This study had a dual objective. The first was to determine which factors influenced the career choice of girls and the second whether• their• actual choices coincided with their aptitudes. Socialization has a direct influence on the identification of girls with their careers. From an early age their behaviour is in line with the traditional roles (femininity, attractiveness, etc.) which society holds up to them. This is also true about occupations regarded as being suitable for girls. Girls therefore tend to choose their careers from a limited sphere. The style of parents' upbringing of their children also has an influence on the development of a girl's sex role identity, and therefore her career orientation. The peer group, especially male friends, has a tremendous influence during adolescence on the formation of a girl's sex role identity and career orientation. Pressure from the peer group tends to make girls feel that popularity and attractiveness are more important than academic achievement and high professional aspirations. It also appears that teachers do not play a significant role in the career orientation of girls. The influence of television on the career orientation of girls can be traced back to the influence on the patterns of interest of television viewers. It emerges that television programmes represent sex roles in a stereotyped manner. Through that, patterns of interest in the fields of "Social work" and "Practical-female" (19-Field Interest Questionnaire) are reinforced. School counsellors do not have a big influence on the career choices of girls. Boys and girls both regard the aspects of interest highly in making a choice of career. Girls tend, however, to give high credence to the rendering of service and to welfare. Boys tend to look more strongly at good income and good opportunities for promotion. The training of girls is directed more at the development of aptitudes in a field in the Humanities, in secretarial and clerking positions. The result of this is that girls mostly follow a domestic, caring and administrative course of study. The career values of girls and their self-image have a negative influence on their career orientation. This leads to the situation that fear of success inhibits them from developing their full professional potential. Other factors, such as manpower shortages, economic and political conditions, the improvement of the level of education and professional knowledge separately or in conjunction, have an influence on girls' career preferences and expectations. For the purposes of this study the Senior Aptitude Test, professional profiles identified with the aid of the Senior Aptitude Test and a questionnaire were used. Three aspects are covered by the questionnaire: * Field of study * Career expectations * Choice of career All the Afrikaans-speaking matriculants of four Afrikaans-medium high schools in a particular metropolitan area participated in the project. The data were statistically processed with an SAS computer programme. Fields of study and aptitudes of the study group do not correlate. Most respondents' strongest aptitudes are in the Humanities, while they are in fact following courses in the field of Economics. Most respondents are of the opinion that there are adequate work opportunities for white girls in the RSA, but feel that career counselling did not make adequate provision for girls. The study group are of the opinion that girls can do traditionally male jobs. There is a fair amount of uncertainty, however, about the professional future of white girls in a changing RSA. Professional training is thus regarded as being very important. More than half of the group (67,2%) expert to marry and still to have a career. Most of the respondents (176 out of 277) have made a fin3l career choice. The reason why the rest have not made career choices could largely be attributed to too little knowledge about careers. Five careers, viz. secretarial, teaching, nursing, social work and clerking, represent the largest percentage (35,4%) of the study group's career choices. The study group mainly made their choices on their own volition, and most parents are satisfied with their daughters' choices of career. Training is essential for most careers, mainly at universities and technikons. Too little knowledge of careers and financial considerations gave rise to the fact that some respondents (71 out of 277) planned to study later. In the consideration of the results of the investigation, the following conclusions could be reached: The process of socialization still holds up the caring role, service and femininity to girls as the ideal. In that way girls' aptitudes in the fields of the Humanities and in medicine are reinforced. In spite of that, the greatest percentage of girls followed a commercial course. The conclusion that is reached is that they feel "safe" in this field of study, because the traditional expectation is that they will go and work as a typist or a secretary. Girls therefore choose a field of study in Standard seven which is not in line with their aptitudes. It emerges that girls do not receive adequate counselling in Standard seven, and that being a secretary or a teacher is still held up to them by die Guidance teacher. The career choices of the study group therefore correlate with their fields of study, but not with their aptitudes. The conclusion that can be reached is that a large percentage of the study group would seem to have made an unrealistic choice of career, probably because they did this from a limited professional awareness. This can probably be ascribed to the traditional values and roles held for girls. Other conclusions which emerge from this study: * The respondents are not properly informed about the changes occurring in the RSA. * The study group dispose of too little information about professional training, although they seem to be aware of its importance. * Girls want to move away from the traditional sex role of wife and mother, and want to reconcile career and marriage. * Most respondents do not dispose of adequate self- knowledge to come to a realistic choice of career without some supportive action. * The female work force in South Africa is very valuable and an important source of executive and highly