Creating A Diverse Workforce

Parents of children with learning disabilities (LD) or ADHD often have many questions about their child’s future. These can include:

  • What kind of career / job should my child pursue?
  • Where will my child work?
  • Will my child be able to hold down a job?

In general, people with LD / ADHD have average or above average intelligence. This means that they should be able to secure and maintain meaningful employment. Despite this, many people with LD / ADHD struggle to find and keep a job. Sometimes this is due to a poor match between the individual’s strengths and the essential duties of the job, a lack of appropriate social skills, difficulty staying on task, etc… However, sometimes this may be due to employers having misconceptions about how having an LD / ADHD will affect an employee.

The Problem is not the Disability

What can you do to help?

If you are a parent of a child with LD / ADHD, encourage your employer to hire people with disabilities. Every business can benefit from ensuring they have a diverse workforce. This is not charity; this is just good business sense.

At one of their distribution centers where more than 50 percent of the employees have disabilities, Walgreens has experienced a 120 percent productivity increase. Now they are expanding that successful model to retail locations across the state and country.

– Wisconsin Governor Scott Walker, 2014 State of the State Address

At LDAWE, approximately 30% of our 40 employees have disabilities, including LD, ADHD, autism spectrum disorders, mental illness, brain injuries, physical disabilities, and vision impairments. LDAWE does not create jobs specifically for people with disabilities. By ensuring that each of our employee’s strengths match their job duties the need for accommodations is minimized and employee moral and productivity has increased.

Melissa Donaldson, director of employee networks and communications of the Diversity & Inclusion department at Walgreens says:

Our guiding mantra is “same job, same performance.” Walgreens has no “special” jobs carved out especially for individuals with disabilities. Team members with and without disabilities assume the same job roles and responsibilities across the enterprise, earning the same pay and striving to meet the same job performance expectations.

LDAWE works with several individuals with LD / ADHD who are seeking employment through our Employment Supports program. If you are an employer who wishes to gain the benefits of having a more diverse workforce, please contact our office at 519-252-7889 or info@ldawe.ca.

The Loneliest Kid on the Bus

Sad boy in foreground being teased and bullied by three kids in the background.

Many kids with LD or ADHD also have social skills deficits which make school and life that much harder.

A Twitter ‘retweet’ via the LDAWE flashed onto my screen a few weeks ago, and it said this: “Stats Canada reports that 3.2% of Canadian children have a learning disability; that equates to 1 child in every full school bus”.  And it occurred to me as I read this that the one child on the bus who has the learning disability would very likely be the child who was sitting alone, being ignored or being bullied. I shared this observation with a friend, who pointed out to me that it would be just as likely that the child with the learning disability might also be the child wreaking havoc and doing the bullying. In either case, the reason might be the same: it is estimated that 75% of children with learning disabilities also have social skill deficits that make it difficult for them to have and keep friends.

It was these kids that Rick Lavoie was referring to when he coined the phrase “last one picked, first one picked on”, capturing the idea that it’s a real struggle for these kids to understand and “fit in” to the social structure around them. It may be that they were unable to learn the social skill or rule in the first place. It may be that they learned the skills but fail to consistently recognize when and how to use them. It may be that a lack of self-control results in negative behaviours which prevent them from either learning or applying good,  appropriate social judgment. Whatever the reason, the result can be a child who feels broken, lost, rejected, and unable to connect with the people around them for reasons they don’t understand.

A significant consequence of this kind of social struggle in kids can be anxiety, which only exacerbates the difficulties they are having. Although this is by no means a comprehensive list, a social skills deficit might manifest in ways that include:

  • Missed social cues
  • Failure to use proper manners
  • Difficulty taking turns in conversations
  • Missing important pieces of information
  • Distractibility, or appearing to ignore others
  • Misreading body language or facial expression
  • Misunderstanding information, not understanding jokes
  • Inability to maintain topic in a conversation, or ending a conversation abruptly
  • Disorganized or scattered thought and speech
  • Sharing information that is inappropriate (disinhibition, impulsivity)
  • Avoidance of social situations

For most of us, how we interact with one another is second nature, and is something we learned mostly unconsciously and without much effort (albeit with a few bumps and bruises, a bit of trial and error, and perhaps a touch of drama along the way). For most kids with LD or ADHD though, it’s not at all natural or easy. The good news is that, although they may need to learn these skills differently, they can in fact be learned with the right kinds of interventions.

