Om ’n beroepskeuse te maak of oor ’n (nuwe) beroep te besluit, is op sigself ’n oefening wat geweldige emosionele insig, krag en volwassenheid verg. Indien hierdie belangrike besluit geneem moet word deur ’n adolessent wat boonop hakkel, verg dit soveel me er innerlike sterkte. Vir so ’n jongmens is dit ’n enorme taak om ’n beeld van hom-/haarself in die toekoms te projekteer en besluite rakende ’n beroep en/of loopbaan te neem. Om te hakkel beïnvloed ongetwyfeld ’n adolessent se toekomsvisie en - planne. Benewens die feit dat die siening van die self in die hede aangepas moet word om ruimte te laat vir hakkel as ’n persoonlikheidseienskap en besluite wat dit behels en beïnvloed, moet die betrokke adolessent ook hierdie beeld op so ʼn wyse kan aanpas dat die self suksesvol in die toekoms geprojekteer kan word. Dit is die primêre doelwit van die onderhawige studie om vas te stel watter waarde lewensontwerpberading inhou vir ’n adolessent wat hakkel, en die studie word onderneem teen die agtergrond van beide die sisteemteorie en die sosiale konstruktivisme ten einde die navorser te help om op die ervaring van die deelnemer binne sy unieke konteks te fokus. Die studie is spesifiek gerig op die belewingswêreld van die adolessent wat hakkel. Ten einde die subjektiewe en diverse ervarings van die deelnemer beter te begryp, het ek ondersoek gedoen na die wyse waarop adolessente oor die algemeen (en my deelnemer in die besonder) deur middel van interaksie met ander (en die omgewing) deur die lens van die sosiale konstruktivisme vir hulself betekenis skep. Ek het vanuit ʼn kwalitatiewe paradigma gewerk en ʼn gevalstudie gedoen waar die eenheid van ondersoek ʼn adolessent was wat hakkel. My studie het gefokus op aanpasbaarheid as ’n element van hierdie adolessent se lewensontwerp, maar dan spesifiek ook op die wyse waarop die vier kerndimensies van aanpasbaarheid in sy lewe voltrek, te wete beroepsbelang, beroepsbeheer, beroepsnuuskierigheid en beroepselfvertroue. Ek het oorkoepelend ondersoek ingestel na die waarde van lewensontwerpberading in terme van die betekenisgewing (meaning making) en ‘heelwording’ (becoming more whole) van hierdie deelnemer as ’n persoon wat hakkel. ENGLISH : Making a career choice or deciding about a (new) career/job is an exercise that in itself already requires significant emotional insight, command and maturity. When this important decision is to be made by an adolescent who also stutters, this requires so much more inner strength. For such a youth it is a gigantic task to project an image of him/herself into the future and to make decisions concerning a future job/career. To stutter, unquestionably influences a person’s future vision and plans. Not only does it require an adaptation of the view of the self in the present to make space for this personality trait and the decisions that will influence and concern it, but the adolescent who stutters also will have to adjust this image of the self in order to successfully project the self into the future. It is the primary goal of this study to investigate the value of life design counselling for an adolescent who stutters and it is done against the background of both the systems theory and social constructivism in order to help the researcher to focus on the experience of the participant within his unique context. The study is specifically the world of experience of the adolescent who stutters. In order to better understand the subjective and diverse experiences of the participant, I investigated through the lens of social constructivism the way in which adolescents in general (and my participant in particular) created meaning through interaction with others (and the environment). I worked from a qualitative paradigm and conducted a case study where the unit of investigation was an adolescent who stutters. My study focused on adaptability as an element of this adolescent’s life design, but then specifically on the way that the four core dimensions of adaptability, that is career concern, career control, career curiosity and career confidence, manifest themselves in his life. I conducted an overall investigation into the value that life design counselling holds for the participant as a person who stutters in terms of his making meaning of life and becoming more whole as a person. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

A Orientação Profissional e de Carreira, como domínio teórico e prático, vem passando por várias mudanças ao longo de um século. Paradigmas desenvolvimentistas e mais construtivistas ganharam destaque, focalizando a construção da carreira com ênfase em maior flexibilidade, adaptabilidade e aprendizagem ao longo da vida. Para compreender os processos, estudos do tipo follow-up são úteis. Neste estudo, questões são formuladas sobre as trajetórias profissionais, sobre as narrativas de egressos do atendimento em Orientação Profissional, sobre as articulações possíveis entre conteúdos obtidos por diferentes estratégias e em diferentes momentos da carreira. Assim, este estudo, de natureza qualitativa, de caráter exploratório, visa analisar as narrativas de egressos de um Serviço de Orientação