Connecting Conscious Knowledge with Subconscious Advice Through Career Construction Counselling to Resolve Career Choice Indecision

South African Journal of Education, Volume 40, Supplement 1, April 2020 S1

Art. #1863, 13 pages, https://doi.org/10.15700/saje.v40ns1a1863

Connecting conscious knowledge with subconscious advice through career construction counselling to resolve career choice indecision

Jacobus Gideon Maree Department of Educational Psychology, Faculty of Education, University of Pretoria, Pretoria, South Africa [email protected]

In this article I report on how conscious knowledge could be connected with subconscious advice through career construction counselling to resolve the career choice indecision of a postgraduate psychology student. The participant was purposively selected from a number of people attending a course in narrative career counselling. An explanatory, single case study design was adopted, and a qualitative approach was employed as the research framework. A career construction counselling intervention was used to generate data that was analysed according to the analytic style recommended by Savickas. The findings demonstrate the value of this kind of intervention in enabling the participant to reflect critically on key facets of his career-life story. Doing so revealed the difference between his conscious view of a possible future career- life trajectory and his subconsciously regulated perspective on that trajectory. The findings also reveal the value of career construction counselling in helping the participant proceed from functioning as a social actor displaying motivated agency to furthering his career-life story as an autobiographical author. Future research should focus on larger groups of participants and include different assessment instruments to examine the longitudinal influence of the intervention described here, in group contexts with diverse groups of young people.

Keywords: career choice indecision; career construction counselling; career construction interview; career interest profile; connecting conscious knowledge with subconscious advice

Introduction Most learners and workers in the 21st century are experiencing increased career decision-making pressure because of the many changes in the world of work – changes that are making them rethink their career-lives, including whether jobs will disappear or be changed to such an extent by Work 4.0 developments that they will no longer fit into these careers or meet the new demands posed by changing work environments (Urbanaviciute, Udayar & Rossier, 2019). We, as career counselling theorists, researchers, and practitioners, need to respond to these changes in a timely and appropriate manner to ensure that what we do remains relevant and continues to meet people’s career counselling needs. Education and training issues such as changing schools, dropping subjects in favour of other subjects, and changing fields of study are common in people’s academic lives (Maree, 2016a, 2016b, 2016c). These changes are made for a variety of reasons. For example, many learners struggle to achieve good marks in certain subjects (e.g. mathematics) and consequently take a less difficult subject. However, they later learn that they need a good mark in mathematics to qualify for sought-after fields of study such as engineering and then have to drop the easier subject and start again with mathematics. Other learners receive career counselling only to discover that they are in an inappropriate field of study and then have to change their study field. Still other learners enter careers that leave them frustrated and unfulfilled, causing them to seek career counselling to help them decide on more appropriate careers. Gati, Gadassi, Saka, Hadadi, Ansenberg, Friedmann and Asulin-Perez (2011), Kelly and Lee (2002), and Maree (2016a, 2016b, 2016c) agree that career decision difficulties should be addressed and dealt with as early as possible in the career decision-making process. Gati et al. (2011) maintain that “[m]ost young adults report facing difficulties in making career decisions; indeed, many approach career counselors to get help in making these decisions” (p. 4). They add that “[s]ome of these deliberating individuals have only temporary or developmental career decision-making difficulties, considered a normative phase in vocational development; these individuals are typically labelled as undecided” (p. 4). I agree with this view, which is the lens through which this article should be read and interpreted.

Psychology of Career Choice Decision Making Points of transition and changing career decisions The reasons for changing career decisions can be grouped into five broad categories. Firstly, as mentioned earlier, many learners experience career decision-making insecurity at natural points of transition or crossroads during their academic careers. This includes transitioning from one school to another (where they may not be able to study all their chosen subjects), from one school phase to another (and having to choose between subjects), at the point of completing their school years (and having to decide on a future career and field of study), and at the point of completing their tertiary studies (and having to find employment). A second group of learners receives or stumbles on (serendipitously or through happenstance, cf. Krumboltz, 2003) additional information about the world of work and begin to question their chosen subjects, schools, fields of study, and tertiary training institutions. S2 Maree