For local resources, parents need look no further than the LDAWE’s Child Programs, and in particular the BEST Social Skills Program (BEST: Better Emotional and Social Times), for children 8-12. Their Summer Enrichment Camps also have a focus on social skills enrichment, with lots of opportunity for kids to practice what they are learning. For older kids (13-18), the LDAWE’s Youth Programs include a Youth Recreation Program where kids can “practice their social skills in an understanding environment and… become more active within their own community”.

Without the right kind of guidance and support, kids with social skill deficits are likely to become adults with social skills deficits, making it difficult for them to get and keep stable employment   The LDAWE ‘s Adult Programs offer support through their ERASE Program (Effective Resources and Skills for Employment), their Employment Supports Program, (Job Placement, Job Advancement, and Job Retention), and their Adult Recreation Program.

I don’t imagine that it’s easy to be the loneliest kid on the bus, nor to be the last one picked or the first one picked on, but this is not typically a problem that will get better on its own.  The reality is that if left unacknowledged and unaddressed, social skill deficits are more likely to become bigger problems than to go away as one grows older.  The loneliest kids on the bus often grow up to become the loneliest people in the workplace, if they are able to land and hold jobs at all.  But it doesn’t have to be that way, and with the right guidance and support and information and resources, these kids can learn to develop and sustain the kinds of supportive, productive friendships and relationships that we are all entitled to have.


If you’re looking for a good book on the topic of social skills deficits and LD/ADHD, I offer a couple of recommendations:

“It’s So Much Work to Be Your Friend: Helping the Child With Learning Disabilities Find Social Success” (Richard Lavoie)

“What Does Everybody Else Know That I Don’t?”   (Michele Novotni)

And finally, Rick Lavoie’s video, “Last One Picked, First One Picked On”  is a terrific resource for parents and educators. Check out the Viewer’s Guide below for some very helpful information.

last one picked

When you change the way you look at things, the things you look at change!

Autostereogram with hidden 3D image

This image may not look like much of anything, but if you look at it for long enough, in just the right way, it will reveal itself to you in ways that aren’t at all obvious at first glance.  Stick with it; there’s a 3D butterfly floating in the foreground.

Some of you may be familiar with MagicEye images like the one above, and some of you may have already developed an ability to see what is hidden there.  They’re called stereograms, and if you can break out of conventional ways of seeing to focus “differently”, a 3D image will emerge from the seeming visual chaos.  The moment when one is first able to see an image like this is a happy and somewhat dramatic surprise, as if a secret world has suddenly opened up to us. It seems to me that disabilities can be like that, and that stubbornly persisting in looking at them in conventional ways deprives us of the opportunity to see and experience the beauty, talent, and potential that may be hidden there.

There are a few things that got me thinking about this.  One was the terrific blog posting from Mr. Casey a few weeks back (The Advantages of AD(H)D).  In it, he talks about an experience that caused him to “reinvent” his  perception and experience of his own AD(H)D.  He describes shifting his focus away from any limitations, instead conceptualizing his AD(H)D as a gift that provided him with a skill set that many others do not possess.  In having the courage to think and focus differently, he was able to reveal to himself the gifts that were hidden beneath the label, and in doing so, re-invent his future, his life, and the attitudes of the people around him.

It also happens that right around the time I read Mr. Casey’s blog, I was also reading Malcolm Gladwell’s recent book,  David and Goliath: Underdogs, Misfits, and the Art of Battling Giants.  It’s a book about “what happens when ordinary people confront powerful opponents of any kind, from armies and mighty warriors to disability, misfortune, and oppression”.  Gladwell proposes that facing difficult challenges can produce greatness and beauty, and that being an underdog can change us in fundamental positive ways that we fail to appreciate.

In his chapter called “You Wouldn’t Wish Dyslexia on Your Child, or Would You?”,  he suggests that dyslexia may in fact be what he calls a “desirable difficulty”.  He cites a recent study which found that about one third of the world’s most successful entrepreneurs, innovators, and visionaries have dyslexia.  Now, the conventional way of seeing this is that these are simply remarkable people who heroically “overcame” their disability to find success.  But…”the second, more intriguing possibility is that they succeeded, in part, because of their disorder–that they learned something in their struggle that proved to be of enormous advantage.”

This advantage, as Gladwell sees it, comes in a number of forms.  Dyslexics are forced to develop compensatory skills in order to survive. This kind of compensation learning, though much more challenging than conventional learning, can result in a brain that is hardwired to process information in profoundly different ways from the rest of us—ways that could provide distinct advantages in certain environments.

