletes consider that balancing sport and academics not only benefits performance in both areas but promotes future career success as well (Aquilina, 2013). Finally, planning for life after sport and career counselling, have been shown to have a positive impact on sport performance, as well as increase life and career satisfaction, post-sport (Aquilina, 2013; Knights et al., 2016; Ohashi, 2018).

Research in this area is limited within the Canadian context. However, the 2010 Olympic Games Debrief, identified a gap in the services being offered to athletes transitioning out of sport. Following this debrief, the Canadian Olympic Committee (COC) created Game Plan, a total wellness program. Game Plan strives to support current and retired national team athletes to lead more balanced lifestyles. Game Plan works from a holistic framework promoting wellness through five pillars; health, skill development, education, network and career.

The purpose of this study is to explore athletes’ experiences planning and preparing for life after the 2019 Pan-American and Para Pan-American Games. More specifically, this study seeks to investigate the role that sport-life balance plays on post-Games career planning, as well as performance during the Games. This study will provide each athlete with the opportunity to share their experiences, whether they are retiring or continuing in their sport, in a confidential manner. This research project is set to begin in Spring 2019 and involves a collaboration between the COC and McGill University. It is the first of a series for the Pan-American Games, and will function in the same manner as the post-Olympic and Paralympic Debrief research projects. The research method will be a mixed method, including a survey data and qualitative one-on-one interviews with athletes. This project is important for high-level Canadian athletes, as it will help inform Game Plan on how they may better meet the needs of transitioning athletes and overall athlete well-being.

The Project will be conducted under the supervision of Dr Patricia Hewlin, McGill University and in collaboration with Sophie Brassard, Université de Sherbrooke (Game Plan Liaison).

Author Bio

Katrina Monton is completing her second year in the MA Counselling Psychology at McGill University. Her research interests are in organizational psychology, specifically promoting inclusion, diversity and safety within educational, sport and workplace settings. Prior to Katrina’s graduate studies she was a national team athlete for over a decade. She is passionate about helping athletes’ transition from high­level sports.

References:

Aquilina, D. (2013): A Study of the Relationship Between Elite Athletes’ Educational Development and Sporting Performance, The International Journal of the History of Sport, 30:4, 374-392

Friesen, A., & Orlick, T. (2010). A qualitative analysis of holistic sport psychology

consultants’ professional philosophies. Sport Psychologist, 24(2), 227-244. Retrieved from http://joumals.humankinetics.com/tsp.

Game Plan. (2018). Retrieved March 22, 2019, from https://www.mygameplan.ca/

Gordon, S., & Lavallee, D. (2012). Career transitions. In T. Morris & P. Terry (Eds.), The new sport and exercise psychology companion (pp. 567-582). Morgantown, WV: Fitness Information Technology.

Hansen, A., Perry, J., Ross, M., & Montgomery, T. (2018). Facilitating a successful transition out of sport: Introduction of a collegiate student-athlete workshop. Journal of Sport Psychology in Action, 1-9.

Knapp, D. (2012). Performance of student-athletes at Olympic Games: The performance impact of university student-athletes at the 2004, 2008, and 2012 Olympic Games. Adee// Group, 1-36. Retrieved from http://adcellgroup.com.au/development/uniroos/images/Performance _of_ student-athletes _ at_ Olympic_ Games. pdf

Knights, S., Sherry, E., & Ruddock-Hudson, M. (2016). Investigating elite end-of-athletic-career transiti on: A systematic review. Journal of Applied Sport Psychology, 28(3), 291-308. doi:10.1080/10413200.2 015.1128992

Ohashi, Alison, “Transitioning Out of Sport: Perspectives of Student-Athlete Support or Development Services” (2018). Boise State University Theses and Dissertations. 1406. 10.18122/td/1406/boisestate

Pink, M., Saunders, J., & Stynes, J. (2015). Reconciling the maintenance of on-field success with off­field player development: A case study of club culture within the Australian Football League. Psychology of Sport and Exercise, 21(1), 98-108. doi: 10.1016/j.psychsport.2014.11.009

Wylleman, P., & Lavallee, D. (2004). A developmental perspective on transitions faced by athletes. In M.Weiss (Ed.), Developmental sport and exercise psychology: A lifespan perspective (pp. 507-527). Morgantown, WV: Fitness Information Technology.

By Kellie Fay

Did you know? “Achieving secure employment is students’ #2 career goal overall.”¹ -Brainstorm Strategy Group Inc., 2018

When have you seen a billboard in a school, in a tv commercial or a poster in a bus shelter promoting career development?

How is your institution integrating career development and employability into the curriculum? “Alicia” enters into university directly from high school because her parents want her to have a degree.

Fast forward – Alicia is about to finish her first year of university, which encompassed mostly arts and sciences classes. As the year progressed, her grades declined because she lost interest and didn’t see the relevance or connection of what she was learning to her future. She would sit in the library for hours – aimlessly – not knowing where to turn. She became despondent, she felt alone, anxious and hopeless about her future. Alicia was at a loss about a career direction and started to contemplate dropping out of school.

“Alex” leaves college with a diploma – thinking that it will land him a job in his chosen field. He applied for many positions but wasn’t called for one interview. He doesn’t know how to improve his employability. Consequently, he feels frustrated and blames the college.

Career development reimagined

Senior leadership and faculty value career development and employability of graduates. Career education and employability are integrated as a strategic objective within the institution’s strategic plan. Financial resources are allocated to promote career development institutionally. Faculty integrate career education and employability within their course design and content. For credit career development courses are available for all students.

My vision is to increase the awareness of career development through the power of visual storytelling with – assets – such as infographics, graphic illustrations, animated gifs and mini-short films for the post-secondary sector. Career development visual storytelling would provide an engaging launch for promoting institution-wide career education and employability.

Visual storytelling is a powerful medium for the reason that a substantial amount of information can be communicated in a short period of time. People empathically connect with animated characters and they provide emotional distance. Visual storytelling can be impactful, memorable and can inspire change. It is refreshing and uplifting to learn about the recent skills development and employability initiatives across Canada.² Moreover, this trend is transpiring internationally as well, namely, the Future of Education and Skills 2030³ project.

Still, it is necessary for the profile, promotion and integration of career development to advance. It is prudent for an individual to have a sense of a career direction in order to learn about which skills to develop (including career management skills) and have the know-how to effectively market their learning, skills and experience to future work opportunities.

This infographic is an example of using visual storytelling to communicate as substantial amount of information in a short time and in an engaging way.

Author Bio

Kellie Fay is passionate about career development and is motivated to support individuals on their career journey. She is also a visual artist and innovator. Along with obtaining a Master of Career Development, Kellie will soon complete a Master of Stop-Motion Animation. This unique combination of education and skills are a testimony to Kellie’s ability to actualize her vision to create intriguing resources.

References:

1. Brainstorm Strategy Group Inc. “The Weekly Stat.” (Sep 6, 2018) https://twitter.com/brainstormsgi?lang=en
2. Brookfield Institute. “Employment in 2030”. https://brookfieldinstitute.ca/project/employment-in-2030/
3. Organisation for Economic Co-operation and Development (OECD). “OECD Education 2030”. http://www.oecd.org/education/2030/?utm_source=activetrail&utm_medium=email&utm_campaign=jmc@iccdpp.org