Efficacy of using career and self-construction to help learners manage career-related transitions

Cook, Antoinette; Maree, Jacobus G.

doi:10.15700/saje.v36n1a1225

Cited by 11 publications

(4 citation statements)

References 35 publications

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“…Scores from the CAAS were analysed in conjunction with information obtained from qualitative data. Only the quantitative results are reported on here (Cook & Maree, 2016).…”

Section: Data Collectionmentioning

confidence: 99%

Assessment of the value of group-based counselling for career construction

Maree

Cook

Fletcher

2017

International Journal of Adolescence and Youth

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This article reports on the change in the career adaptability of participants exposed to an intervention programme characterized by career and selfconstruction principles compared to the change in participants who participated in standard, traditional career counselling lessons. Convenience and purposive sampling were used to select two groups (experimental and comparison of Grade 11 learners). Intervention occurred in both experimental groups. A mixed methods, quasi-experimental, pre-test/posttest comparison group design was used to gather data. Pre-and post-test scores obtained on the Career Adapt-Abilities Scale (CAAS) were analysed. The quantitative results suggested that the intervention programme did not improve participants' career adaptability compared to standard, traditional career counselling lessons as measured by the CAAS. Future research should include the use of measures of self-reflection and meaning-making to test the direct effects of experimental interventions.

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“…Scores from the CAAS were analysed in conjunction with information obtained from qualitative data. Only the quantitative results are reported on here (Cook & Maree, 2016).…”

Section: Data Collectionmentioning

confidence: 99%

Assessment of the value of group-based counselling for career construction

Maree

Cook

Fletcher

2017

International Journal of Adolescence and Youth

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“…This finding was supported in literature by Jonck (2015) who observed that orientation of students had power to guide learners exploit their full physical, intellectual, personal and social potential. Cook and Maree (2016) also observed that career guidance and counselling orientation improved students' adaptability during career and life transition. Therefore, orientation was an important intervention in schools necessary to assist new students formulate educational plans and academic goals and therefore should be further promoted.…”

Section: School Administration Factorsmentioning

confidence: 80%

“…Vernon (2006) observed that students' career guidance and counselling seeking behaviour was a cognitive response, which individuals developed towards work life. Cook and Maree (2016) concurred with Vernon and argued that exposing students to career guidance and counselling interventions early in life had positive effect on their career life transition. In their study, Otwine et al (2018) found that most schools had put in place various programmes to address not only students' educational needs but also career, physical, social and spiritual development.…”

Section: Introductionmentioning

confidence: 90%

Efficacy of career guidance and counselling among secondary schools in Uganda

Anne

Matagi

Kiweewa

et al. 2022

AJCD

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Background: In Uganda, students face difficulty during career transition between different levels of education and employment despite government policies about implementation of career guidance and counselling services. Little has been documented about students’ levels of awareness, utilisation and extent of implementation of career guidance and counselling services within secondary schools in Uganda.Objective: This study aims at documenting students’ level of awareness and utilisation career guidance and counselling services, and how these services were being implemented in secondary schools in Uganda.Method: Cross-sectional survey was conducted using mixed methods in secondary schools in South Western Uganda. A total of 161 students in final year of secondary education (senior six) and 35 teachers across four schools met inclusion criteria and consented to participate in the study. Standardised questionnaires as primary tools of data collection were used. Quantitative data were analysed using SPSS (Version 23) and content analysis for qualitative data.Results: Majority of students (98.8%) revealed high awareness about existence of career guidance and counselling services, while 87.0% reported utilising the services. Implementation of career guidance and counselling in schools was demonstrated by type of programmes, information sources, models, timing and information structure by class level. However, challenges to implementation were sited, namely student, teachers, administrators, parents and policy factors.Conclusion and recommendation: Career guidance and counselling services were available and used in secondary schools. However, implementation was affected by functional and structural challenges that affected the quality of career counselling information and required alignment to national development goals.Contribution: The efficacy of career guidance and counselling in secondary schools in Uganda was documented in this article.

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“…Similarly, the Career Construction Theory focuses on clients' life themes and construction of themselves and their careers. An offshoot of this theory is life-design counselling, which focuses on clients' life and career narratives (Cook & Maree, 2016). Examples of instruments that can be used in these approaches are: the Career Style Interview (which is used to encourage clients to narrate and find meaning in their career stories; De and the narrative component of the Career Interest Profile (a locally developed qualitative instrument that provides narrative data regarding the client's career interests; Maree, 2017).…”

Section: Qualitative Assessment Approachesmentioning

confidence: 99%