Exploring career information through developmental contextual focus groups with youth from disadvantaged backgrounds
- Authors: Phala, Phorogohlo Modipadi
- Date: 2020
- Subjects: Vocational guidance , Educational counseling , Focus groups , Action research , Youth -- South Africa -- Social conditions -- 1994- , Parental influences – South Africa , Vocational guidance -- Parent participation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/130594 , vital:36442
- Description: This study investigates the importance of initiating career exploration discussions with young people from disadvantaged backgrounds, using the developmental-contextual framework of career development by Vondracek, Lerner & Schulenburg (1986). This model stresses the dynamic relationship between an individual, the ever-changing environment and how each influences the other. Based upon an earlier study by Spencer (1999), this study aims to explore the developmental-contextual model as the basis of successive group discussions at a pivotal moment in the lives of the youth from disadvantaged backgrounds. In addition, it aims to understand individuals’ perceptions of career education and the influences on career decision-making and aspiration. Data were collected through setting up and running a focus group session once a week over a period of five weeks, in which different career-related topics were discussed. The sample consisted of nine unemployed students who were currently not in a tertiary institution between the ages of 18-25 years. The findings indicated a noteworthy need for more relevant career interventions to be investigated and implemented for the diverse South African population. The study’s findings demonstrated that individuals might be more open to exploring career development through group rather than individual counselling. It was found that parents are the main career influencers in their children’s lives. Mothers were experienced as role models, supporters and encouragers while fathers were experienced as absent and unsupportive, playing little or no role in their children’s lives. The participants found this form of career exploration appealing as it allowed for peer consultation and the freedom to discuss career issues in a non-judgemental setting.
- Full Text:
- Date Issued: 2020
- Authors: Phala, Phorogohlo Modipadi
- Date: 2020
- Subjects: Vocational guidance , Educational counseling , Focus groups , Action research , Youth -- South Africa -- Social conditions -- 1994- , Parental influences – South Africa , Vocational guidance -- Parent participation -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/130594 , vital:36442
- Description: This study investigates the importance of initiating career exploration discussions with young people from disadvantaged backgrounds, using the developmental-contextual framework of career development by Vondracek, Lerner & Schulenburg (1986). This model stresses the dynamic relationship between an individual, the ever-changing environment and how each influences the other. Based upon an earlier study by Spencer (1999), this study aims to explore the developmental-contextual model as the basis of successive group discussions at a pivotal moment in the lives of the youth from disadvantaged backgrounds. In addition, it aims to understand individuals’ perceptions of career education and the influences on career decision-making and aspiration. Data were collected through setting up and running a focus group session once a week over a period of five weeks, in which different career-related topics were discussed. The sample consisted of nine unemployed students who were currently not in a tertiary institution between the ages of 18-25 years. The findings indicated a noteworthy need for more relevant career interventions to be investigated and implemented for the diverse South African population. The study’s findings demonstrated that individuals might be more open to exploring career development through group rather than individual counselling. It was found that parents are the main career influencers in their children’s lives. Mothers were experienced as role models, supporters and encouragers while fathers were experienced as absent and unsupportive, playing little or no role in their children’s lives. The participants found this form of career exploration appealing as it allowed for peer consultation and the freedom to discuss career issues in a non-judgemental setting.
- Full Text:
- Date Issued: 2020
The implementation of a developmental-contextual framework for young adults’ career explorations
- Authors: Roberson, Natalie Georgia
- Date: 2019
- Subjects: Vocational guidance -- South Africa , Focus groups , Action research , Youth -- South Africa -- Social conditions -- 1994- , Self-Directed Search Questionnaire , Occupational aptitude tests -- Evaluation
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/114895 , vital:34053
- Description: Career development theory and counselling practices in South Africa, which have traditionally utilised imported theory, have long been and continue to be criticised as being unsuitable in contexts different to those in which they were developed. In light of this, the aim of this study is to customise and trial the Vondracek, Lerner, and Schulenberg (1986) Developmental-Contextual Framework of career development with a group of employment-seeking young adults at a local community-based setting, as the basis of a career development intervention. Research questions asked were ‘In what ways is the examination and discussion of developmental-contextual factors of the individual facilitative of career exploration, in addition to seeking to identify contextual factors that influence career thinking and associated decision making. In doing so, this study aims to contribute to the existing literature on the career development of South Africans. Focus group methodology, within an overarching framework of collaborative action research, was employed. The approach to career exploration here was that of peer learning through group discussion of developmental-contextual factors of the individual. Data were generated through pre-intervention questionnaires, collaborative action research cycles, participatory observation, focus group discussions, and post-interventionist semi-structured individual interviews. Template Analysis was used for the thematic organisation and analysis of the data. Findings were that the intervention facilitated increased self-knowledge in relation to career development, increased knowledge of work and careers, and enhanced career planning abilities. Findings further highlighted the limitations of imported career development theories and the importance of the utilisation and development of local career assessment instruments. The group setting was found to be of value in facilitating self-reflection, a source of motivation and a valuable source of career-related information.
- Full Text:
- Date Issued: 2019
- Authors: Roberson, Natalie Georgia
- Date: 2019
- Subjects: Vocational guidance -- South Africa , Focus groups , Action research , Youth -- South Africa -- Social conditions -- 1994- , Self-Directed Search Questionnaire , Occupational aptitude tests -- Evaluation
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/114895 , vital:34053
- Description: Career development theory and counselling practices in South Africa, which have traditionally utilised imported theory, have long been and continue to be criticised as being unsuitable in contexts different to those in which they were developed. In light of this, the aim of this study is to customise and trial the Vondracek, Lerner, and Schulenberg (1986) Developmental-Contextual Framework of career development with a group of employment-seeking young adults at a local community-based setting, as the basis of a career development intervention. Research questions asked were ‘In what ways is the examination and discussion of developmental-contextual factors of the individual facilitative of career exploration, in addition to seeking to identify contextual factors that influence career thinking and associated decision making. In doing so, this study aims to contribute to the existing literature on the career development of South Africans. Focus group methodology, within an overarching framework of collaborative action research, was employed. The approach to career exploration here was that of peer learning through group discussion of developmental-contextual factors of the individual. Data were generated through pre-intervention questionnaires, collaborative action research cycles, participatory observation, focus group discussions, and post-interventionist semi-structured individual interviews. Template Analysis was used for the thematic organisation and analysis of the data. Findings were that the intervention facilitated increased self-knowledge in relation to career development, increased knowledge of work and careers, and enhanced career planning abilities. Findings further highlighted the limitations of imported career development theories and the importance of the utilisation and development of local career assessment instruments. The group setting was found to be of value in facilitating self-reflection, a source of motivation and a valuable source of career-related information.
- Full Text:
- Date Issued: 2019
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