Geïntegreerde, kwalitatiewe en kwantitatiewe beroepsvoorligting en beroepskonstruksie vir ’n aandagafleibare seun met tegniese belangstelling en aanleg lei tot positiewe resultate

Abstract

Hierdie artikel beskryf die waarde van beroepskonstruksie aan die hand van ’n geïntegreerde, kwalitatiewe en kwantitatiewe benadering vir ’n leerder met tegniese belangstelling en aanleg wat met aandagafleibaarheid presenteer. Die navorsingsontwerp (kwalitatief) behels ’n intrinsieke, instrumentele gevalstudie om die deelnemer diepgaande en in sy natuurlike konteks te begryp. Die deelnemer is ’n 17-jarige jong man wat geëvalueer is met die oog op beroepsvoorligting. Daar was dus sprake van sowel doelsteekproefneming as geriefsteekproefneming. Evaluasie is na ’n tussenpose van 2 jaar herhaal met terugvoer ná afloop van elke assessering. Data is met behulp van kwalitatiewe, sowel as kwantitatiewe tegnieke ingesamel (kwantitatief: die Jung-persoonlikheidsvraelys, die Myers-Briggs Type Indicator, die Differential Aptitude Tests en die Rothwell-Miller-belangstellingsvraelys, die Maree Career Matrix; kwalitatief: ’n collage, die Beroepsbelangstellingsprofiel, lewenslyn, vroeë herinneringe, asook die lewensverhaaltegnieke). Tydens die tweede evaluering het sy belangstellings grotendeels stabiel gebly; sy aanlegte was oor die algemeen dieselfde as voorheen, en dit het inderdaad geblyk dat sy studie-oriëntasie verbeter het. Verder het sy neiging tot introversie verander na ’n relatief sterk neiging tot ekstroversie. Kwalitatiewe evaluering is grotendeels voltrek aan die hand van refleksiwiteit, of herhaalde refleksie oor sy eie refleksie, en het ’n dormante bereidwilligheid aan die lig gebring om harder te werk en meer aktief aan sy selfkonstruksie deel te neem en aan sy ontluikende beroepslewensverhaal te skryf. Enkele aanbevelings is gemaak om hom in staat te stel om hierdie bereidwilligheid in die praktyk te laat realiseer. In hierdie geval het ’n kwalitatiewe en kwantitatiewe benadering vir ’n aandagafleibare leerder met ’n sterk tegniese aanleg ’n positiewe bydrae in die leerder se lewe gemaak. Omvattende navorsing in groepsverband is nodig.

This article describes the value of career construction based on an integrating qualitative and quantitative approach for a learner with a technical interest and aptitude who presents with attention deficit. The qualitative research design entails an intrinsic, instrumental case study aimed at gaining an in-depth understanding of the participant in his natural context. The participant was a 17 year old young man who was assessed with a view to career counselling. Hence both purpose and convenience sampling were used. Assessment was repeated after a 2-year interval with feedback following each assessment. Data was gathered by means of qualitative, as well as quantitative techniques (quantitative: the Jung Personality Questionnaire, the Myers-Briggs Type Indicator, the Differential Aptitude Tests and the Rothwell-Miller Interest Blank, the Maree Career Matrix; qualitative: a collage, the Career Interest Profile, life line, early memories, as well as the life story techniques). In the second assessment his interests remained largely stable; his aptitudes were generally the same as before and his study orientation seemed to have improved. Furthermore, his tendency towards introversion had changed to a relatively strong tendency towards extroversion. Qualitative assessment was done largely on the basis of reflexivity, or repeated reflection about his own reflection, and revealed a dormant willingness to work harder and to participate more actively in his self-construction and in the writing down of his emerging career life story. Some recommendations were made to enable him to demonstrate this willingness in practice. The results cannot be generalised, but it seems that career construction based on a qualitative and quantitative approach for a learner with an attention deficit and a strong technical aptitude may potentially contribute to substantial changes in the learner’s life. Comprehensive research in a group context is necessary.