Secondly, people with dyslexia are often outliers, a common trait in successful entrepreneurs.  They are able to think outside the box, to imagine things that others cannot (Walt Disney comes to mind), and to fearlessly challenge their own preconceptions.  Further, they have the courage and willingness to take the kinds of social risks that are necessary to bring their ideas into the world.  Gladwell suggests that when an ordinary person (David) spends a lifetime confronting dyslexia (Goliath), a skill set can be forged which turns out to be a significant advantage when harnessed in the right way, potentially resulting in something extraordinary.

Finally, in the middle of all of this reading,  I heard an interview on CBC radio with an entrepreneur from Calgary, who was challenging the conventional notion that people with autism are unemployable.  He felt that this perceived disability also brought with it a skill set that would make individuals who had it highly productive employees if placed in the right environment (The Autism Advantage).   He knew that many people with autism are capable of intense focus, are comfortable with repetition, and have an incredible memory for detail – precisely the skill set that is in high demand in our rapidly evolving technology-based economy.  So he trained potential employees, educated potential employers, and matched them up with tremendous success. In other words, he thought outside the box, looked at the situation with a different focus, and allowed the potential and opportunity hidden there to be revealed.

We encounter situations every day where our perceptions are blocked by old expectations, unless we make a conscious decision to challenge those perceptions and  to see differently.  Marcel Proust said, “The real voyage of discovery consists not in seeking new landscapes, but in having new eyes”.   All of which is to say that, even when it comes to disabilities, when we change the way we look at things, the things we look at change.  And just maybe…our society changes with them.

____________

(The LDAWE has been recognizing potential in employees with a variety of disabilities for quite some time;  read about it in Danielle Gignac’s blog article,  Torn Post-It Notes).

Not everyone is able to see hidden stereogram images, and many of us can only see them with a bit of practice.  Click here for 3D viewing instructions.

And if you are unable to see the 3D image in the above stereogram (and you’re tired of trying) click here for a simulated solution.

The Advantages of AD(H)D

During my studies at the Faculty of Education (formerly, teachers’ college,) I watched a video about AD(H)D that stuck with me.  It wasn’t a very interesting video, no special CGIs, nor any fun music.  This was a video that, much like many other “educational films,” was likely produced in the 80s or 90s.  The picture was old, the sound muffled, and the clothing out of style; how anyone else would remember this video from the other hoards of brain-eating educational monsters is beyond me –but I did.  It was a simple spoken sentence that made me think.  A straight-edged, take-no-nonesense suit, with dark, moosed hair parted on the side, looked at the camera and explained that people with attention deficit do not have a deficit of attention at all, but rather too much attention to everything.

It’s true.  I can’t remember how many times I’ve had my mind on a million things at once.  My mind then started to focus on that one sentence and what it meant to me.  I started to think of all the times that I’ve multi-tasked, or have seen things others don’t notice.  I remembered the times when I became overly focused, almost obsessed with one thing.  I was looking at AD(H)D wrong the whole time.  I can pay attention, I just struggle with focusing my attention.  Why didn’t they coin it FD(H)D?

With just that one class, I began to reinvent how I approached my AD(H)D.  I saw it more as a super power than a limitation.  I began to notice how my mind has been using it all along.  When I drive, I’m never just watching the car in front of me.  I’ve got an eye on the car slowing down in front of him, the speeding passer approaching from my left, the pedestrian about to jaywalk, the blinking hand telling me that my green light is about to turn, and train that is about to cross in the distance.  I see my path clearly and quickly.  I hit the gas to get out before the car on my left passes me, honk my horn at the pedestrian to stop their would be jaywalking, make it through the light, signal to pass the slowing car, and make my right turn so that I may cross the trains path on the overpass as to avoid the delay.  After having got myself out of a would-be jam, I’m now upset because I heard over the radio that my team just gave up a goal as I was passing that slow car.

In basketball I used my mind to drive the ball.  I’d dribble up the court, weaving around my opponents until the moment where I see a trap being set under the hoop, so I drop a no-look pass to my teammate as they cut in from behind me.  My mind allows me to track all the players on the court with ease.