Profissional (SOP), compreender as histórias produzidas por meio do instrumento BBT-Br e desvelar a memória que permaneceu do processo de Orientação Profissional. Os participantes foram atendidos entre os anos de 2004 e 2009. Foram entrevistados 12 egressos, tendo como critérios para a inclusão na amostra determinadas condições na época do atendimento: a) cursar o ensino médio ou curso preparatório para o vestibular, (b) ter sido atendido em grupo no intervalo em 5 e 10 anos, anteriormente ao início desta investigação; (c) encontrar-se na situação problemática/de resolução ou na pré-dilemática/dilemática, e (d) ter o registro de alguma profissão ao final do processo de orientação. Para a obtenção de dados foram utilizados os instrumentos: (a) roteiro de triagem; (b) histórico do atendimento; (c) história das cinco fotos preferidas do Teste de Fotos de Profissões (BBT-Br); e (d) registros da entrevista de acompanhamento. A análise dos dados foi embasada nos referenciais teórico desenvolvimentista da Teoria da Construção da Carreira de Savickas e da Construção da Vida (Life Design) de Duarte e colaboradores. Os dados foram organizados e analisados de acordo com as seguintes categorias: (a) caminho imaginado e o caminho traçado - história do BBT-Br e resumo biográfico; (b) dificuldades encontradas nas trajetórias e recursos pessoais e contextuais para a solução dos problemas; (c) planos para o futuro: compreensão de si, expectativas, e atividades significativas; e (d) memórias da orientação profissional e possíveis influências. Os resultados mostram que há coerência e continuidade nas narrativas de construção da vida/carreira, corroborando as bases teóricas utilizadas. E que os conteúdos das narrativas no BBT-Br apresentam relações com os temas de vida obtidos por meio de outras estratégias. As redes de apoio exercem papel importante, mas não são suficientes se os comportamentos não forem adaptativos. E, a maioria dos participantes relata possuir lembranças do processo de Orientação Profissional, creditando os ganhos com a experiência como aprendizagem transferível para outros momentos, sobretudo quando precisam fazer uso das competências para a comunicação e as decisões relativas à construção da vida/carreira. / Vocational and Career Guidance, as a theoretical and practical domain, has been substantially changing over the last century. Developmental and more constructivist paradigms are promote, focusing on career building and, under this scope, emphasizing greater flexibility, adaptability and lifelong learning. To understand these processes, follow-up studies are useful. In this study, questions were formulated on the professional trajectories, on the egress reports from people who undertook Professional Guidance Services (SOP), and on the possible articulations among contents obtained by different strategies and at different moments of the career. Thus, this exploratory, qualitative study aims to analyze the egress reports of those who attended a SOP, to understand the stories produced through the Photo Test of Professions (BBT-Br) instrument and to uncover the remaining memory of these people regarding the career guidance. The researcher interviewed twelve people, who attended between 2004 and 2009. The criteria for inclusion in the sample were the following specific conditions at the time of attendance: a) to be enrolled at a high school or at a preparatory course for the University Entrance Examination; (b) to have participated in SOP Group sessions between five and ten years before the beginning of this survey; (c) to be in the problematic/resolution or pre-dilemma/dilemma situation; and (d) to register a profession at the end of the orientation process. The following instruments were used to obtain the data: (a) screening script; (b) service history; (c) history of the five favorite photos of the Photo Test of Professions (BBT-Br); and (d) records of the follow-up interview. The data analysis was based on the developmental theoretical framework of the Career Construction Theory of Savickas and the Life Design of Duarte et al. The data were organized and analyzed according to the following categories: (a) imagined path and the path actually followed - BBT-Br history and biographical summary; (b) difficulties faced in the trajectories and personal and contextual resources for problem solving; (c) plans for the future: self-understanding, expectations, and meaningful activities; and (d) memories and possible influences of the career guidance. The results show that there is coherence and continuity in the life/career construction narratives, corroborating the theoretical bases used, and that the contents of the narratives in the BBT-Br are congruent with the life themes obtained through other strategies. In addition, support networks play an important role, but are insufficient if the behavior is not adaptive. Finally, most participants report having memories of the career guidance process, acknowledging the gains from the experience as transferable learning to other moments, especially when they need to use communication skills and make decisions regarding life/career building.