A third group of learners discovers more tic). These authors maintain that most people expe- about themselves and their traits and begin to doubt rience career indecision as they negotiate the pro- whether they will fit into their chosen field of cess of choosing subjects, schools, fields of study, study. careers, and jobs. Consequently, different interven- A fourth group of learners matures naturally, tions are needed to deal with the phenomena of becomes more motivated to study and achieve career indecision and career indecisiveness. better marks, and discovers that they are capable of Gianakos’ (1999) research, for example, revealed constructing themselves and their careers at higher that career decision self-efficacy improved his levels. student participants’ decision-making ability and, A fifth group of learners is helped by skilled simultaneously, decreased their career indecision. career construction counsellors to uncover key life In similar vein, Guay, Senécal, Gauthier and themes (e.g. a desire to fight for the rights of people Fernet (2003) contend, on the basis of career inde- or heal the sick) and to consider entering different cision as defined in self-determination theory, that fields of study that may be better suited to fulfilling sound interpersonal relationships between college these key life themes. students and their parents and friends can influence their career indecision positively, and vice versa. Different kinds of career indecision difficulties The authors found that the behaviour of parents A brief overview of earlier research on career deci- who displayed controlling behaviour correlated sion-making difficulties suggests that a distinction strongly negatively with their children’s self- can be drawn between the following five kinds of efficacy and decision-making independence. Like- such difficulties (Career indecision, n.d.; Gati & wise, Garcia, Restubog, Toledano, Tolentino and Asher, 2001; Kelly & Lee, 2002): i) a lack of and Rafferty (2012) found that the desire to become need for career choice information; ii) identity highly skilful correlated strongly negatively with diffusion (an inadequate sense of self); iii) trait measured career indecision. In summary, factors indecision (inability to make career-choice deci- such as adequate self-efficacy levels, emotional- sions); iv) choice anxiety (anxiety regarding career social intelligence, a positive attitude, intentionality choices); and v) disagreement with others (observ- (Maree, 2016a, 2016b, 2016c), and self-sufficiency ing objectively and/or subjectively that significant seemingly correlate strongly positively with de- others disagree with or disapprove of their career creased career indecision. In seeking ways to dea l choices). with career indecision, these and other related fac- These authors argue also that two different tors should always be borne in mind. The above kinds of career indecision (each requiring its own findings have theoretical as well as counselling kind of intervention) can be distinguished. The first implications in that they can enhance our attempts group includes people with “developmental” inde- to deal with people’s career decision-making chal- cision who need basic information (such as the lenges by helping us come up with the best coping differences between a university and a university of strategies for them. technology) as well as psychoeducational and psy- In this article I examine the participant’s ca- chosocial information. For this group, brief career reer decision-making needs through the lens of counselling (when specific career-choice infor- career construction theory (Savickas, 2019). Since mation is provided) should be sufficient. The sec- numerous books, book chapters, and scholarly ond group includes people with long-lasting indeci- articles have been written on career construction siveness who often exhibit emotional problems theory, I will here only briefly discuss the key relating to, among other things, anxiety, insecurity, characteristics of this theory. inadequate self-efficacy, or a poor (underdevel- oped) sense of self and identity. These people re- Career Construction Theory quire career counselling embedded in life design. Career construction theory (CCT) (Savickas, 2015a, 2015b, 2019) brings together seemingly Distinction between career indecisiveness and divergent theoretical career counselling traditions. career indecision Firstly, CCT draws on the differential approach Some authors, including Di Fabio, Palazzeschi, (Holland, 1997) by using tests that help counsellors Asulin-Peretz and Gati (2013), argue in favour of a and clients identify key differences between people further distinction between career indecisiveness as well as key similarities between their individual and career indecision. They believe that career profiles and the characteristics of certain jobs. The indecisiveness is indicative of general indecisive- aim is to find an optimal match between people’s ness regarding anxiety and problem-solving chal- personality traits and particular work environments. lenges and that career indecision is negatively cor- Secondly, CCT brings the developmental tradition related with people’s emotional-social intelligence (Super, 1957) into play by applying educational (revealed by, for instance, their ability to be in strategies to help people adapt. This approach em- touch with their emotions and the emotions of oth- phasises the numerous roles people play in their ers, to manage stress, and to be generally optimis- lives and also the different life stages they go South African Journal of Education, Volume 40, Supplement 1, April 2020 S3 through. According to Savickas (2019:10), “to Rationale for the Study complement the matching model’s focus on the Narrative, subjective, or qualitative career counsel- content of career choices, Super (1957) applied the ling approaches (and associated techniques) ha ve life-cycle paradigm to psychosocial education received global recognition over the past few dec- about the process of coping with a progressive ades – not merely as an add on to using quantitative sequence of career stages and developmental strategies in career counselling but as equally (if tasks.” Super (1957) stresses the importance of not more) effective and useful than traditional assisting people to choose and adapt to careers quantitative approaches (Maree, 2018). Research instead of focusing merely on possible work-related conducted globally confirms the effectiveness of choices. Savickas (2019) explains that career cou n- career construction counselling intervention in sellors who use the life-cycle model implement resolving career indecision in general. More specif- career development education methods to help ically, it has been shown that enhanced career deci- people (a) visualise their future to help them plan sion skills often correlate positively with enhanced for it, (b) become aware of impending developmen- meaning making in people’s careers and with peo- tal tasks, and (c) actively rehearse those attitudes, ple acquiring a sense of purpose and hope in their beliefs, and competencies (ABCs) that they need to work lives (Maree, 2017b). However, research on execute those tasks. Savickas (2005) formalised the influence of career construction intervention on and linked these ABCs to adaptability in relation to the career indecision of disadvantaged students its four dimensions: career concern, career control, (black students in particular) has received scant career curiosity, and career confidence. Enhancing attention. The situation (especially in Africa) is a learners’ career adaptability by following the above matter of concern to those of us who conduct career career development education approach can yield counselling research and practise career counsel- beneficial outcomes (Hartung, 2013; Hartung & ling here and have witnessed its value in other Santilli, 2018; Maree, 2018; Savickas, 