AD(H)D and many other disabilities do not need to be seen as a disadvantage.  If we look at each disability with an open mind, we can begin to see how we can use our abilities instead of limiting ourselves and others.  Now knowing the abilities (or super powers, if you will) of someone with AD(H)D, I know just how I want to use them.  Maybe I should feature them in a play, as acting requires attention to the entire scene, not just the person they are speaking to.  Maybe I should teach them to conduct an orchestra so that they may focus on every part being played.  Maybe I need to give them roles as supervisors, able to monitor large groups to ensure that everyone is on task.

I grew up in an educational system that was just starting to evolve.  Teachers were still handing me books, and forcing me to read rather than allowing me to explore my text book.  I would often read ahead to the more interesting parts of my history text book.  This drove my teacher mad.  She would insist that I learn what everyone else is learning, despite how horribly boring it may be.  I would fail her class; years later I would, however, go back and learn what she wanted me to after learning about how it related to more interesting parts of history.

I encourage my students to work at their own pace.  I tell the students what they are responsible for learning, and let them chose which chapter to start on.  Sometimes I let students share work; one student studies chapter 1, the other chapter 2, then they give each other the answers to the chapter questions.  Many students (and teachers) would consider this cheating, I find that it actually encourages students to ask questions about clarification and understanding; questions that lead to a deeper understanding.

In my work as a supply teacher, I was called in one day to teach an English class.  This class was reading Percy Jackson and the lightning thief on computers.  Each were at different parts, some were even reading just the paper book itself.  I opened one of the paper books, and read a part of the final battle, which I leave you with:

My senses were working overtime. I now understood what Annabeth had said about ADHD keeping you alive in battle. I was wide awake, noticing every little detail.

I could see where Ares was tensing. I could tell which way he would strike. At the same time, I was aware of Annabeth and Grover, thirty feet to my left. I saw a second cop car pulling up, siren wailing.
Spectators, people who had been wandering the streets because of the earthquake, were starting to gather. Among the crowd, I thought I saw a few who were walking with the strange, trotting gait of
disguised satyrs. There were shimmering forms of spirits, too, as if the dead had risen from Hades to watch the battle. I heard the flap of leathery wings circling somewhere above.

Resumes

For this month’s blog I am going to revert back to some of my earlier blogs, and focus again on job searching. Specifically I am going to discuss ‘the resume’, and some tips or guidelines that you should follow when writing a resume. In my experience, I believe the two main objectives you need to focus on in a resume are:

 Does your resume clearly communicate that you meet the needs of the employer?

Think of a resume as an advertisement for a product, only this time the product is you, so positioning is everything. The person who receives your resume will scan it quickly to determine whether you can h

elp her company. Your job is to say quickly, clearly and loudly that you can! It is often easier to do this if there is a job ad posted, rather than if you are sending out resumes to employers at random. With a job ad, the needs of the employer are basically stated. That being said if there is a job ad for a customer service representative, it is worthwhile to do an internet search for “duties of a customer service representative”, and see what comes up. This is also what you would do if you are handing out, or dropping off resumes to companies or businesses who have not posted a job ad.

How do you include this information into your resume; that ties in to the second objective in your resume?

resume3

Is your resume easy to read?

At least 50% of the impact of your resume derives from design.  Simply stated, your resume needs to be easy to read – especially for entry level positions. This is achieved by using headings (Skills and Qualifications, Employment History, Education…) and bullets or point form information.

The skills and qualifications area is important; this is where you match your skills to the job you are seeking. For example in customer service you would want to state that you get along with people, enjoy helping others, can multitask, adapt to different situations and problem solve. Possess good communication, listening and time management skills; – if you so possess these skills. The best way to state these skills and qualities is in point or bulleted form.  Eg.

  • Strong problem solving and time management skills
  • A team player who works well with fellow workers
  • Excellent communication skills
  • A quick learner who is able to adapt to different situations…

What the bullets do is make your resume easier to read. This is important because employers often have a stack of resumes to go through when looking to hire. If your resume looks like a page from a novel, or is difficult to read, it may get eliminated before they even take a look at it. Sometimes less is more. The statements above, on their own, give information, but are more than that when tied with other parts of your resume. For example, if in your employment history section (or your volunteer experience section) you state that you worked as a bus person, waitress, cashier… it shows how these skills were developed. Even your education section shows that you can problem solve and can learn new things.

Therefore showing an employer that you meet their needs and qualifications in a simple, easy to read way, should be the basic model you remember when writing a resume.

