Vocational and Social Identity

No consistent evidence of vocational and social identity in daily contexts

• Does not demonstrate vocational and social identity behaviours
• Relies entirely on adult direction for related tasks

Beginning to show vocational and social identity with significant support

• Inconsistent vocational and social identity; needs adult prompting
• Partial performance in familiar, structured settings

Demonstrates vocational and social identity consistently in familiar contexts

• Applies vocational and social identity reliably in routine situations
• Requires prompting to transfer to new or demanding contexts

Develops emerging clarity about contribution to community, society, and work; links personal strengths to future social roles.

• Demonstrates vocational and social identity independently across varied contexts
• Sustains performance without adult support or reminders

Applies vocational and social identity flexibly; can articulate and model it for others

• Articulates own process when applying vocational and social identity
• Transfers skill spontaneously to novel domains