Farzaneh Babazadeh Bedoustani

Spécialiste, Programmes, Apprentissage et développement (bilingue)

Farzaneh Babazadeh Bedoustani est spécialiste, Programmes, Apprentissage et développement (bilingue) au CERIC. Elle est responsable de la planification et de la prestation des webinaires, ainsi que de soutenir les stratégies de relations communautaires avec les intervenants francophones. Farzaneh possède plus de 10 ans d’expérience en enseignement de l’anglais dans des instituts de langues en Iran et au Canada, ainsi que trois ans d’expérience dans le développement du leadership auprès des étudiants de l’Université McGill et du Collège de Montréal. Elle est titulaire d’une maîtrise en leadership éducationnel de l’Université McGill et d’une maîtrise en enseignement de l’anglais comme langue étrangère de l’Université de Tabriz, en Iran.

Communiquez avec Farzaneh à ces sujets :

  • La présentation de webinaires
  • Les formations dont vous avez besoin ou celles que vous offrez
  • Les demandes en français concernant les programmes du CERIC
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Accessibilité, conception universelle et de services d’orientation professionnelle

Partenaire du projet : Association nationale des étudiant(e)s handicapé(e)s au niveau postsecondaire
Langue : Anglais

COMPLETE

Le 1er octobre 2018, l’Association nationale des étudiant(e)s handicapé(e)s au niveau postsecondaire (NEADS) a publié le rapport The Landscape of Accessibility and Accommodation for Post-Secondary Students With Disabilities in Canada (Potrait de l’accessibilité et des aménagements pour les étudiants postsecondaires handicapés au Canada).

L’apprentissage dans un environnement parallèle à celui offert par les programmes éducatifs, notamment l’apprentissage dans le contexte de l’orientation professionnelle, est de plus en plus reconnu comme une composante cruciale de l’expérience des étudiants postsecondaires. Cependant, cela représente un risque d’obstacles importants pour les étudiants ayant une déficience. Si les centres de services aux étudiant(e)s handicapé(e)s des collèges et universités canadiens reçoivent généralement des subventions pour offrir des accommodements en milieu éducatif, les autres environnements d’apprentissage n’ont pas droit à ce type de subvention. Ils ne disposent donc pas des effectifs nécessaires pour aider les autres services aux étudiants, comme les services de développement de carrière, à s’adapter aux besoins des étudiants ayant une déficience.

L’Association nationale des étudiant(e)s handicapé(e)s au niveau postsecondaire (NEADS), réalisera une recherche pancanadienne pour connaître les pratiques exemplaires actuelles entourant l’accessibilité, les accommodements et la conception universelle dans les services d’éducation au choix de carrière offerts aux étudiants postsecondaires ayant une déficience. Le projet vise également à découvrir les lacunes possibles des services offerts à cette population par les spécialistes en développement de carrière. Ce projet est unique par son accent sur l’accessibilité et la conception universelle dans le domaine de l’éducation au choix de carrière et de la réorientation professionnelle.

Ces dix dernières années, NEADS a agi comme chef de file à l’échelle nationale et internationale quant aux politiques en vigueur dans l’enseignement supérieur et la recherche sur la pratique en ce qui a trait aux étudiants ayant une déficience. Ce nouveau projet est dirigé par Mahadeo Sukhai, directeur de recherche à NEADS, un organisme de bienfaisance axé sur les déficiences de tous genres dont le mandat consiste notamment à appuyer le plein accès aux études et à l’emploi pour les étudiants postsecondaires et les diplômés de partout au Canada ayant une déficience. M. Sukhai est également le directeur de la recherche et le responsable de l’Institut national canadien pour les aveugles (INCA).

