M.A. (Psychology) / The problem The technology of the modern society changes rapidly and the complexities that confront individuals, necessitate responsible adult guidance in the form of guidance programmes. Research that covers the evaluation of such programmes and more specifically the programmes concerning the enhancement of the career maturity of coloured adolescents has been neglected. The aim- It is against this background that the present study was undertaken to evaluate the effectiveness of a programme towards effective career maturity enhancement amongst a minority group. Research method- The subjects came from a Coloured High School in one of the sub-economic areas in Johannesburg, namely Westbury. A biographic questionnaire was compiled to ascertain the needs of the subjects. The subjects were assigned to an experimental and control group. A second control group was also formed to minimalize test retest influences. The experimental group took part in an extensive career maturity enhancement programme and the first control group took part in a communication programme. The groups were compared according to the measure of the Crites Maturity Inventory (Attitude Scale). The programme made use of individual and group guidance as well as self-evaluation through the completion of assignments in the form of worksheets. The programme consisted of 12 sessions of 1 hour duration for three months. Results the major findings of the study were: the career education programme succeeded in bringing about a positive change in the attitudinal career maturity of the Westbury pupils; the attitudinal career maturity of the subjects in the present study compared unfavourably with that of other pupils in ordinary situations (not minority situations) and no difference was found between the end results of males and female with regard to their level of career maturity after completing the programme, unlike reported by other researchers. Recommendation-In conclusion it is recommended that the programme for the development of career development should form an integral part of the ordinary school guidance syllabus and that the guidance service should be extended to meet the needs of both pupils and counsellors at schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:7996 |
| Date | 04 February 2014 |
| Creators | Alexander, Dinah Lydia Magdalena |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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