Throwing the bottle away

Image

At some point in every infants life, they toss their bottle.  Of course, what do parents first do?  They pick it up and give it right back; never asking why they are throwing it away.  Eventually, it must occur to parents (I’m not yet a parent, so I’m sure there’s still much for me to learn) it’s time to take the bottle away.  Later in my life, I had to make a similar decision without the assistance of my parents this time.  I was finding that medication was starting to alter my behaviours in ways that were actually hindering my abilities.  I was less ambitious, socially exciting, and active.  I was finding that some days I just did not want to take my meds and some days I needed them to study for a test.  I knew I couldn’t keep up a charade of randomly taking my meds; that;s how I start to forget to take them.  If I forget to take them when I need them, it could really mess my day up as I’ve become, in a way, dependent of their effects to function.

I was 22 when I first started this dialogue with myself.  It had been 3 years since my drug concerns; I’ve molded modeled my study habits to complete high school, and my first year of studies (away from home.)  I dealt with, successfully, moving through 3 different schools; high school, university of Guelph, and the university of Windsor.  It was really the University of Windsor part that told me I was ready to start moving on from meds.  I successfully completed my first year of Drama in Education, but found that I wasn’t ready for the workload.  I still wanted to have fun, to party, and I wasn’t ready to do the amount of work required for this program (the first year introduction class greeted me with a 100-page final paper.)  I took a look forward in my life and decided I wanted to study an easier degree and then return to finish my program.  I move to London and attended University of Western Ontario for a B.A. in sociology.  It was a bold move, but I wouldn’t be where I am without it.  Had I not gone, I likely would have ended up dropping out of school and failing to move on in life.

While in London, I had a very easy schedule, academically.  I usually took only 4 courses, and I was really strong in social sciences, thus the classes came naturally to me.  The lighter class schedule allowed me to focus my attention to other components of my life, starting with accommodations at university.  It took me good couple of weeks to track down the right people and to advocate for myself, but eventually I was greeted with great accommodations.  The government (through the bursary for students with a disability) purchased me a new laptop, the university supplied me with extra exam writing time when I needed it, and the university also advocated for me when I needed it.  The last part was the bridge I needed.  They university supplied a letter explaining that I was granted certain accommodations, one was that any overheads and powerpoints were to be provided to me on paper or electronically so that I did not have to copy.  I was also allowed to voice record any lectures, a tool that I never found useful other than in one particular class.  My Survey of Sociological Theories class had a really good prof teaching it, but he was also very reluctant to support me.  It didn’t seem that he just didn’t believe that I needed it, but that he had his own agenda that I was disrupting.  He loved overheads, and I hated them.  I asked for paper copies, and I asked to record his class.  He was shocked-white.  He told me he would get back to me, and I gave him my letter.  The next class he came back and offered me the paper copies of his notes, in exchange I don’t record the class–now in any other situation, a student shouldn’t take a compromise if they need their accommodations, but I didn’t need the voice recording.  I was an easy victory as I got the notes I needed and aced the course.  I even received my first A on an essay, ever!

Learning to advocate and take responsibility for my own education was the first step to weaning myself off of the bottle.  The next part was learning to organize my time.  These steps were unknown to me at the time, but thankfully, life kind of just challenged me the way I needed to be challenged.  I quickly found that OSAP would not be enough for me to live in London and was afraid of having to quit school halfway-through.  I was not ready to do this, so I took a job as a part-time security officer.  I worked many concerts back stage, including ZZ top and Meat Loaf, but most often would have to work midnights.  The schedule was non-existent.  I would often be called the day of and would have to arrange transportation to and from work.  It was a challenge for sure.  It started to take a toll at school as I would skip classes and avoid studying.  When my school started to suffer, I realized that this was a problem.  I started to look for a job with more stability, and stumbled across a tech support job.  One of my best friends (quick fact: 5 out of 7 people in the groom’s party at my wedding had AD(H)D,) introduced me to the job.  It was great because I was given my schedule in advance, and later was offered a standard 8p-2a M-F schedule.  The job gave me a chance to study and complete assignments during downtime, and gave me the stability I needed.  This meant I was rarely home.  I would have classes from 8a-3p, come home, nap, cook, and go to work.

I learned quickly how to save time.  I would cook big dinners on Sundays and Wednesdays which were my easy schedule days, and cook enough for 10 people.  The leftovers were my meals for the rest of the week.  I would do grocery shopping on my way home from school at lunch on Tuesdays.  On Fridays, I would do laundry as I only had one class.  As these habits started to form, I realized that I was at my best when the basic, mundane parts of my life were habits.  Habits quickly became routines and required very little thought.  By not having to think, my mind was freed to focus on other things in my life.

