Assessment of the value of group-based counselling for career construction

Figures & data

Figure 1. Conceptual framework: implementing an intervention programme characterized by career and self-construction principles to impact career adaptability.

Figure 2. Pre-test/post-test comparison group design. Source: Adapted from Maree and Pietersen (2016, p. 168).

Table 1. Description of intervention activities.

Activity	Process	Number of lessons	Duration
CAAS	Pre intervention administration of the CAAS	1	Approximately 45 minutes
Career Interest Profile (CIP)	Completion of the narrative questions in the CIP (Maree, 2010b)	2	Approximately 45 minutes
Collages	Making collages depicting how participants saw themselves	2	Approximately 45 minutes
Lifelines	Drawing lifelines noting significant life events	2	Approximately 45 minutes
Post intervention administration of the CAAS	Post intervention administration of the CAAS	1	Approximately 45 minutes
Journal entries	Participants from the experimental groups from both schools kept journal entries on their experiences of the intervention programme after each activity	8	No time limit was imposed

Table 2. Description of intervention.

Session	Process	Expected outcomes
	Participants …
1. Orientation and first CAAS assessment session.	From the comparison and experimental groups were orientated to the intervention programme by giving them a brief overview of the study. Thereafter, they completed the pre intervention CAAS	Participants would be motivated to take part in the intervention programme. The CAAS results would be used to assess whether the pre-intervention, CAAS scores of the two schools were significantly different from each other (between school comparisons) with the intention of determining whether or not there was initial bias between schools and groups. The pre intervention CAAS scores would also be used in the final analysis of quantitative data (see session 8)
2–3. CIP	From the experimental groups completed the narrative questions in the CIP and were given the opportunity to share their responses with other learners in their group	The aim of this activity was to identify and explore the participants’ interests according to their opinions and understanding of their life experiences. It was anticipated that the participants would gain insights into what was meaningful in their lives and acquire self-knowledge
4–5. Collages	From the experimental groups were invited to depict their lives pictorially by making collages. Thereafter, they shared the contents of their collages by discussing it with their fellow learners	The purpose of these activities was to enable the participants to narrate their life stories; ultimately giving them the opportunity to identify life themes inherent in the story-telling process. In so doing participants could potentially identify what was meaningful in their lives
6–7. Lifelines	From the experimental groups were asked to draw a lifeline depicting significant life events. Facilitative questions were asked prompting them to reflect on and elaborate on these life events. The content of the lifelineswas shared in group discussions	Participants were given the opportunity to make sense of their lives and further identify life themes by considering the past and present as well as anticipated (future) life experiences
8. CAAS	From the experimental and comparison groups were asked to complete the CAAS for a second time	The post intervention CAAS results were statistically analysed with the pre intervention CAAS results to ascertain whether or not the intervention programme significantly improved participants’ career adaptability compared to the standard, traditional Life Orientation lessons
1–8. Journal entries	From the experimental groups were asked to reflect upon and record aspects of their experience of the intervention programme, emotions that were evoked while they completed any of the tasks, thoughts and images they had regarding themselves and their lives	Reflections in the journal entries potentially gave participants deeper insights into their life worlds. In so doing they could identify life themes to ultimately arrive at more meaningful understandings of themselves and their lives

Table 3. Mann–Whitney U Test results for the between school comparisons, pre-intervention.

Variable	Exact 2-sided p-value
Pre CAAS Concern	0.28
Pre CAAS Control	0.86
Pre CAAS Curiosity	0.08
Pre CAAS Confidence	0.01
Pre CAAS Total	0.06

Table 4a. Mann–Whitney U Test results for the comparison (N  =  23) vs. experimental (N  =  21) groups within Penryn College (pre-intervention).

Variable	Exact 2-sided p-value
Pre CAAS Concern	0.64
Pre CAAS Control	0.83
Pre CAAS Curiosity	0.07
Pre CAAS Confidence	0.80
Pre CAAS Total	0.68

Table 4b. Mann–Whitney U Test results for the control (N  =  20) vs. experimental (N  =  21) groups within Mthombo High School).

Variable	Exact 2-sided p-value
Pre CAAS Concern	0.19
Pre CAAS Control	0.93
Pre CAAS Curiosity	0.36
Pre CAAS Confidence	0.15
Pre CAAS Total	0.58

Table 5. Results of the Kruskal–Wallis test.

Dependent variable	p-value (two-sided)
Diff Pre Post CAAS Concern	0.18
Diff Pre Post CAAS Control	0.14
Diff Pre Post CAAS Curiosity	0.81
Diff Pre Post CAAS Confidence	0.71
Diff Pre Post CAAS Total	0.55

Maree, J. G., & Pietersen, J. (2016).The quantitative research process. In Maree, J.G. (Kobus) (Ed.), First steps in research (2nd ed., 162–172). Pretoria, South Africa: van Schaik Publishers.

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Maree, J. G. (2010b). Brief overview of the advancement of post-modern approaches to career counselling. Journal of Psychology in Africa, 20, 361–368.

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