Years in the government sector have strengthened my reliability and time management, teaching me to consistently meet deadlines. I also take pride in my ability to provide constructive feedback. In both professional and academic peer-review settings, I am known for offering respectful and insightful critiques.

My curiosity and commitment to lifelong learning drive me to seek out workshops, industry news, and opportunities for growth. Recognising personal capabilities, values, and motivations is central to career decision-making (McMahon & Patton 2006, p. 102; Bridgstock 2009, p. 37). Reflecting on what I do well and what I enjoy helps me set clear goals and grow with purpose.

Having been out of the workforce for some time raising children and now transitioning careers, I occasionally struggle with self-doubt. Shifting from a stable administrative role to the creative and competitive field of editing can feel uncertain, especially when comparing myself to others with formal literary backgrounds or long-standing industry experience.

Another challenge is my tendency to overcommit in an effort to prove my capability, which can lead to burnout and diminished creative energy. I am learning to recognise my limits and set clearer boundaries.

Developing self-awareness, as McIlveen and Patton (2007, p. 228) emphasise, allows me to view these challenges as areas for growth rather than barriers to success. To address them, I am pursuing editing courses, seeking mentoring opportunities, and engaging with professional communities to build industry confidence and gain practical experience.

I am particularly drawn to literary magazines and independent presses, which often support diverse voices and experimental forms, which are values that reflect my own creative practice. Beyond writing and editing, I am a hobby artist who enjoys drawing, painting, pottery, and other crafts. I find working with my hands both grounding and creatively fulfilling, whether shaping clay, experimenting with watercolours, or teaching others. These artistic pursuits enrich my broader creative outlook and deepen my appreciation for process, patience, and detail.

While my professional focus is editing, my love for making things enhances my storytelling and increases my interest in collaborative, creative work. Exploring these interests is a fundamental part of the self-awareness stage of career planning (McIlveen & Patton 2007, pp. 231–232; Savickas 2019, pp. 64–68), helping me understand and articulate my career goals.

Creativity and sharing are also important to me. I view editing as a form of co-creation and an opportunity to engage with a story’s potential. My studies in creative writing have reinforced the importance of experimentation, voice, and narrative integrity.

Fairness and inclusion are equally important, especially in an industry where access and representation can be uneven. According to the 16Personalities Myers-Briggs Indicator (< https://www.16personalities.com/personality-types >), I am an Advocate, drawn to roles that support emerging writers, marginalised voices, and originality. I want my work to contribute meaningfully to literary culture while reflecting my commitment to responsibility, personal growth, and a shared love of storytelling.

Values-based career development, grounded in self-concept and meaning-making, is supported by The Systems Theory Framework (McMahon & Patton 2006, p. 102; Bridgstock 2009, pp. 35–36), guiding me toward roles that align with my ethical and creative identity.

• Complete my Bachelor of Arts (majors in Creative Writing and English Literature) with high academic standing and a well-rounded portfolio by 2028.

• Join IPEd (Institute of Professional Editors) as a student member to access resources, networking opportunities, and future accreditation pathways.

• Undertake an internship or volunteer position with a literary journal or small press to gain real editorial experience.

• Attend professional development events such as editing conferences, writing festivals, and industry panels to build knowledge and connections.

• Develop a personal editorial portfolio by offering editing services to peers and emerging writers in university or writing groups.

• Pursue postgraduate study or short courses related to editing after graduation if necessary to enhance qualifications.

Each of these steps are designed to increase both my credibility as an editor and my familiarity with the publishing industry.

• Lack of industry experience: Transitioning from an administrative background and time out of the workforce makes breaking into publishing more difficult. I plan to overcome this through internships and volunteering.

• Financial constraints: Freelance and entry-level editing roles may not offer immediate financial stability. To manage this, I intend to work part-time in administration while building my editing career.

• Time limitations: Balancing study, work, family, and creative projects can be overwhelming. I will use time management tools, prioritise tasks, and set clear work boundaries.

• Self-doubt or imposter syndrome: Shifting into a creative field can trigger insecurity. I will counter this by seeking support from mentors, writing communities, and engaging in ongoing learning.

• Limited regional opportunities: Living in a rural area may limit access to in-person roles. I plan to focus on remote freelance editing to expand my reach.

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By identifying these obstacles, I can create a plan that is both realistic and adaptable. Career Construction Theory highlights three key processes in career development: self-organising, self-regulating, and self-conceiving (Savickas 2020, pp. 183–184). These involve making sense of experiences, setting goals, managing behaviour, and shaping one’s professional identity.

