Project Overview
Building Your Best Life: A Workbook for Character and Career Development
Foreword written by Prof AC Grayling, and Afterword by National Careers Service, West Midlands.
In this workbook, you will embark on a journey of self-discovery and career exploration, using your character strengths as your guide. The workbook is free for anyone to use and can be downloaded here.
This workbook is based on findings from Jubilee Centre research which has shown that by considering our character strengths when making career decisions, we are more likely to experience a higher level of objective (e.g., financial security, physical health) and subjective (e.g., perceived well-being, meaning and purpose) flourishing later on. This research can be found here.
In this workbook, you will also have the opportunity to learn from the experiences of professionals who have already had the chance to make career decisions at school and/or university. In their own words, you will learn what they wish they knew when they were making career decisions and what wisdom they have gained along the way. This will provide valuable insight and guidance as you explore your own career options.
How can this workbook help teachers to meet Ofsted requirements?
Please see the “Information for UK Schools” folder, found here.
Send us your feedback:
The Centre would love to hear about your experience with this workbook and whether it has helped you on your journey. If you have any positive feedback or suggestions for how this workbook might be improved, please feel free to share them here.
Your feedback is important and helps the Centre to improve its resources and support those seeking to make informed career decisions.
Related research:
This work is based on the following empirical research conducted at the Jubilee Centre:
McLoughlin, S. et al. (2023) ‘Moral reasoning strategies and wise career decision making at school and university: Findings from a UK-representative sample’, British Journal of Educational Studies. Available here.
This work was generously funded by the Society for Educational Studies.