Goal Setting & Self-Reflection

Measuring and supporting improvements in occupational performance and satisfaction

Goal setting and self-reflection (including self-instruction, self-monitoring and self-reinforcement) are important skills for everyone on their journey to employment. Students with disabilities who leave school with the ability to goal set and self-reflect are twice as likely as their peers who have not learned these skills to be employed one year after graduation (Wehmeyer & Palmer, 2003).

In Worktopia, participants rate their performance and satisfaction on individual goals that they identify at the outset of the program, and again at the end of the program. These goals may target areas such as communication, pre-employment, and responsibility, to name a few.

To read more about how Worktopia participants are doing at setting goals and reflecting on them, click on the TIDBIT link below.

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Peer Mentor Evolution

Peer mentorship was recognized as an important element in the original design of the Worktopia programs. The concept of using peer mentors who do not have autism to provide support to participants who do, has evolved to include program graduates who have autism.

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Ecosystem Approach to Employment and Autism

Working age individuals with Autism Spectrum Disorder (ASD) have the lowest employment rate in Canada at 14.3% in comparison to the general population (92.7%) and other disability groups (45.2%). This significant under-engagement in the labour force demonstrates the need to consider new and innovative approaches to employment to support long-term improved outcomes and overall quality of life.

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The Bigger Picture

In Worktopia, more than 44% of individuals who enrolled in the EmploymentWorks Canada program reported experiencing three or more co-occurring mental health conditions. Challenges posed by these factors may negatively influence employment and engagement in the community.

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