A Orientação Profissional e de Carreira, como domínio teórico e prático, vem passando por várias mudanças ao longo de um século. Paradigmas desenvolvimentistas e mais construtivistas ganharam destaque, focalizando a construção da carreira com ênfase em maior flexibilidade, adaptabilidade e aprendizagem ao longo da vida. Para compreender os processos, estudos do tipo follow-up são úteis. Neste estudo, questões são formuladas sobre as trajetórias profissionais, sobre as narrativas de egressos do atendimento em Orientação Profissional, sobre as articulações possíveis entre conteúdos obtidos por diferentes estratégias e em diferentes momentos da carreira. Assim, este estudo, de natureza qualitativa, de caráter exploratório, visa analisar as narrativas de egressos de um Serviço de Orientação Profissional (SOP), compreender as histórias produzidas por meio do instrumento BBT-Br e desvelar a memória que permaneceu do processo de Orientação Profissional. Os participantes foram atendidos entre os anos de 2004 e 2009. Foram entrevistados 12 egressos, tendo como critérios para a inclusão na amostra determinadas condições na época do atendimento: a) cursar o ensino médio ou curso preparatório para o vestibular, (b) ter sido atendido em grupo no intervalo em 5 e 10 anos, anteriormente ao início desta investigação; (c) encontrar-se na situação problemática/de resolução ou na pré-dilemática/dilemática, e (d) ter o registro de alguma profissão ao final do processo de orientação. Para a obtenção de dados foram utilizados os instrumentos: (a) roteiro de triagem; (b) histórico do atendimento; (c) história das cinco fotos preferidas do Teste de Fotos de Profissões (BBT-Br); e (d) registros da entrevista de acompanhamento. A análise dos dados foi embasada nos referenciais teórico desenvolvimentista da Teoria da Construção da Carreira de Savickas e da Construção da Vida (Life Design) de Duarte e colaboradores. Os dados foram organizados e analisados de acordo com as seguintes categorias: (a) caminho imaginado e o caminho traçado - história do BBT-Br e resumo biográfico; (b) dificuldades encontradas nas trajetórias e recursos pessoais e contextuais para a solução dos problemas; (c) planos para o futuro: compreensão de si, expectativas, e atividades significativas; e (d) memórias da orientação profissional e possíveis influências. Os resultados mostram que há coerência e continuidade nas narrativas de construção da vida/carreira, corroborando as bases teóricas utilizadas. E que os conteúdos das narrativas no BBT-Br apresentam relações com os temas de vida obtidos por meio de outras estratégias. As redes de apoio exercem papel importante, mas não são suficientes se os comportamentos não forem adaptativos. E, a maioria dos participantes relata possuir lembranças do processo de Orientação Profissional, creditando os ganhos com a experiência como aprendizagem transferível para outros momentos, sobretudo quando precisam fazer uso das competências para a comunicação e as decisões relativas à construção da vida/carreira. / Vocational and Career Guidance, as a theoretical and practical domain, has been substantially changing over the last century. Developmental and more constructivist paradigms are promote, focusing on career building and, under this scope, emphasizing greater flexibility, adaptability and lifelong learning. To understand these processes, follow-up studies are useful. In this study, questions were formulated on the professional trajectories, on the egress reports from people who undertook Professional Guidance Services (SOP), and on the possible articulations among contents obtained by different strategies and at different moments of the career. Thus, this exploratory, qualitative study aims to analyze the egress reports of those who attended a SOP, to understand the stories produced through the Photo Test of Professions (BBT-Br) instrument and to uncover the remaining memory of these people regarding the career guidance. The researcher interviewed twelve people, who attended between 2004 and 2009. The criteria for inclusion in the sample were the following specific conditions at the time of attendance: a) to be enrolled at a high school or at a preparatory course for the University Entrance Examination; (b) to have participated in SOP Group sessions between five and ten years before the beginning of this survey; (c) to be in the problematic/resolution or pre-dilemma/dilemma situation; and (d) to register a profession at the end of the orientation process. The