Scielo RSS <![CDATA[South African Journal of Education]]> vol. 37 num. 4 lang. en <![CDATA[SciELO Logo]]> <![CDATA[<b>Using career counselling to address work-related challenges by promoting career resilience, career adaptability, and employability</b>]]> <![CDATA[<b>Career counseling research-practice disparities: What we know and what we need to know</b>]]> The most practical principle in contextualisation emanates from our understanding of the experience of everyday life. However, this principle is not confined to such understanding. The central question regarding contextualisation is embedded in the "cultural contours" of counselling. In addition to the centrality of the cultural component, the need for an increased focus on cultural factors and their implications for counseling reinforces the importance of having a sound understanding and evaluation of individual life themes and the contexts in which they manifest. This article is premised on the view that cultural or contextual issues are integral to the puzzle of career counseling and cannot be seen in isolation. A major challenge facing career counselors is recognising the plurality of knowledge-based cultures and contexts, and the demands this places on their competencies as counsellors. <![CDATA[<b>Deconstructing career myths and cultural stereotypes in a context of low resourced township communities</b>]]> The current research presents the voices of black adolescents struggling to emerge from the shadow of the Apartheid legacy, focusing on the career beliefs that are perpetuated in low socio-economic communities and negatively influence career opportunities. Inaccurate information can result in career myths, which can have a negative impact on career development. The present study uses the Systems Theory Framework (STF) as a means of engaging with clients from marginalised groups. It also offers a mechanism to explore the impact of overlooked career influences such as culture, religion, community and socio-economic conditions. The qualitative career measure, My System of Career Influences (MSCI), was used to explore the factors that contribute to career decision-making. Specifically, widely shared irrational beliefs that had prevented participants from applying to tertiary institutions were examined. Career misconceptions were grouped according to Stead and Watson's (1993) career myths, namely: 1) test myths; 2) misconceptions of exactitude; 3) self-esteem myths; and 4) career anxiety myths. The meaning-making that adolescents from disadvantaged contexts undergo, based on their unique constellation of contextual career influences and their resultant story-telling, is intrinsic to understanding local South African career identities embedded in township communities. <![CDATA[<b>The therapeutic collaboration in life design counselling: The case of Ryan</b>]]> This study examined the therapeutic collaboration in a case of Life Design Counseling (LDC) with narrative change and positive career outcomes. The therapeutic collaboration-change model and correspondent coding system were used to in-tensively study the helping relationship throughout three sessions of LDC. The collaboration coding system enables the assessment of each therapeutic exchange within and outside of the client's therapeutic zone of proximal development, defined as the space between the client's actual therapeutic developmental level and his/her potential developmental level fomented by a collaborative relationship. Results show that in all sessions, counsellor and client worked mainly within the therapeutic proximal development zone, that is, they were able to interact collaboratively. The coding of the counsellor's interventions throughout the counselling process was in accordance with the life-design framework. The collaboration-change model and coding system contributed to understand the process of change in LDC. <![CDATA[<b>Facebook as an instrument to enhance the career construction journeys of adolescent learners</b>]]> Globally, the effects of Facebook® as a social media instrument are far-reaching for all, but more so for the 21st-century adolescent. Although most adolescents spend time on Facebook, this form of social media is inadequately used to enhance their teaching, learning and counselling experiences. Schools increasingly use Facebook for social engagement, or as a form of communication to parents and learners, thereby treating it as a notice board rather than an instrument for enhancing learning and development. While Facebook is used in the health and business sectors, few studies have explored the use of Facebook as an instrument for career development. Using a qualitative multiple case study design, this article explores the use of Facebook as an instrument that can enhance the career construction journeys of adolescent learners. Findings suggest that Facebook can contribute to career construction journeys. This study identified themes that are consistent with other career assessment instruments, such as the Career Interest Profile (CIP) and the Jung Personality Questionnaire (JPQ). The information found in Facebook profiles and statuses can be used as supplementary tools to identify alternative career narratives. <![CDATA[<b>Structural determinants of students' employability: Influence of career guidance activities</b>]]> At a time of continuous economic uncertainty and a highly competitive labour market, it is crucial for undergraduates to be more pro-active about their future careers. This study investigates the structural influence of career guidance activities on university students' employability in Nigeria. Data was collected from 600 final-year undergraduates from four universities in the South-West geopolitical zone, with the use of an adapted questionnaire. The quantitative data were subjected to exploratory and confirmatory factor analysis to ensure factorial validity of the research instrument, and subsequently structural equation modelling (SEM). SEM was performed by means of Analysis of Moment Structures (AMOS Graphics, version 24) in testing the DOTS model in Nigeria. Results confirm the positive influence of career guidance activities on students' employability. On the dimensions of career guidance activities, self-awareness and opportunity awareness have the greatest influence on students' employability, followed by decision-making skills, and then transition learning skills. To enhance undergraduates' employability upon graduation, universities should strengthen their efforts in developing app-ropriate strategies so as to engage undergraduates with the four dimensions of career guidance activities depicted in the DOTS model. <![CDATA[<b>Career decision-making of the gifted and talented</b>]]> The purpose of this study is to determine how gifted and talented students think about future careers with regard to both the awareness and especially process of