Sara Santilli is a research fellow at the Department of Philosophy, Sociology, Pedagogy, and Applied Psychology at Padua University, She is a psychologist, CBT therapist, and a post-graduate degree in Career Counseling at the University of Padova. She collaborates also with LaRIOS (Laboratory of Research and Intervention in Vocational Guidance). Research interest concerns the fields of career counseling, career construction, and workplace inclusion for people with and without a disability.
As regards career counseling, research efforts are directed toward the development of qualitative and quantitative measures for Life Design in students and adults and the analysis of the relationship between the variable involved in the construction of inclusive and sustainable future for all; training programs aiming at increasing career construction abilities and also develop for the construction of inclusive futures and the on-line training “Tre Passi Verso il Futuro” (for middle school) e “Prospera” (for high school). As regards psychology of disability and vulnerability, research activities, in collaboration with University Centre for Disability and Inclusion regard the analysis of factors associated with the social and work inclusion with special attention to career development, career adaptability, employer’s attitudes toward people with disability and parents and child’s attitudes toward students with disability.
She is vice president of the Italian Society for Vocational Guidance (SIO) and a member of the European Society for Vocational Designing and Career Counseling. Member of the Advisory Board of the International Journal for Educational and Vocational Guidance and the Journal of Environment and Social Psychology.
Soresi, S., Nota, L. & Santilli, S. (Eds.) (2019), Il contributo dell’orientamento e del counselling all’Agenda 2030 [The contribution of vocational guidance and career counseling for the Agenda 2030]. Padova: Cleup.
Santilli, S., Nota, L., & Hartung, P. J. (2019). Efficacy of a group career construction intervention with early adolescent youth. Journal of Vocational Behavior, 111, 49-58.
Santilli, S., Di Maggio, I., Marcionetti, J., & Grossen, S. (2018). Life designing and positive youth development. In V. Cohen-Scali, J. Rossier, & L. Nota (Eds.), International Perspectives on Current Research in Career Counseling and Guidance. Building Careers in Changing and Diverse Societies (pp. 39-51). New York: Springer.
Nota, L. Santilli, S., & Soresi, S. (2015). A Life-Design-Based Online Career Intervention for Early Adolescents: Description and Initial Analysis. The Career Development Quarterly, 64,1,4-19. doi: 10.1002/cdq.12037.
Santilli, S., Ginevra, M.C., Sgaramella, T.M., Nota, L., Ferrari, L., & Soresi, S. (2015). Design My Future: An Instrument to Assess Future Orientation and Resilience. Journal of Career Assessment, 22, 1, 123-137. doi: 1177/1069072715621524.
Wilkins, K.G. Santilli, S., Ferrari, L., Nota, L., Tracey, T.J.G. & Soresi, S. (2014).The relationship among positive emotional dispositions, career adaptability, and satisfaction in Italian high school students. Journal of Vocational Behavior, 85, 3, 329 -338.
Santilli, S., Nota, L., Ginevra, M. C., & Soresi, S. (2014). Career adaptability, hope and life satisfaction in workers with intellectual disability. Journal of Vocational Behavior, 85(1), 67-74.
Nota, L., Santilli, S., Ginevra, M.C., e Soresi, S. (2014). Employer attitudes towards the work inclusion of people with disability. Journal of Applied Research in Intellectual Disabilities.
Santilli, S., Di Maggio, I., Ginevra, M. C., Nota, L., Soresi, S. (2020) Life Design, Inclusion and sustainable development: constructs, dimensions and new instruments to stimulate a quality future design for all. In M. Yuen, W. Beamish, V.S. Solberg (Eds.), Careers for Students with Special Educational Needs –Perspectives on Development and Transitions from the Asia-Pacific Region. Springer Education & Language
Santilli, S., Ginevra, M. C., Di Maggio, I., & Nota, L. (2020) Developing and Promoting Inclusion from Kindergarten to University. In K. Scorgie & C. Forlin (Eds.), Promoting Social Inclusion: Co-Creating Environments That Foster Equity And Belonging. United Kingdom: Emerald Publishing.