Ce projet fait partie de la plus vaste initiative de NEADS, intitulée « Vue d’ensemble de l’accessibilité et des aménagements pour les étudiants handicapés du niveau postsecondaire au Canada (2016-2018) », une initiative financée par le gouvernement du Canada. La nouvelle étude comportera des consultations en ligne et en personne avec des étudiants ayant une déficience et des spécialistes en développement de carrière. Parmi les établissements qui y collaboreront, notons l’Université de Toronto, l’Université Simon-Fraser de la Colombie-Britannique, l’Université Memorial de Terre-Neuve et l’Assiniboine College du Manitoba. Ce projet tirera également parti des ensembles de données nationaux disponibles sur les étudiants – notamment l’Enquête canadienne auprès des étudiants à la maîtrise et au doctorat (CGPSS), le National Survey on Student Engagement (NSSE) (sondage national sur la participation des étudiants) et le Community College Survey on Student Engagement (CCSSE) (sondage des collèges communautaires sur la participation des étudiants) – pour avoir une meilleure vue d’ensemble sur l’expérience des étudiants ayant une déficience en ce qui concerne les services d’éducation au choix de carrière offerts sur les campus.

Accessibility and Universal Design in Career Transitions Programming and Services

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Rapport final du projet (en anglais) – Apprenez-en davantage sur l’expérience de notre partenaire avec la mise en oeuvre de ce projet, ce qu’ils ont appris et les principales conclusions du projet

Objectifs et activités

Cette nouvelle étude se propose de définir les pratiques exemplaires et les lacunes pouvant être comblées quant aux politiques, pratiques et exigences en matière de développement de carrière en ce qui a trait à l’accessibilité et à la conception universelle dans le travail auprès des étudiants ayant une déficience, et ce, dans le domaine de l’éducation au choix de carrière et de l’orientation professionnelle au sein des établissements postsecondaires au Canada.

Parmi les principales activités :

  • Analyser les grands ensembles de données nationaux existants sur la participation ou l’expérience des étudiants pour y puiser les données pertinentes relatives à la réorientation professionnelle dans le contexte d’une déficience.
  • Mener un sondage pancanadien auprès des professionnels de l’orientation et de l’éducation au choix de carrière dans le but de connaître leur expérience de travail avec les étudiants ayant une déficience.
  • Tenir des groupes de discussion et des entrevues avec des informateurs clés pour comprendre le discours entourant la participation des étudiants ayant une déficience aux programmes de réorientation professionnelle.
  • Mener un sondage pancanadien auprès des étudiants ayant une déficience afin de comprendre les lacunes dans la satisfaction de leurs besoins.
  • Synthétiser les données, rédiger un rapport de recherche et formuler des recommandations.
  • Diffuser des conclusions provisoires et finales par l’entremise de communications universitaires (publications et colloques) et du réseau de partenaires de NEADS.

Au terme du projet, il est prévu qu’un certain nombre des partenaires établis de NEADS – dont le Conseil des universités de l’Ontario, l’Association canadienne pour les études supérieures, l’Association canadienne des spécialistes en emploi et des employeurs et l’Institut national canadien pour les aveugles, ainsi que les centres de carrières sur les campus postsecondaires de tout le Canada – prennent appui sur les livrables du projet pour revoir leurs propres programmes, ressources et services destinés aux étudiants ayant une déficience.

Cette étude surviendra en même temps que la consultation du gouvernement du Canada sur son projet de loi pour les personnes handicapées, consultation qui pourra donc profiter de son éclairage. Les consultations et l’étude sur l’accès aux études postsecondaires et aux services arrivent à point nommé et contribueront à l’accent que souhaite mettre le gouvernement du Canada sur l’accès aux études et à la formation pour les personnes ayant une déficience et leur participation à un marché du travail concurrentiel.

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Théories et modèles orientés sur la carrière : des idées pour la pratique

Career Theories French Cover3
Rédactrices Nancy Arthur, Roberta Borgen (Neault) et Mary McMahon
Publisher CERIC
ISBN 978-1-988066-70-7

Sommaire

Désormais édité en français, ce populaire recueil international regroupant les théories et modèles actuels et émergents du développement de carrière a pour objectif de servir de document de référence pour la pratique du développement de carrière chez les professionnels de partout dans le monde. En plus d’être utile à la fois aux nouveaux conseillers d’orientation et aux conseillers d’expérience, le recueil pourra servir d’ouvrage de référence pour les cours universitaires de premier et de deuxième cycles en orientation de carrière.

Pour servir efficacement leurs clients et la population, les conseillers d’orientation doivent connaître les plus récents modèles et théories de leur domaine. Les conseillers d’orientation qui exercent leur profession de façon éthique doivent tenir leurs connaissances théoriques à jour et savoir les appliquer concrètement. Ce recueil leur fournit une ressource concrète qui pourra leur servir à mettre au point des interventions axées sur la théorie.