such career decision-making. Particular attention is given to their perceptions about having the best career they can imagine. A qualitative research model is used in this study. The study group consists of eleven gifted and talented high school students, studying in congregative gifted class in a private college. Students were contacted via phone or email, and appointments for interviews were arranged. The interviews were conducted by the researcher within a two-month period. Participation in the study was voluntary. A semi-structured interview form was used as data-collection tool, and data analysis was conducted through a content analysis. According to the results of the research, occupation that gifted and talented students want to have mostly expressed as doctor. As factors influencing their decisions regarding preferred occupation, gifted and talented students stated that their families, academic achievements, sense of social responsibility, and desire to manage the world, are the factors affecting their career decisions. Expectations of gifted and talented students regarding the countries in which they want to work were: feeling secure, offering business environment and opportunity, being developed, economically stable, a rich history, and affordability. The meaning of having good career for gifted and talented students was stated to be spending money and having prestige. Gifted and talented students visualise themselves in terms of their career ten years later as being tortured by their occupation, becoming the leader of their occupations and working oversees. <![CDATA[<b>Exploring Group Life Design with teachers in the context of poverty related psychosocial challenges</b>]]> Working in challenging contexts can impact negatively on a teacher's sense of purpose and efficacy. This article explores the potential of group Life Design (LD), a narrative constructivist career counselling process, for supporting ten South African school teachers working at an under-resourced school with understanding their career aspirations and their personal and professional identity. The group LD process formed part of a participatory action learning and action research (PALAR) project. This article focuses on teachers' experience of the group LD process. Participating teachers reflected in writing and during group discussions on their experience of the LD process. Qualitative data generated from transcriptions of their discussions and written reflections were thematically coded. Findings suggest that the group LD process encouraged participants to reflect on themes from their life narratives to encourage agency for pursuing their future personal and professional goals. Through the LD process, the teachers acknowledged personal and professional assets, from past and present narratives which could motivate them during challenging times. The LD process ignited agency for action to achieve career and personal goals. Participants designed future life maps and also explored pathways for collectively improving their support to learners. <![CDATA[<b>The relationship between career decision-making self-efficacy and vocational outcome expectations of preservice special education teachers</b>]]> Social cognitive career theory, which is one of the most studied career approaches, recently proposed that self-efficacy and outcome expectations are important determinants of the career choice process. Career self-efficacy and vocational outcome expectations might both result in avoiding or having greater motivation levels in terms of career behaviours. These two factors are both crucial in career decision-making and performing career behaviour. This study aims to examine the relationship between career decision self-efficacy and vocational outcome expectations of preservice special education teachers in North Cyprus. This study is based on quantitative research method, and 156 preservice special education teachers participated in this research. Career Decision Self-Efficacy Scale and Vocational Outcome Expectations Scale were used to collect the data. The results were analysed with statistical analysis methods involving descriptive statistical analysis, t-test, chi-square, Kruskal-Wallis, correlation and regression. Age was found to be significantly related with career decision-making self-efficacy. Results also showed that there is a significant relationship between career decision-making self-efficacy, and vocational outcome expectancy. The results are discussed with reference to relevant literature and recommendations for further research and practices are also provided. <![CDATA[<b>Digital storytelling to engage postgraduates in reflective practice in an emerging economy</b>]]> Many emerging economies are just beginning to consume digital content meaningfully. In the field of education in particular, such technology could help to narrow the gap between teacher training and the expectations of a post-colonial, post-apartheid education system in an emerging economy. However, it is important that the use of technology in education be guided by sound pedagogical principles. Digital storytelling is not a new concept and is now part of the academic mainstream. It is increasingly recognised for its contribution to reflective practice, essential for professional development. This qualitative research aimed to introduce postgraduates to the value of reflective practice through digital storytelling. The study is located in a social constructivist paradigm. Data was collected through digital stories, individual written reflections, and focus group reflections. Data analysis involved coding, categorising and the identification of emerging themes. The findings established that pedagogical knowledge alone cannot prepare teachers to offer meaningful learning opportunities for all learners. Digital storytelling, however, can be incorporated in teacher training programmes in order to foster a culture of reflective practice for professional development. <![CDATA[<b>Mid-career construction counselling to instill spiritual awareness and allay fear</b>]]> This article reports on the value of career construction counselling for a black man facing a career crossroads. The participant was purposefully selected from a number of people participating in a career construction counselling course who had sought career counselling. An intrinsic, single-case study design was implemented and a qualitative, interpretive paradigm was adopted as the framework for the research. Data were collected using the Career Construction Interview (CCI). The findings suggest that the intervention enabled the participant to regain his sense of purpose and direction and also inspired others to deal with the apprehension and fear in their own lives. Future research should investigate the use of the CCI with people in diverse settings to establish its trustworthiness in non-traditional contexts.