I found that when I followed my routines, I was doing really well in school and didn’t require my meds.  My anxiety levels were lowered, my attention was easier to control, and I was happier.  I quickly learned, however, that when these routines became disrupted, my anxiety levels were through the roof.  I still am working on the anxiety part today; but I realized that this was who I was.  I looked back at my childhood and saw that I was at my best when I was busy with routines.  

I started to form routines everywhere in my life.  When I wake up in the morning, I would eat breakfast, watch the same morning show, then shower, get dressed, and brush my teeth.  It sounds simple, nothing anyone else doesn’t do, but its the days when I’m out of toothpaste, or my show isn’t on that dictates the importance of order.  If I finished breakfast and the shower was being used, I would fall apart.  I wouldn’t know what to do, and rather than brush my teeth, I would just sit and watch more TV until the shower was free.  I had to keep my schedule.  If I ran out of toothpaste and had to go to the store, I would be late or miss school.  I could not adapt.

Finding success without my meds was a combination of understanding how I function best, and creating routines that plays to my strengths.  Even when I selected my courses, I knew that I did not like to do repetitive work like in math and science, thus I steered clear of those subjects as much as possible.  I knew I loved leadership roles, so I would always join weaker groups.  I knew I was a social learner, so I was the first to volunteer to present (it got me out of the ugly written work.)

It didn’t happen over night, but I kept the med bottle full, and ready, for over 3 years.  When there was a major test, when my day was thrown out of schedule, I would take my meds.  I eventually learned my own coping strategies to deal with my anxiety.  Even to this day, I’m still learning how to express why I get irritable with somethings.  Recently, I learned why I hate shopping with my wife so much.  I was getting almost claustrophobic in stores waiting for her to pick out a pair of shoes.  It was my anxiety and loss of control.  My wife and I work our best to solve these issues; sometimes its as easy as bringing my tablet along to play games on.  It’s going to be a life long process, but every day I’m getting better at it.  I haven’t taken my meds for 8 years now.  This November, I successfully finished a long term assignment and coached cross country at one school, coached basketball at another school, and tutored 3 different students.  I think I’m finding my own success without my meds.

Before You Look For Work

Before You Start to Look For Work

So far in my blogs I have talked about confidence and disclosure in relation to finding a job with a learning disability.  Today I am going to discuss preparing for job searching. Things you need to do and questions that you need to ask yourself and others; questions like:

What jobs would you like to do?reaching for the stars

What interests you about these jobs?

Who do you know that works in the industry/field?

What type of hours are you willing to work?

What type of jobs wouldn’t you like to do?

These questions may seem obvious, but every person looking for work should ask them. It may be more important for someone with a learning disability, simply because if they are doing something they like, or already have knowledge of, they may have coping mechanisms or personal accommodations already in place.

Another good thing to do, maybe simply for motivation, is to make a list of ‘5 reasons to get a job’, and since earning money would be at the top of that list, maybe you can make another list, or set of goals, ‘things I can do with my money’.

In a perfect world, that may be all you need to do to get a job, but jobs are not plentiful and there are other things that you need to take into consideration. There are barriers to getting any job, and you have to present yourself as a qualified, or ‘the best’ person for the job.  You have to think ahead, about how you can combat these barriers.

How to Overcome Barriers to Getting a Job

barriers 

BARRIER

POSITIVE

NEGATIVE

LACK OF WORK EXPERIENCE

Don’t take bad habits with you. You can be taught new skills. You might not like the job. Some employers need experience.

DISABILITY

Have understanding of individual needs and coping skills. May impact on my career choice.
LITTLE OR NO WORK HISTORY Come in fresh, able to learn tasks from the beginning. Employer may be suspicious of why someone has not worked


SELF ESTEEM
Remembering things in my earlier blog, it is important to be confident in yourself, so as you begin your job search it is important to state or restate this confidence by making a list.

WRITE FIVE GOOD THINGS ABOUT YOURSELF:

These are some of the things you should do, or need to take into account before searching for a job. There are numerous others that are suggested and still more that are needed, (e.g. a resume and cover letter) but knowing what type of work you would like to do, identifying and combating barriers to you working in that field are, and realizing and stating your strengths, are all important ways to finding employment in which you can succeed.