Administering career construction counselling to a disadvantaged rural learner with inadequate self - efficacy

Abstract

This study aimed to assess the effectiveness of career construction counselling on a rural disadvantaged learner with inadequate self-efficacy who is ready to embark on a career. Learners from environments challenged by disadvantages face many challenges that are unique to their environment. Maree and Che (2020) stated that learners from such environments tend to feel disempowered by the situation in which they find themselves – unemployment, for instance, is a common characteristic of such situations. Consequently, many learners are left uncertain about their future, and at the same time, their career identity is impaired. Bandura (1977) explained that individuals' achievements are shaped by the dynamic interplay among their behaviour, personal factors, and the environment. An investigation into the influence of career construction counselling on the contextual experiences of the participant was informed by career construction theory (Savickas, 2005) and self-construction theory (Guichard & Lenz, 2005), which are both based on the constructivist paradigm. Enhancing the resources available to participants is crucial, especially considering that career trajectories are shaped by a combination of individual and contextual factors. To investigate this, the study adopted a qualitative research approach using an intrinsic case study design. The study sampled a single disadvantaged participant between the ages of 18 and 25 from Pietermaritzburg in KwaZulu-Natal. To ensure the accuracy of the data, multiple data generation methods were used including semi-structured interviews, qualitative career assessments, observation of body language, and extensive field notes. The data for the study was analysed using thematic analysis as outlined by Braun and Clarke (2006). Throughout the research process, I adhered to the ethical standards outlined by the Health Professions Council of South Africa (2016). The findings of the study suggested that the self-efficacy of the participant was significantly enhanced through the intervention, meaning that the working assumptions and research questions have been successfully answered. The participant appreciated the skills that he learned from the intervention and recommended it for other people in his peer groups.