following instruments were used to obtain the data: (a) screening script; (b) service history; (c) history of the five favorite photos of the Photo Test of Professions (BBT-Br); and (d) records of the follow-up interview. The data analysis was based on the developmental theoretical framework of the Career Construction Theory of Savickas and the Life Design of Duarte et al. The data were organized and analyzed according to the following categories: (a) imagined path and the path actually followed - BBT-Br history and biographical summary; (b) difficulties faced in the trajectories and personal and contextual resources for problem solving; (c) plans for the future: self-understanding, expectations, and meaningful activities; and (d) memories and possible influences of the career guidance. The results show that there is coherence and continuity in the life/career construction narratives, corroborating the theoretical bases used, and that the contents of the narratives in the BBT-Br are congruent with the life themes obtained through other strategies. In addition, support networks play an important role, but are insufficient if the behavior is not adaptive. Finally, most participants report having memories of the career guidance process, acknowledging the gains from the experience as transferable learning to other moments, especially when they need to use communication skills and make decisions regarding life/career building.

The number of children being abandoned in South Africa is rising steeply. With already existing challenges in the current South African labour market, one must consider the expectations of abandoned adolescents in terms of future careers. It is unreasonable to expect an abandoned adolescent to be guided towards making career decisions using modern career counselling methods, as these were developed for use with individuals from traditional, nuclear families. Most abandoned adolescents are taken in by extended family; grow up in children’s homes or on the streets. One can expect these circumstances to negatively impact the abandoned adolescent’s outlook and hope for the future. There is thus a need for an approach to career facilitation, which takes into account the abandoned adolescent’s subjective experience of his/her context. It was the primary goal of this study to investigate the possibility and limits of life design counselling with an abandoned adolescent. This was done against the background of both the systems theory and social constructionism in order to help the researcher to focus on the experience of the participant within his/her unique context. The study specifically focused on the experience of an abandoned adolescent. In order to better understand the subjective and diverse experiences of the participant, I aimed to investigate, through the lens of social constructionism, the way in which abandoned adolescents in general (and my participant in particular) create meaning through interaction with others as well as his/her environment. Within the qualitative paradigm this study was conducted by means of a case study during which a variety of postmodern techniques were implemented in order to facilitate co-constructive conversations with the participant. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Worldwide, the estimated prevalence of intellectual disability in developed countries is between 2% and 3% (Foskett, 2014). As a developing country, the South African Government show signs of taking the necessary steps in including persons with disabilities in the general workforce (Department of Social Development of the Republic of South Africa, 2015). Forthrightly, post school options for learners from special schools are limited (DSD, DWCPD & Unicef, 2012) and, historically, they have been encouraged to pursue work encompassing basic skills, with little or no autonomy – and denied opportunities in the formal sector. The study aims to explore the value of implementing life design counselling as a means to educate and prepare learners from the vocational school setting (learners with intellectual/mental disability) for opportunities after the completion of their formal schooling; and encourage debate around the training of the relevant role players. Moreover, to counter the adverse thinking the learners – and teachers and parents – may be participating in. Through the comparison of the value the learners ascribe to their current career guidance/counselling and when supplementing life design counselling to the