2019). contexts. I believe that this case study on the im- Thirdly, CCT draws on the psychodynamic plementation of career construction counselling (narrative or storied tradition) (Freud, 1963). A key with a disadvantaged black student experiencing component of this approach is the eliciting of peo- career indecision can shed light on the value of this ple’s numerous micro-stories (thereby promoting kind of approach for people from different cultures their narratability) and then helping them reflect on and can contribute to the debate on the topic. these stories (their autobiographies) to identify their key life themes. Events in people’s early lives often Goals of the Study become part of their subconscious and can power- The goal of this study was to establish the influence fully affect their career-life stories and influence of career construction counselling (based on co- their conscious cognitions and actions (including constructive conversations) on the career choice their career-related motivations and choices and the indecision of a master’s degree student in psychol- executions of these choices). A carefully selected ogy. The following specific research questions number of the micro-, meso-, and macro-stories guided the research. that collectively constitute people’s career-life a) How did the participant experience the career con- stories therefore need to be elicited. People can struction counselling? b) What was the influence of the intervention on the then be assisted by career counsellors skilled in the participant’s career indecision? narrative approach to make meaning of these sto- c) What changes did the intervention bring about in the ries. For this to happen, it is important to draw on participant? what is referred to as (auto)biographical reasoning. d) What factors prompted these changes? This kind of reasoning starts with the examination of early career-life stories and locating them in Method educational-social contexts. Thus, conscious Participant and Context knowledge (what people know consciously) is The participant was a conveniently selected 27- connected with subconscious advice through career year-old Zulu-speaking man who had received his construction counselling to resolve career-choice education in English and who had requested career indecision. The result is that their sense of self and construction counselling (one of the selection crite- identity are bolstered. ria). With other participants, Lionel (pseudonym; at Ultimately, “[w]hat is at stake in a task is the time of the study, a master’s degree student in never just an outer achievement such as graduating counselling psychology) had volunteered to play from university, but a personal theme in need of the role of client in a live demonstration of career resolution, clarification, or enhancement” construction counselling. The demonstration was (Cochran, 1992:189). Eliciting such a theme is part of a course in narrative career counselling in possible when counsellors adopt a not-knowing 2018. Prior to the demonstration, the students were approach that enables them to listen for people’s requested to write their names on pieces of paper, stories instead of listening to their stories (Savick- which were then put into a hat from which one as, 2016; Welty, 1998). name was randomly drawn. This sampling style can S4 Maree be described as convenience sampling with an earliest memories, experiences, and cognitions – in element of randomness. After the demonstration, an attempt to connect one’s past with one’s present. three of the attendees were invited to thank the Reflexivity, on the other hand, comprises thought participant and say what her or his story had meant or cognitive processes that include vigorous self- to them. All the students were reminded about the conscious assessment of conscious knowledge ethical aspects of such a demonstration, for exam- aimed at uncovering more psychologically healthy ple, they were reminded that the demonstration ways of constructing oneself (Guichard, 2009) and could under no circumstances be discussed outside one’s career in the future (Savickas, 2015a, 2015b). the course venue (the principle of privacy). The latter aim is potentiated by connecting the past, the present, and the future prospectively. Procedure The intervention took pla ce in Pretoria. During the Data-generating Instruments first (elicitation) phase, the Career Construction The Career Construction Interview (CCI) (Savickas, Interview (CCI) (Savickas, 2019) was administered 2019) (lasting about 65 minutes). However, since the The CCI is used to help people better understand information obtained from the CCI did not yield themselves and elicits their subjective life-career sufficient information to proceed with Phase 2 of themes (Hartung, 2011). It also challenges people the intervention, the CCI was followed by the ad- to tell stories that reveal who they are and aspire to ministration of the Career Interest Profile (CIP) become. Besides its first question (“How can I be (Maree, 2017a) (lasting about 70 minutes). The useful to you?”), the CCI also contains the follow- following morning, during the authorisation phase, ing questions: i. Whom did you admire when you Lionel and I analysed the outcomes of the interven- were young? ii. What is your favourite a) maga- tion together. zine, b) television (TV) programme, and c) web- After a 30-minute break, we entered into the site? iii. What is your favourite book or movie? third phase (devising action steps to facilitate for- iv. What are your three favourite quotations? and ward movement) and delved into Lionel’s reasons v. What are your three earliest recollections? for consulting me (this phase lasted about 120 minutes). We commenced by examining the out- The Career Interest Profile (CIP, Version 6) (Maree, 2017a) lines of his career-life story and connecting the dots that emerged. This enabled us to identify ways to The CIP is used to elicit career story information deal with his career choice indecision by investigat- qualitatively (Table 1) in order to generate qualita- ing the gap between what he knew and understood tive data. The CIP is grounded in career construc- consciously and what he could access subcon- tion theory (Savickas, 2019), self-construction sciously (advice), devise possible strategies, and theory (Guichard, 2009), career style assessment draw up a road map or course of action to help him and counselling (Adler, 1958), narrative career move forward. counselling theory and practice (Cochran, 1997), and Erikson’s (1968) self-concept and psychosocial Mode of Inquiry development theory. The CIP questions are used to The research described in this article was a natural- elicit information that relates to the differential, istic inquiry (meaning that the participant was stud- developmental, and psychodynamic (storied) tra di- ied in a natural (real-life) context) situated in a tions. The small quantitative part of the CIP (Part qualitative (interpretive) paradigm and involving 2) has demonstrated satisfactory test-retest reliabil- the nonexperimental implementation of qualitat ive ity and content and criterion-related validity (Maree assessment and intervention. An explorative, de- & Sommerville, 2008). It can be administered indi- scriptive, intrinsic, individual case study design vidually and in groups. Carefully and purposefully was implemented in a one-on-one research setting. structured, the CIP questions promote reflection Consequently, the data generation instruments (see and, ultimately, reflexivity to develop the processes below) were purposively selected to promote criti- of narratability and biographicity, and to facilitate cal self-reflection and reflexivity. Reflection com- the clarification and construction of career-life prises thinking about one’s past – including one’s stories (Maree, 2013). South African Journal of Education, Volume 40, Supplement 1, April 2020 S5