  • Le receuil contient 43 chapitres sur les théories et modèles définissant la pratique contemporaine du développement de carrière.
  • Les 60 collaborateurs comptent parmi les plus importants chercheurs et praticiens en développement de carrière. Ils sont issus de quatre continents et de neuf pays : l’Australie,le Canada, l’Angleterre, la Finlande, l’Inde, les Pays-Bas, la Nouvelle-Zélande, l’Afrique du Sud et les États-Unis.
  • Parmi les principaux collaborateurs se trouvent les chercheurs à l’origine des théories présentées dans l’ouvrage, ainsi que des professionnels qui s’en sont inspirés de manière originale pour guider leur pratique du développement de carrière.

Dans un format facile à consulter, chaque chapitre comprend une illustration de cas qui présente l’application pratique d’une théorie ou d’un modèle et des points de pratique qui résument les principaux éléments à retenir que les intervenants en développement de carrière voudront mettre en œuvre auprès de leurs clients. Des références supplémentaires sont incluses

Obtenez votre copie

  • Version imprimée : 77,90 $ sur Amazon.ca.
  • Livre électronique : 44,85 $ Kindle | Kobo.
  • Commandez par lot (10 exemplaires ou plus) et obtenez un rabais de 30 % en écrivant à ventes@ceric.ca.
  • Les établissements ayant un compte peuvent commander directement auprès d’Ingram.

Instructeurs : Pour obtenir un exemplaire de cet ouvrage, veuillez écrire à l’adresse thierno@ceric.ca

À propos des rédactrices

Nancy Arthur, Ph. D., est doyenne de la recherche à la UniSA Business (Université d’Australie-Méridionale) et ancienne professeure à la Werklund School of Education de l’Université de Calgary. Elle est cofondatrice du modèle de l’orientation professionnelle axée sur la culture, qui a été à la base d’un texte primé. Roberta Borgen (Neault), Ph. D., est présidente de Life Strategies. Auparavant, elle a été rédactrice du Journal of Employment Counselling et a chapeauté le numéro spécial intitulé Thoughts on Theories. Mary McMahon, Ph. D., est chargée de cours principale honoraire à la Faculté d’éducation de l’Université du Queensland. Elle est la cofondatrice de la théorie des systèmes.

Une équipe internationale de personnes professeures-chercheures et de doctorant.e.s ont travaillé sur le projet de traduction et de révision linguistique de l’ouvrage, « en français ». L’édition originale a été traduite intégralement et bonifiée d’une préface complémentaire rendant compte de distinctions conceptuelles et réglementaires sur le plan des pratiques d’orientation professionnelle dans la francophonie canadienne, européenne et d’ailleurs dans le monde. Louis Cournoyer (Université du Québec à Montréal) a assuré la coordination du projet de traduction et de révision francophone de l’ouvrage, avec la collaboration de Patricia Dionne (Université de Sherbrooke) et de Simon Viviers (Université Laval).

Un message de Louis Cournoyer (Université du Québec à Montréal), qui a assuré la coordination du projet de traduction et de révision francophone de l’ouvrage, en collaboration avec Patricia Dionne (Université de Sherbrooke) et Simon Viviers (Université Laval), avec le soutien d’une équipe universitaire internationale de personnes réviseures.

La publication de ce livre est en partie attribuable à la généreuse contribution de ces Champions des connaissances.

Un billet de Louis Cournoyer présentant le nouveau livre : Des idées théoriques et pratiques pour le développement et le counseling de carrière

Lisez les blogues des éditrices et des auteurs (en anglais) ainsi que des critiques de l’édition originale anglaise du livre.

