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<p>The purpose of this research was to provide evidence of the impact career and technical education courses have on students after graduation. Numbers of Career and Technical Education (CTE) completers have continually dropped at the participating schools for the past five years. Five categories of placement after graduation were studied including the following: college, employment, postsecondary vocational training, military, and no placement. Archival data were gathered from postgraduate surveys conducted by high schools as required by the Missouri Department of Elementary and Secondary Education. Data were collected for graduates in 2011, 2012, and 2013 from four area high schools that provide CTE training to some students at their own high schools and send a portion of students to an area career center for additional offerings. A Pearson product-moment coefficient of correlation (Pearson r) was calculated, and t-tests were used to assess the data. The findings revealed large positive relationships between completers of CTE programs and placement in college, employment, or related locations, yet the results of the <i>t</i>-test indicated there was no significant difference (at <i>p</i> &lt; .05) between the placement for students who attended either a District or Area Career and Technical facility. This research may assist schools in presenting the benefits of CTE training to fifth- through tenth-grade students, provide ways for schools to better implement CTE programs, and to make the programs more accessible to future students. </p>

<p> The purpose of this dissertation is to explore what can be done to mitigate the onset of a disability for young adults aged 18-24 in order to prevent suicidal thoughts or actions. Research suggests that many factors play into suicidal ideation for this young population, including lost hope, lack of coping mechanisms, lack of financial security and bullying. The goal of this research is to determine what rehabilitation professionals can do differently that will hopefully eradicate suicide for this group.</p>

<p> This study examined the career development experiences of one African American man, a former student-athlete in a Division I revenue generating football team. This study focused on his experiences as a student-athlete who participated in football as he transitioned out of elite athletics. Division I collegiate athletics represents a highly sought opportunity (NCAA, 2015h). However, this opportunity may reduce college completion and disrupt maximal career development (Hartman, 2014; Van Rheenen, 2013). This qualitative case study of one participant explored the nuanced influences and pathways the participant used to enter his current career after completing college. Mark Savickas&rsquo;s (2002) Career Construction Theory (CCT), a constructivist non&mdash;<i>a priori</i> narrative theory, served as the theoretical framework. Qualitative interview data were collected during a progressive series of three separate in-depth, face-to-face interviews. Data were first analyzed using an inductive, open-coding process. Four patterns emerged from the data relative to the participant&rsquo;s career development experiences: ambivalence, performance prioritization/competitive spirit, practical mind-set/good judgment, and value of selected communities, which helped him decide on the ideal career environments. </p><p> Findings were then analyzed via the Savickas CCT tenets of successful career construction that include life themes, self-concepts, and life design. Findings include (a) the participant executed a largely linear pathway developing his career since retirement from elite athletics, (b) the participant experienced minimal challenges to reaching his current level, and (c) that participation in collegiate football provided valuable career development experiences. Additionally, the findings demonstrated a positive career development based on the participant&rsquo;s alignment of CCT tenets life themes, self-concepts, and life design.</p>

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