already implemented model; the learners are introduced to innovative/novel options and guided through the process with support. The quantitative findings of the study did not confirm nor refute the assumption of the intervention resulting in an increased career adaptability for the participant. Even so, the qualitative findings supported the aims of the intervention. The participant was able to, and expressed wanting to continue to, construct his concept of self within his systems of functioning, while also actively pursuing his vocational choices and the means to attaining them. Overall, the researcher found the life-design approach used in the study highly applicable to the participant and the context in which the study was conducted. The possibilities and limitations from this study could promote further research in the vocational schooling sector, equipping the role players to better service the demarcated category of learners (learners with intellectual disability). / Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. / Educational Psychology / MEd (Educational Psychology) / Unrestricted

The purpose of this study was to explore and describe the relationship between top academic achievement in Grade 12 and certain characteristics of career adaptability. The career construction theory and the counselling model for life designing constituted the theoretical framework for the study. This research study of limited scope was conducted according to an interpretivist metatheoretical paradigm. I followed a qualitative methodological paradigm based on a case study design. Purposive sampling was used to select participants according to their top academic achievement. A very important factor in all case studies is the collection of data from multiple sources. Therefore, data collection methods included the Career Adapt-Abilities Inventory, individual interviews, life line and life story. A deductive style of analysis was used to identify themes (concern, control, curiosity, confidence). Inductive analysis was used to identify subthemes. Based on the findings of the study the salient aspects of career adaptability were established as being concern, control, curiosity and confidence. The importance of career adaptability when negotiating change was demonstrated by participants in their orientation and preparation for the future, making decisions after careful planning and exploration, and seeking information, as well as having confidence in their own ability and choices. Finally the findings of my research study suggest a significant relationship between Grade 12 top academic achievement and certain characteristics of career adaptability. Additionally findings suggest that other variables such as participation in extracurricular activities, gender, race and socioeconomic circumstances should not be excluded and therefore need to be investigated further. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted

Please read the abstract in the dissertation. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

Syftet med denna studie är att undersöka hur vägledare arbetar för att ge elever stöd i deras livslånga lärande samt att identifiera vilka färdigheter som de upplever behövs för att stärka personlig utveckling och därmed förmågan att hantera vår föränderliga omvärld. Med de samhällsförändringar som skett under senare decennier har människors livsvillkor förändrats; vilket lett till att det numera ställs högre krav på att enskilda individer tar ansvar för sina liv men också på att vägledning bedrivs på ett sådant sätt att den tillhandahåller individer stöd. Med detta som bakgrund avser studien att undersöka tre frågeställningar vilka handlar om hur vägledare på gymnasienivå upplever elevers behov av livslångt lärande, hur de arbetar för att stärka detta samt vilka färdigheter som de anser att elever behöver för att stärka det livslånga lärandet. Denna studie antar en kvalitativ metod samt analyserar empiriskt material genom en innehållsanalys som har sin utgångspunkt i två socialkonstruktivistiska perspektiv vilka är Life-design och Planned Happenstance. Det empiriska materialet samlades in genom intervjuer och urvalet bestod av sex utbildade vägledare som arbetade inom gymnasieskolans verksamhet. I studiens resultat framkom det att vägledarna upplevde att elever hade ett ökat behov av vägledning - som tillhandahöll stöd i det livslånga lärandet - men också att det fanns ett samband mellan personlig utveckling och lärande genom hela livet. Således handlade det ökade behovet om att elever behöver utvecklas personligen för att hantera vår omvärld men också att det kunde bli svårt att uppnå på grund av vägledningens förutsättningar.