To stay motivated, I will set short-term, achievable goals such as, editing one piece per month or submitting a portfolio to a journal and celebrate small milestones. Ongoing professional workshops, reading, and self-directed learning will keep me engaged and evolving.

Goleman (2006, p. 256, 321) emphasises emotional intelligence as key to long-term resilience. I will prioritise mental health, recognise burnout risks, and structure my creative life around rest, reflection, and balance.

Mezirow (1997, p. 11) argues that genuine growth stems from questioning beliefs, reflecting critically, and embracing meaningful learning experiences. To support this, I will listen to industry podcasts, read editing blogs, and complete short courses. Learning from others helps me normalise setbacks and view challenges as opportunities for growth.

Bandura’s (2001) Social Cognitive Theory supports career development by highlighting the role of personal agency in shaping one’s future. Concepts such as self-efficacy, intentionality, and self-regulation explain how individuals set goals, make decisions, and adapt to challenges (Bandura 2001, pp. 6-11). This aligns with Social Cognitive Career Theory (Lent & Brown 2013, pp. 556-560.) and Career Construction Theory (Savickas 2019), which stress the importance of self-belief and personal responsibility. This timeline is flexible and achievable; it accommodates life circumstances while providing a clear structure to track my progress and stay focused on my goals.

Bridgstock, R 2009, ‘The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills’, Higher Education Research and Development, vol. 28, no. 1, viewed 19 July 2025, <https://usq.primo.exlibrisgroup.com/permalink/61UOSQ_INST/1d4atb2/cdi_crossref_citationtrail_10_1080_07294360802444347>.

Goleman, D 2006, Emotional Intelligence: why it can matter more than IQ, Random House Publishing Group, New York.

Kobus, M 2013, Counselling for Career Construction: Connecting life themes to construct life portraits: Turning pain into hope, 1st edn, SensePublishers, Rotterdam, viewed 19 July 2025, <https://usq.primo.exlibrisgroup.com/permalink/61UOSQ_INST/dodgkr/alma991006439713604691>.

Lent, RW & Brown, SD 2013, ‘Social cognitive model of career self-management: toward a unifying view of adaptive career behavior across the life span’, Journal of counseling psychology, vol. 60, no. 4, viewed 17 July 2025,  <https://usq.primo.exlibrisgroup.com/permalink/61UOSQ_INST/1d4atb2/cdi_proquest_miscellaneous_1496664639>.

McIlveen, P. & Patton, W 2007, ‘Narrative career counselling: theory and exemplars of practice’, Australian psychologist, vol. 42, no. 3, viewed 20 July 2025, <https://usq.primo.exlibrisgroup.com/permalink/61UOSQ_INST/1d4atb2/cdi_proquest_journals_2666132763>.

McMahon, M, & Patton, W 2006, Career counselling: constructivist approaches, Routledge, London, viewed 24 July 2024, <https://ebookcentral-proquest-com.ezproxy.usq.edu.au/lib/usq/detail.action?docID=259007>.

Mezirow, J 1997, ‘Transformative Learning: theory to practice’, New directions for adult and continuing education, vol. 1997, no. 74, viewed 16 July 2025, <https://usq.primo.exlibrisgroup.com/permalink/61UOSQ_INST/1d4atb2/cdi_eric_primary_EJ554979>.

NERIS Analytics Limited 2025, 16personalities Free personality test, NERIS Analytics Limited, Cambridge, UK, viewed 25 July 2025, <https://www.16personalities.com/free-personality-test>.

Savickas, M 2019, Career counseling, 2nd edn, American Psychological Association, Washington, viewed 19 July 2025, <https://usq.primo.exlibrisgroup.com/permalink/61UOSQ_INST/dodgkr/alma991006143708004691>.

——2020, ‘The theory and practice of career construction’, in: SD Brown & Lent, RW (eds), Career development and counseling: putting theory and research to work, 3rd edn, Wiley, New Jersey, viewed 20 July 2025, <https://usq.primo.exlibrisgroup.com/permalink/61UOSQ_INST/dodgkr/alma991006352939404691>.

The Institute of Professional Editors Limited 2025, Information about the accreditation exam, IPEd, Melbourne, viewed 30 July 2025, <https://www.iped-editors.org/accreditation-scheme/iped-accreditation-exam/>.

This section reflects Career Construction Theory, which highlights how self-knowledge and reflection guide the formation of clear, purposeful goals (Kobus 2013, pp. 46–47). It represents a shift from internal reflection to external action in building a meaningful career path.