Career Theories and Models at Work : Ideas for Practice

Lancement de Théories et modèles orientés sur la carrière : des idées pour la pratique

Critiques élogieuses

Louis Cournoyer, professeur-chercheur en counseling/développement de carrière, Université du Québec à Montréal (UQAM)

« Né d’une demande de la communauté étudiante, praticienne et chercheuse francophone à l’échelle internationale, Théories et modèles orientés sur la carrière: des idées pour la pratique offre non seulement une traduction, mais une adaptation de modèles théoriques appliquées à différentes problématiques carriérologiques courantes et émergentes. La tâche ne fut pas facile, les subtilités langagières et culturelles nombreuses, mais le résultat permet à toutes et à tous de mieux connaître et de mieux se reconnaître dans l’univers des possibilités d’intervention dans l’une des professions « de sens » les plus importantes du 21e siècle! Toutes initiatives comme celle-ci, qui nous rapprochent, au sein dune même communauté professionnelle internationale, de différentes langues, mais dune même volonté, aide à accroitre notre pertinence sociale. » 

Josée Landry, M.A., c.o., présidente, Ordre des conseillers et conseillères d’orientation du Québec (OCCOQ)

« Un ouvrage qui réunit autant de concepts issus des théories classiques comme des théories plus actuelles et innovantes, ainsi que de nombreux exemples et outils d’intervention, constitue une référence majeure pour toute personne œuvrant ou étudiant dans le domaine de l’orientation et du développement de carrière. Il regorge de données probantes et de notions essentielles à l’approfondissement de notre réflexion sur la pratique, qu’il s’agisse de l’intervention individuelle et organisationnelle ou de l’accompagnement des personnes immigrantes et des clientèles à besoins particuliers. Grâce au professeur Louis Cournoyer, c.o., nous pouvons maintenant bénéficier de la version francophone de cet ouvrage précieux. Je vous invite tous et toutes à le lire et à le consulter régulièrement. »

Valérie Roy, directrice générale, AXTRA

« Cet ouvrage colossal constitue une référence incontournable pour tous les acteurs du développement de carrière, qu’ils soient novices ou expérimentés. L’un de ses points forts comprend sans conteste la présence d’études de cas simples (mais pas simplistes!) dans lesquelles on voit la portée pratique des différentes théories illustrées. L’autre aspect particulièrement intéressant du livre est qu’il allie les théories classiques et contemporaines, permettant par le fait même de tirer certaines conclusions sur l’évolution historique de la théorie en développement de carrière. »

Jérôme Rossier, professeur ordinaire, Institut de psychologie et Centre de recherche en psychologie du conseil et de l'orientation (CEPCO), Université de Lausanne

« Un ouvrage de référence pour les praticiens, étudiants, et chercheurs actifs dans le domaine de la psychologie du conseil et de l’orientation. Les différentes approches ou théories présentées sont contextualisées de manière pertinente avec une discussion des différentes implications pratiques. Les chapitres proposent une réflexion du lien entre pratique et théorie en considérant également les grands enjeux pour notre discipline, comme la question de la justice sociale, de la prise en compte du contexte culturel, de l’accès à un travail décent, etc. Un ouvrage riche, mobilisant des auteurs de références dans le domaine, rendant compte de la diversité des approches dans notre champ, avec toujours le souci de l’usage dans nos pratiques. Un livre de grande qualité maintenant aussi disponible en français! »

Suzanne Audet, CRHA, MBA, présidente, PDG, Solutions TRIMA et de Leaders sans frontière

« Le développement de la main d’œuvre est au cœur de nos sociétés et de l’économie mondiale. Ce recueil exceptionnel dévoile l’intelligence collective et collaborative d’experts mondiaux de divers champs d’intervention en orientation, développement de carrière et employabilité. Un réel coffre aux trésors de réflexions, de solutions et d’applications pratiques pour le monde de l’éducation et du travail. Je tiens à reconnaitre le leadership de Louis Cournoyer et de ses collègues pour leur engagement à innover et à faire une différence dans la vie des gens. C’est avec une grande fierté que nous sommes associés à cet ouvrage directement lié à nos valeurs et à notre système de mesure d’actualisation du potentiel des individus et des équipes, permettant de cultiver leurs ressources personnelles afin de s’adapter à leur environnement. Un grand Merci à tous les acteurs pour cette réalisation! »

Joseph Bomda, Ph. D., enseignant-chercheur (en psychologie sociale et sciences de l’orientation, scolaires et professionnelles), Département de psychologie et des sciences de l’orientation, Faculté des sciences de l’éducation, Université de N’Gaoundéré (Cameroun)