Die doel van die verkennende en beskrywende studie was om die bruikbaarheid van liggaamsportrette vir kruis-kulturele loopbaanfasilitering te ondersoek. Met interpretivisme as metateoretiese paradigma en Savickas se lewensontwerp benadering as teoretiese raamwerk is ʼn gerieflikheidseleksie van bestaande databronne gedoen vir die inhoudsanalise-studie. Die databronne (assesserings- en intervensiebeplanning, reflektiewe joernale van die terapeut en portuur-supervisor, foto’s en oudio-visuele opnames as visuele data, transkripsies van oudiovisuele opnames en assesseringsnotas van supervisor) is saam met agt siSwati Graad 9-seuns gegenereer tydens ʼn akademiese diensleer-praktikum by ʼn plattelandse sekondêre skool as deel van die 2009-MEd (Opvoedkundige Sielkunde) opleiding. Twee temas met bepaalde subtemas was die gevolg van analise aan die hand van a priori aannames wat verkry is uit kruis-kulturele sielkunde en loopbaanfasilitering-literatuur. Die eerste tema hou verband met die teenwoordigheid van kruis-kulturele sielkunde tydens die liggaamsportret-sessie, met die volgende subtemas: kruis-kulturele bekwaamhede van die terapeut, effektiewe kommunikasiestyle in die kruis-kulturele konteks, en geleenthede vir kruis-kulturele bekwaamheid. Die tweede tema hou verband met die teenwoordigheid van lewensontwerp tydens die kruis-kulturele sielkundige praktyk in ʼn plattelandse sekondêre skool, met die volgende subtemas: loopbaanfasiliteringsvaardighede van die terapeut, loopbaanfasiliteringsmomente vir die kliënt, en lewensontwerp as loopbaanfasiliteringstegniek. Uit die studie blyk dit dat die liggaamsportret-tegniek bruikbaar is vir kruis-kulturele loopbaanfasilitering met Graad 9-seuns in ʼn plattelandse sekondêre skool. Die liggaamsportret-tegniek was bevredigend in die kruis-kulturele loopbaanfasiliteringskonteks aangesien die terapeut assesseringsresultate kon integreer, kruis-kulturele bekwaamhede kon implementeer om adolessente seuns aktief te betrek en kontekstuele inligting van kliënte kon verkry. Verder was die tegniek bevredigend aangesien kliënte aan die hand van lewensontwerp loopbaanfasiliteringsvaardighede kon inoefen; naamlik beroepsverkenning, selfkennisverkenning, self-werksaamheid, loopbaandoelwitstelling, loopbaanaanpasbaarheid, uitkoms-verwagtinge, en die gebruik van beroepsinligting. Die liggaamsporttret-tegniek was prakties in die kruis-kulturele loopbaanfasiliteringskonteks deurdat dit aangepas het by die adolessente seuns se ontwikkelingsfase, hulle aktief betrek het en nie-verbale kommunikasie geredelik gehuisves het. Die tegniek was derhalwe geskik vir gebruik in ʼn plattelandse sekondêre skool omgewing met beperkte hulpbronne deur van maklik bekombare hulpbronne (papier, potlode, penne, verf, klippies) gebruik te maak. Die liggaamsporttret-tegniek was toepaslik in die kruis-kulturele loopbaanfasiliteringskonteks aangesien beide verbale (ʼn tolk) en nie-verbale (toepaslike gesigsuitdrukkings en interpersoonlike spasies) kommunikasie geakkommodeer is om taalhindernisse te oorbrug. Vir hierdie doel het die tegniek ruimte geskep vir individuele en groepsloopbaanfasilitering, en kon ander narratiewe en post-moderne aktiwiteite (soos beroepsleiding-kaartsortering en beroepskennis-werkkaarte) deel vorm van loopbaanfasilitering vir die konstruering van die kliënte se lewens. ENGLISH : The purpose of this study was to explore and describe the utility of body-maps for cross-cultural career facilitation. With interpretivism as a metatheoretical paradigm and Savickas’ life design approach as a theoretical framework, data sources where collected through convenience sampling for this content analysis study. The data sources (assessment- and intervention planning, reflective journals of the therapist and peer group supervisor, photograph’s and audio-visual recordings as visual data, transcriptions from audio-visual recordings and assessment notes from the supervisor) were generated in collaboration with eight Grade 9 siSwati speaking boys during an academic service learning practicum at a rural secondary school as part of the 2009-MEd (Educational Psychology) training. Guided by a priori assumptions (based on cross-cultural psychology and career facilitation literature) two themes with sub-themes each resulted from the content analysis. The presence of cross-cultural