- Title
- The implementation of a developmental-contextual framework for young adults’ career explorations
- Creator
- Roberson, Natalie Georgia
- ThesisAdvisor
- Akhurst, Jacqueline
- Subject
- Vocational guidance -- South Africa
- Subject
- Focus groups
- Subject
- Action research
- Subject
- Youth -- South Africa -- Social conditions -- 1994-
- Subject
- Self-Directed Search Questionnaire
- Subject
- Occupational aptitude tests -- Evaluation
- Date
- 2019
- Type
- text
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- http://hdl.handle.net/10962/114895
- Identifier
- 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.
- Format
- 90 pages, pdf
- Publisher
- Rhodes University, Faculty of Humanities, Psychology
- Language
- English
- Rights
- Roberson, Natalie Georgia
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Collections
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | ROBERSON-MA-TR20-44.pdf | 1 MB | Adobe Acrobat PDF | View Details |