« Depuis les années 60, le droit à l’éducation n’a cessé de prendre de l’ampleur en Afrique subsaharienne. Cependant, le droit à l’information et à l’orientation scolaires et professionnelles (IOSP) demeure partout résiduel dans la structure sociotechnique de l’école moderne. Or, dans un environnement marqué par l’ingénierie de la débrouillardise, comme c’est le cas dans cette partie du monde, face à la diversité des offres de formation et à l’instabilité du marché de l’emploi, l’effectivité du droit à l’IOSP pourrait constituer un préalable à la construction de soi et au développement de sa carrière. De fait, Théories et modèles orientés sur la carrière : des idées pour la pratique constitue, pour nous, le cheval de Troie par qui la démocratisation du droit à l’IOSP pourra être effective en Afrique subsaharienne et garantir incidemment l’espoir du développement de carrière en dépit du caractère majoritairement informel des économies nationales. »

Laurent Matte, c.o., secrétaire général, Association internationale d’orientation scolaire et professionnelle (IAEVG-AIOSP)

« Les grands phénomènes mondiaux que nous vivons sur le plan de l’environnement, de la santé, de l’économie, de la technologie et des tensions sociales ont une répercussion importante sur la relation entre l’humain, individuel et collectif, et le travail, présent ou absent, actuel ou futur. Le développement de carrière, champ de connaissance et de pratique visant la santé de cette relation, est plus important que jamais dans toutes les cultures et demande une mise en commun des efforts de partout. Traduire et adapter les fruits de ce champ pour la francophonie internationale est une initiative d’une rare pertinence! Je tiens à exprimer ma propre gratitude tant aux autrices, aux auteurs et aux éditrices originales qu’au Professeur Cournoyer et à ses collègues, et tout particulièrement au CERIC pour une œuvre collective qui se démarque tant par sa qualité que par son utilité, et maintenant par sa portée! »

Sabruna Dorceus, professeure adjointe, Département d’orientation professionnelle, Faculté d’éducation, Université de Sherbrooke

« L’ouvrage est une ressource vraiment intéressante pour l’application des théories du développement de carrière. De plus, il s’agit de l’un des seuls ouvrages sur le sujet en français. Chaque chapitre présente un résumé de la théorie ciblée suivie d’une étude de cas, ce que j’utilise dans le cadre de mon enseignement pour consolider les connaissances des personnes étudiantes et faire le lien avec la pratique. »

Chantal Lepire, conseillère d’orientation, chargée de cours, UQAM et présidente du conseil d’administration, Association québécoise des professionnels du développement de carrière (AQPDDC)

«Nous l’attendions cette traduction française d’un ouvrage tout indiqué pour les étudiantes et étudiants qui se forment à œuvrer au développement de carrière des individus. Une rédaction accessible sur le plan conceptuel qui ne perd pas de sa rigueur jumelée à une habile transposition dans la pratique à l’aide de vignettes analysées. L’ouvrage est aussi une mine d’or de références pour qui souhaite approfondir ses connaissances lui permettant de découvrir ou de redécouvrir des classiques du champ disciplinaire en plus d’accéder à des connaissances actuelles diversifiées. »

Mélanie Grégoire, copropriétaire et leader agile, BrissonLegris

« BrissonLegris est fier de s’associer aux recherches pertinentes et essentielles à l’évolution des pratiques. Cet ouvrage exprime bien les défis toujours grandissants que nous observons chez nos clients et les théories présentées permettent des percées significatives lorsqu’il s’agit d’intervenir concrètement auprès d’eux. Nous tenons à remercier chaque chercheur ainsi que chaque intervenant qui font de notre champ d’expertise une science innovante et toujours plus riche parce que nous plaçons au centre de nos intérêts l’humain, cet être vocationnel dans toute sa complexité! »

Laurent Sovet, maître de conférences, Laboratoire de Psychologie et d’Ergonomie Appliquées (LaPEA), Université de Paris

« Cet ouvrage offre un large aperçu des théories et modèles applicables dans le champ de l’orientation au regard de ses enjeux contemporains. Il s’appuie sur 43 chapitres aussi diversifiés que complémentaires avec une volonté de conjuguer théories et pratiques. Cela témoigne de la richesse des approches qui structurent les sciences de l’orientation tout au long de la vie. La communauté scientifique, les professionnel·le·s de l’orientation et les étudiant·e·s y trouveront des ressources intéressantes et actualisées pour appréhender l’orientation dans une perspective de recherche ou d’application. La traduction française de cet ouvrage était particulièrement attendue! »

Enregistrements de webinaires

*Veuillez cliquer sur le bouton CC pour obtenir la traduction en français.