psychology during the body-mapping session was established with instances of, the therapist’s cross-cultural competencies, effective communication styles in a cross-cultural context and opportunities for cross-cultural competencies to develop. Secondly the presence of life design during cross-cultural psychological practise in a rural, secondary school was determined, indicating the presence of career facilitation skills of the therapist, career facilitation moments for the client, and life design as a career facilitation technique. It was apparent that body-mapping has utility for cross-cultural career facilitation with Grade 9 boys from a rural secondary school. Body-mapping was satisfactory in a cross-cultural career facilitation context as the therapist could integrate the assessment results, implement cross-cultural competencies to engage adolescent boys in active participation, and obtain contextual information on clients. Clients were able to rehearse career facilitation skills (career exploration, gaining self knowledge, self-efficacy, career goal setting, career adaptability, outcome expectations and using career information) as part of life design. The body-map technique was practical in a cross-cultural career facilitation context because it suited the developmental phase of adolescent boys, actively involving them and accommodated non-verbal communication. The technique was well matched to a rural secondary school environment with limited resources, using easily accessible resources (paper, pencils, pens, paint and stones). The technique was applicable in a cross-cultural career facilitation context as language barriers could be addressed by means of verbal (a translator) and non-verbal (appropriate facial expressions and interpersonal space) communication. For this purpose, the body-mapping technique could be used on individual or group basis, and other narrative and post-modern activities (vocational card sorting and career knowledge worksheets) could form part of career facilitation and could be used in combination for constructing clients’ lives. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Text in English with abstracts and keywords in English, Afrikaans and isiZulu. Translated titles in Afrikaans and isiZulu supplied. / The research focused on individual–organisational career path congruence and the development of an integrated measure (I-PIA-M) constituting individual variables (i.e. career anchor preferences, career interests and abilities) which are recognised as influencing individuals’ perceptions of fit with the organisation. The research adopted a mixed-methods approach: (1) principles and constructs of person–environment (P-E) fit were applied, both to develop the I-PIA-M and empirically test the measure for reliability and validity; and (2) a qualitative study (career intervention) was conducted in which the empirically tested measure was applied in a career counselling context, to assess and guide career path congruence in an authentic work setting. The quantitative study involved a randomly selected sample (N = 270) of predominantly working adults in the economic and management sciences fields. The qualitative study involved five respondents in a career construction interview, along with the administration of the empirically tested I-PIA-M measure. Exploratory factor analysis and confirmatory factor analysis confirmed the multi-dimensionality of the I-PIA-M, and the reliability and construct validity of the scale. The results showed that race and gender significantly explain individuals’ self-perceived career anchor preferences and career interests, but not their self-perceived abilities. Age did not significantly explain individuals’ self-perceived career anchor preferences, career interests or abilities. The qualitative study corroborated the multi-directionality of individuals’ career paths and the notion of guiding person–organisation career path congruence by means of the I-PIA-M. The research contributed to career psychology and career counselling practice through the empirical testing and application of the I-PIA-M in the contemporary work context. Various limitations and recommendations for further research were also highlighted in this thesis. / Die navorsing het gefokus op individuele-organisatoriese-loopbaankongruensie en die ontwikkeling van 'n geïntegreerde maatstaf (I-PIA-M) bestaande uit individuele veranderlikes (bv loopbaanankervoorkeure, loopbaanbelangstellings en vermoëns) wat erken word