Having completed the Krumboltz section I am now looking at the intergration exercises: 1) Suggest practical ideas… Recent work with departments to introduce career development learning to all students has given rise to some debate about the practical challenges of student engagement and when is the best time to introduce the concept of CDL. There are very few windows of opportunity and if we go in too soon we risk turning the students off any careers talks and not getting them back. One way forward has been to consider harnessing the fears and excitement of being in the first year, acknowledging that this could be their first time away from home and so will be challenging the ways of doing things that has been instilled in them by their parents/carers up to now (Krumboltzs self-observed and world-view generalisations). For example, look how scary it was to move in with other people, learn to do your own washing, manage your way around campus etc etc without parental support. What has been learned, what skills have you developed? What other skills are you developing by just being at Uni and what opportunities could you take up to develop even more? By acknowledging that this is stressful, but also exciting, and by asking them to consider how much they have learned and perhaps changed as ‘adults out on their own’, we can then introduce the concept of challenging other, wider generalisations that they may have brought with them. This can then be moved onto reasons for coming to Uni/choosing this particular course how did you make those decisions? How are you feeling about it now? What can we do to help you move forward? and 2) Consider potential weaknesses… Much of our work is done with international students for whom the subject they are to study, and the ensuing career, have been chosen for them by their parents. While they can embark on discussions about their skills and interests, they are not able to use this information to influence any career decisions. Krumboltz’s ‘influencing factors’ become more ‘do as you are told’. How can we support students in this position, especially if they have become open to the idea that this is not what they want to do but are unable to tackle it at home?