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Planification de la main-d’œuvre (en anglais)

Dernière mise à jour : mai 2017

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EN SAVOIR PLUS

Femmes dans des carrières non-traditionnelles (en anglais)

Dernière mise à jour : mai 2019

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EN SAVOIR PLUS

Bénévolat et développement de carriére (en anglais)

Dernière mise à jour : septembre 2017

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Les tendances en développement de carriére (en anglais)

Dernière mise à jour : mai 2019

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Transition après une carrière d’athlète (en anglais)

Dernière mise à jour : mai 2017

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Bernes, K., McKnight, K.M., Gunn, T., Chorney, D., Orr, D.T., Bardick, A.D. (2009). Life After Sport: Athletic Career Transition and Transferable Skills. Lethbridge University.

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Carvalho, P., Neto, J.O., (2009). Career/Life Transition – A Phenomenological Approach To Prisoners. 19th Conference of the European Association for Sport Management.

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Christensen, J. (2012). Life after basketball takes former players down different paths. CNN.

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Cosh, S., Crabb, S., Tully, P.A. (2015). A champion out of the pool? A discursive exploration of two Australian Olympic swimmers’ transition from elite sport to retirement. Psychology of Sport & Exercise. 19:33-41.

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Dorland, J. (2015). Athlete Voices: Jason Dorland (Can) Rowing. Crossing the line: Supporting Athletes.

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Gledhill, A., Harwood, C. (2015). A holistic perspective on career development in UK female soccer players: A negative case analysis. Psychology of Sport and Exercise Volume 21, Pages 65-77.

Guzman, G. (2015). Navigating the Transition after an Athletics Career. The FEED.

Hadavi, T. (2011). Professional Athletes Prepare for Life After Sports. Voice of America

Haime, J. (2016). Beyond the Game – What’s Next? HockeyShot.

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Holstein, J.A., Jones, R.S., and Koone, Jr. G.E. (2014 ). Is There Life After Football? NYU Press.

Hook, L.L. (2010). Athletic Identity, Vocational Identity, and Occupational Engagement in College Student-Athletes and Non-Athletes. Thesis, University of Kansas.

Hughes, C.J. (2010). After Sports Careers, Vying in the Real Estate Arena. The New York Times.

Ivey, (2015). Ivey brings career management expertise to Canadian Olympic athletes. news@ivey.

Jodai, K. and Nogawa, H. (2011). A study on professional athlete career transition: an overview of the literature. Football Science Vol. 9, 50-61.

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Littlefield, B. (2015). Preparing for Life After Sports. Onlyt A Game.

Loberg, L.A. (2009). In that Instant it Was Over: The Athlete’s Experience of a Career-Ending Injury. University of Tennessee.

Locher, J.M. (2016). Factors Impacting the Retirement Experience of Professional Football Players. Thesis, Vanderbilt University.

Lofton, S.S. (2014). Career transition training for athletes. Thesis, California State University – Northridge.

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Mason, E. (2017). Athlete transition: a complex and developing area. Sports Shorts.

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McKenna, S., Richardson, J. (2017). Game Over: How Professional Athletes Can Have A Career After Sport. Good Sports.

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Neidigh, L. (2016). Swimmer finds new challenges after competative athletic career ends. Natio Outsports.

Nicoll, R. (2015). The ballet dancers growing older gracefully. The Guardian.

Nunziato, V. (2016). LEAPing into Career ans Life Transitions. The Dance Current.

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Owens, J. (2015). Ski Racer (Aus) Cross Over. Crossing the line: Supporting Athletes.

Pankey, R. (2009). Disengagement from Organized Sports. Texas State University.

Parham, D. (2016). Life After Sports: A Letter to Current, Former and Future Student Athletes. African Black Coalition.

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Riley, R. (2015 ). Influence of Student Engagement on the Career Transition of Division 1 Football Student Athletes. Theses and Dissertations- Kinesiology and Health Promotion. Paper 25.

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