ABSTRACT
This chapter focuses on delivering effective CLD with students aged 16 to 19 years old. Young people at this stage are capable of understanding career as a dynamic process (Howard and Walsh, 2011). They can begin to use systems thinking (Patton and McMahon, 2006) to make sense of the complex interactions between self, role, relationships and situation in terms of career choice and progression. Well-designed careers programmes develop students’ abilities to strengthen their career adaptability and resilience, solve problems and develop robust propositions relating to career happiness. They should be encouraged to take greater responsibility for their CLD by maintaining a careers portfolio, conducting researches and implementing their own action plans. They should have opportunities to discuss controversial matters in careers and work, including issues related to democracy and markets, corporate work cultures, equality, social justice and sustainable development.
