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.
