Abstract:
The positivist approach, which dominated career counselling in the second half of the twentieth century in South Africa, has not adequately addressed clients’ career concerns. Innovative ways are required to address career counselling challenges for learners in resource-constrained communities who often do not have access to relevant career counselling. Top among clients’ concerns in career counselling is career indecision.
This study explores how life design-based counselling influences high school learners from resource-constrained communities when faced with career indecision. Embedded in social constructionism, the research questions are addressed using a mixed-method group-based intervention in a pre-test/post-test quasi-experimental design. A total of 91 learners (intervention group: N = 71, mean age of 18.00; standard deviation = 1.06; comparison group: N = 74; mean age of 17.41; standard deviation = 1.47) participated in the study.
Quantitative data was generated using the Career Adapt-Abilities Scale (CAAS) and the Career Decision Difficulties Questionnaire (CDDQ). Drawings, reflective journal entries, semi-structured interviews conducted with the Career Interest Profile (CIP, version 6) (Maree, 2017a), and focus group interviews were sources of qualitative data. The p-value approach to hypothesis testing was employed to analyse the quantitative data, and inductive thematic analysis was used for analysing qualitative data in the current study.
The quantitative results indicate that life design-based counselling did lower participants’ career indecision but there was an increase in the curiosity subscale of the CAAS. As for the qualitative outcomes, the intervention programme enhanced the career adaptability resources of participants in the intervention group and improved their ability to make career decisions. The overall results suggest that participants who took part in the life design intervention benefitted in planning for their future and preparing to leave school.