as faktore wat individue se persepsies van passing met die organisasie beïnvloed. Die navorsing het 'n gemengdemetode-benadering gevolg: (1) beginsels en konstrukte van persoon-omgewing is toegepas om sowel die I-PIA-M te ontwikkel en die maatstaf empiries vir betroubaarheid en geldigheid te toets; en (2) 'n kwalitatiewe studie (loopbaanintervensie) is onderneem waarin die empiries getoetsde maatstaf in 'n loopbaanberadingskonteks gebruik is om die loopbaanpadkongruensie in 'n outentieke werksituasie te evalueer en te lei. Die kwantitatiewe studie het 'n ewekansig geselekteerde steekproef (N = 270) van oorwegend werkende volwassenes op die terrein van ekonomiese en bestuurswetenskappe betrek. Die kwalitatiewe studie het vyf respondent in 'n loopbaankonstruksie-onderhoud betrek, saam met die aanwending van die empiries getoetste I-PIA-M maatstaf. Verkennende faktoranalise en bevestigende faktoranalise het die multidimensionele aard van die I-PIA-M bevestig, en die betroubaarheid en konstrukgeldigheid van die skaal. Die resultate het getoon dat ras en geslag beduidend individue se self-vermeende loopbaanankervoorkeure en loopbaanbelangstellings verklaar, maar nie hul self-vermeende vermoëns nie. Ouderdom het nie beduidend individue se self-vermeende loopbaanankervoorkeure, loopbaanbelangstellings of vermoëns verklaar nie. Die kwalitatiewe studie het die multidireksionele aard van individue se loopbaanpaaie en die idee dat persoon–organisasie-loopbaanpadkongruensie deur middel van die I-PIA-M gerig word, gestaaf. Die navorsing het tot loopbaansielkunde en loopbaanberadingspraktyk bygedra deur die empiriese toetsing en toepassing van die I-PIA-M in die kontemporêre werkkonteks. Verskeie beperkings en aanbevelings vir verdere navorsing is ook in hierdie tesis uitgelig. / Ucwaningo lugxile kuhlelo olufanayo lobizo lomsebenzi olulandelwa umuntu ngamunye–yinhlangano kanye nokuthuthukiswa kwendlela ehlangene yokwakha izimpawu zomuntu ezahlukahlukene (I-PIA-M) (zona yilezi ukwenyulwa kobizo lomsebenzi oluyinsika, ubizo oluthandayo lomsebenzi kanye namakhono okwenza umsebenzi) ezithathwa njengalezo ezinomthelela phezu kwemiqondo yomuntu ohambelana ncimishi nenhlangano. Ucwaningo lwamukela ingxubevange yezindlela zokwenza ucwaningo: (1) imigomo kanye nezakhiwo zesizinda somuntu (P-E) zisetshenziswe, kabili, ukwakha i I-PIA-M kanye nokuhlolwa ngendlela ephathekayo izinga lokwethembeka kanye nokulunga; kanye; kanye (2) nocwaningo olusebenzisa amagama lwenziwa, lapho isinyathelo sokuhlola esiphathekayo sasetshenziswa kuhlelo ngaphansi kwesizinda sokululekwa ngokobizo lomsebenzi, ukuhlola ikhono kanye nokukhombisa umfundi indlela yobizo lomsebenzi ehambisana naye angayilandela ngaphansi kwesimo sangempela somsebenzi. . Lesi sifundo socwaningo besixuba isampuli yokukhethwa ngokungahleliwe kwabantu abadala (N = 270) abasebenzayo emikhakheni yezesayensi yezomnotho kanye nezokuphata. Uhlelo locwaningo olusebenzisa amagama luye lwaxuba abaphenduli abahlanu kunhlololwazi lokuzakhela ubizo lomsebenzi, kanye nokuqhutshwa kwesinyathelo sokuhlolwa okuphathekayo kohlelo lwe-I-PIA-M. -. Uhlelo lokuhluza oluvumbululayo kanye nohlelo lokuhluza oluqinisekisayo aye aqinisekisa ukwehlukahluka kwe-I-PIA-M ngokwezigaba, nokwethembeka kanye nohlelo lwesakhiwo esifanele sobukhulu. Imiphumela iye yakhombisa ukuthi ubuhlanga kanye nobulili zichaza kahle kakhulu ubizo lomsebenzi olukhethwa, ubizo lomsebenzi othandwayo noma amakhono omsebenzi athandwayo, kodwa hayi ngokuzikhethela komuntu ngokwamakhono anawo. Unyaka awuzange ucacise kahle ukwenyula ubizo lomsebenzi, ukuthanda ubizo lomsebenzi kanye namakhono omsebenzi ngokuzazi komuntu ngokwakhe. Unyaka, ubuhlanga kanye namaqembu obulili akhombise umehluko omkhulu mayelana nobizo lwemisebenzi abalwenyulayo, ubizo lwemisebenzi abayithandayo kanye namakhono omsebenzi abawaqondayo ngokuzazi kwabo. Ucwaningo olususelwa kumagama lusekela uhlelo lwezindlela eziningi lwezindlela zobizo lomsebenzi ezilandelwa ngabantunkanye nombono wokuholela umuntu-inhlangano endleleni efanayo yobizo lomsebenzi ngokusebenzisa uhlelo lwe-I-PIA-M. Ucwaningo luye lwaba negalelo kusayikholoji kanye nasemisebenzini wokweluleka ngokobizo lomsebenzi ngokusebenzisa uhlelo oluphathekayo lokuhlola kanye nokusetshenziswa kohlelo lwe-I-PIA-M kwisimo sanamuhla sasemsebenzini. Kuye kwavezwa imingcele eyahlukahlukene kanye nezinqumo ezimayelana nokwenza olunye ucwaningo oluqhubekayo kuye kwavezwa kule thesisi. / Industrial and Organisational Psychology / Ph. D. (Psychology)