qualified manpower which should not be neglected. The place which women fill in the career world and its implications should enjoy special attention in school guidance. It is especially necessary that girls be made aware of their career potential but also of career options and problems. A school guidance teacher should take note of the fact that girls' career orientation is different from that of boys, and should adjust the counselling programme accordingly. One cannot, therefore, have the same programme for boys and girls. If it should be accepted that the role of woman in the business world is important, it is essential that career and course guidance in school be improved on an ongoing basis. Such improvement can only take place if the process of career counselling makes provision for the dynamic as well as the scientific dimensions of career choice and career development of girls in particular. The career orientation of girls is a lifelong process. It goes much further than mere career counselling. It is comprehensive, encompassing the girl in her totality. It also points to co-ordinated planning by all persons and institutions involved. It is only in this way that the optimal utilization of available manpower in its full implications can be attained. / Skripsie (MEd)--PU vir CHO, 1988

The goal of this study was to investigate the career counselling needs at a school in a deprived community. High School learners form part of the future workforce that will influence this country's economy. Therefore it is necessary to focus on the development of a workforce that has the basic skills. Career counselling is therefore seen as the field of education by means of which these skills need to be addressed, but to present successful career counselling, the needs of the learners and teachers have to be taken into consideration. The staff and pupils of a Secondary School from a deprived community in Potchefstroom were used for the purposes of this study. The group consisted of 15 participants in total, of which 10 were pupils (6 girls and 4 boys) in grades 10 to 12, and 5 teachers (4 ladies and 1 gentleman). In order to determine the participants' experiences with regard to Career Counselling, qualitative research methodology was used by means of phenomenological principles in interviews. A specific effort was made to give an account of the extent and nature of this need, as well as to determine what the pupils' needs for Career Counselling are and what the limitations are for the teacher regarding career counselling. The results showed that pupils see career counselling as important and that they have a need for this field of education, that the current career education sessions at school do not fulfil their needs for career guidance, that learners indicate that they have specific needs regarding career guidance, that their peers show indifference towards receiving career guidance and also that their career choices are influenced by their home backgrounds. Furthermore the results showed that the teachers acknowledge the importance of career counselling at schools, the need for better career guidance, that certain factors exist that influence career guidance in a negative way and also that they have specific needs regarding career guidance. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices. The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital. Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes. The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine: * the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves; * the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners. A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study. The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender. The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Career choice is one of the most daunting decisions one has to make, since it has implications that affect a variety of aspects in one’s life. For adolescents, career decision–making is even more challenging because it is done at a time when adolescents are going through a period of identity formation, and when their core personalities have not yet been fully formed. It is therefore essential to provide systematic career guidance programmes that will assist adolescents in their career development in order to empower them to make realistic career choices. The school, as a place where adolescents spend most of their time, can be used as a vehicle to promote meaningful career development amongst adolescent learners. However, the contribution by adolescents themselves in determining the appropriate content and career guidance services/activities that will best address their needs is vital. Senior secondary school learners, in particular, are in a position to articulate their career planning needs and to identify the deficits in existing career guidance programmes. The situation in Botswana where career guidance forms only a quarter of the public secondary school guidance and counselling programme, which, with all its four components, is allocated only one 40 minute–period per week deserves special attention. Hence, this study set out to determine: * the career planning needs of Senior Public Secondary School Learners in Gaborone, Botswana as articulated by the learners themselves; * the extent to which the current career guidance programme in Senior Public Secondary Schools meets the needs of the learners. A mixed methods design, consisting of the use of a questionnaire to collect the quantitative data and a qualitative method in the form of focus–group interviews, was used to collect the data for the study. The findings of the study highlight several challenges which hamper the provision of a systematic career guidance programme to the learners, which include limited time, lack of trained personnel and less than optimal career service delivery practices. The lack of key career exploration activities in schools, such as the use of internet resource materials and career video/audio tapes, job–shadowing, career field–trips/excursions and, in some cases, career talks, results in learners experiencing unmet career needs. This situation affects the extent to which the curriculum in place addresses the career planning needs of the learners. No significant differences were noted in the needs of the learners according to gender. The study reveals that the Career Guidance Programme provides the relevant theoretical frame–work for providing the necessary assistance to learners to make informed career decisions. However, the actual implementation of the programme in the different schools leaves a lot to be desired, with several learning outcomes for the career guidance programme in both Form 4 and Form 5 not being achieved. The effectiveness of the annual career fair as a major method of disseminating career information to learners also came into question since most learners expressed having gained minimal benefit from it. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Text in English / Abstracts in English, isiXhosa and Afrikaaans / This study’s primary objective was to create a framework for developing authenticity, by exploring women’s experiences of authenticity and how these relate to their wellbeing in a male-dominated work environment. Twelve purposively chosen women participated in the study, comprising six police officers and six traffic officers from the Western Cape province in South Africa. Data were gathered through narrative interviews by using open-ended questions, and analysed by applying thematic analysis. The research findings revealed that challenges or stressors in their law enforcement environment serve as potential agents for moving the self away from best-self in the authenticity dynamic, resulting in the need for coping and therefore for developing authenticity. The framework for developing authenticity was constructed as an ongoing and unfolding process comprising the following: experiencing challenges or stressors; turning within; recognising possible ways of being; managing perceptions, thoughts, emotions and behaviour; making conscious choices and taking responsible actions; as well as evaluating responses and consequences against best-self standards. During this process various best-self characteristics and associated skills are developed and employed, but also serve as best-self standards against which to evaluate growth and transformation. Secondary objectives aimed to advance the concept of authenticity in the study of well-being as a discipline of psychology. It also aimed to make a methodological contribution by applying hermeneutic phenomenological and transpersonal approaches in a novel way. / Eyona njongo yesisifundo ibikukuphuhlisa umgaqo nkqubo wokwenene, oqwalasela izinto abantu basetyhini abadlule kuzo kwaye nokuba zingqamane njani nentlalontle yabo kwindawo zokusebenza eziphethwe ngamadoda. Ishumi elinesibini labasetyhini elikhethwe ngenjongo, liye lathatha inxaxheba kwesi sifundo, eliquka amapolisa amathandathu kunye namagos’ezendlel'amathandathu, avela kwiphondo Lentshona Koloni eMzantsi Afrika. Kusetyenziswe udliwano ndlebe apho abantu bebe balisa amabali abo, bebuzwa imibuzo efuna impendulo ezingqalileyo ukuqokelela ezinkcukacha kwaye zahlalutywa ngokusebenzisa uhlalutyo oluthile. Uphando lufumanise ukuba imiceli mingeni okanye uxinizelelo lwengqondo kwiimeko zokugunyaziswa komthetho zisebenza njenge arhente zokubasusa ekubeni babalasele kwinguqu yokwenene, nto leyo ebangela kubekho imfuneko yokuba banyamezele kwaye kubekho uhlumo lokwenene. Umgaqo nkqubo wophuhliso lokwenene wakhiwe njenge nkqubo eqhubekayo equka ezizinto zilandelayo: ukudibana nemiceli mingeni okanye uxinezelelo nezinokwenzeka ngayo izinto; ukulawula iingcamango, iingcinga, imvakalelo kunye nendlela yokuziphatha, ukuthatha izigqibo ezi zizo kunye nokuthatha uxanduva lwezenzo zakho; kwaye uphonononge indlela abaphendula ngayo kwakunyegokwase ngqondweni; ukonganyelwa ngaphakathi; ukubona indlela ezinokwenzeka ngayo izinto; ukulawula iingcamango, iingcinga, imvakalelo kunye nendlela yokuziphatha, ukuthatha izigqibo ezi zizo kunye nokuthatha uxanduva lwezenzo zakho; kwaye uphonononge indlela abaphendula ngayo kwakunye neziphumo ezinxamnye nomgangatho wokuba ubalasele. Ngexesha lalenkqubo iimpawu zakho ezihamba phambili nezohlukeneyo, kunye nezakhono ezinxulumene nazo ziyaphuhliswa kwaye uqashwe, kodwa zikwa ncedisa njenge milinganiselo yokuvavanya ukukhula kunye notshintsho. Iinjongo zesibini zijolise ekuqhubekekiseni lemfundiso yokwenene kwisifundo sentlalo-ntle njenge ngqeqesho yasengqondweni. Kwakhona, kwenzelwe ukwenza igalelo leendlela zokwenza izinto ngokusebenzisa iindlela zophando ngokusebenza kwengqondo yomntu (hermeneutic), kunye nophando lwamava kunye neenkolelo zomntu, ngeedlela ezintsha. / Die primêre doel van hierdie studie was om 'n raamwerk vir die ontwikkeling van egtheid te skep, deur vroue se ervarings van egtheid te ondersoek en hoe dit verband hou met hul welstand in 'n manlik-gedomineerde werksomgewing. Twaalf doelgerig gekose vrouens het deelgeneem aan die studie, wie bestaan het uit ses polisiebeamptes en ses verkeersbeamptes uit die Wes-Kaapse provinsie in Suid- Afrika. Data was versamel deur middel van narratiewe onderhoude deur oop vrae te gebruik, en ontleed deur tematiese analise toe te pas. Die navorsingsbevindings het aan die lig gebring dat uitdagings of stressors in hul wetstoepassingsomgewing as potensiële agente dien om die self weg te beweeg van die beste-self in die egtheid dinamika, wat die behoefte aan coping tot gevolg het en dus vir die ontwikkeling van egtheid. Die raamwerk vir die ontwikkeling van egtheid is saamgestel as 'n deurlopende en ontvouende proses wat die volgende insluit: ervaring van uitdagings of stressors; keer na binne; erkenning van moontlike maniere om te wees; hantering van persepsies, gedagtes, emosies en gedrag; maak bewustelike keuses en neem verantwoordelike aksies; sowel as die evaluering van reaksies en gevolge teen die beste-self standaarde. Gedurende hierdie proses word verskeie beste-self eienskappe en verwante vaardighede ontwikkel en aangewend, maar dien ook as die beste-self standaarde om groei en transformasie te evalueer. Sekondêre doelwitte het ten doel om die konsep van egtheid in die studie van welstand as dissipline van sielkunde te bevorder. Dit is ook daarop gemik om 'n metodologiese bydrae te lewer deur hermeneutiese fenomenologiese en transpersoonlike benaderings op 'n nuwe manier toe te pas. / Psychology / Ph. D. (Psychology)