Table 1 Description of the CIP (Maree, 2017a) Associated processes (Savickas, Part Information elicited relates to … 2011, 2015b, 2019) Paradigm (Savickas, 2015b) 1. 1a biographical details, family 1b Guiding, advising 1c Career development influences, and initial career-related indicators (four questions and sub- questions) 2. 2a qualitative career choice-related 2b Guiding, advising 2c Vocational guidance indicators (four questions and sub- questions) 3. 3a the six most and the six least 3b Educating, facilitating 3c Vocational guidance/ preferred career category preferences Career development (from a list of 19) 4. 4a small or micro career-life story 4b Designing, healing 4c Life designing narratives (14 questions and sub- questions)

Rigour of the Study expressions out to him verbatim so that he could Crystallisation (Richardson, 2000) was used to listen to and hear himself and feel in control of the promote trustworthiness and enhance the rigour of assessment situation. In the fourth place, we began the study. Richardson (2000) argues that the post- by discussing his three earliest recollections and his modern construct of crystallisation (broadly speak- responses to the three hurtful experiences to uncov- ing, the use of different qualitative assessment er his key career-life themes. Next we carefully modes and techniques in research) “provides us worked our way through the rest of the questions with a deepened, complex, thoroughly partial, un- (in the order presented in the Outcomes section). derstanding of the topic” (p. 934). Stewart, Gapp Although Lionel and I reflected on his answers and Harwood (2017) explain that “[t]he qualitative together, I took care to highlight certain key themes method of the interpretivist epistemologist employs that emerged from the answers. Lastly, we attempt- crystallization to seek out appropriate and ethically ed to find a link between a) Lionel’s integrated ratified pieces of the puzzle or quilt with the ulti- elicited themes (subconscious motivations and mate aim of answering the research question/s” (p. strivings) and b) his responses to Part 2 of the CIP 6). Peer debriefing includes discussing the findings (his conscious insights) in relation to his reason for with an experienced colleague. The participant was seeking career counselling. requested to review and reflect on matters related to the research during all phases of the intervention to Ethical Issues enhance respondent validation, and responses were I did all I could to ensure Lionel’s well-being reported verbatim where possible. In addition, the throughout the intervention, including confirming data was not used selectively. As the research- his right to withdraw at any stage. Written in- er/career counsellor, I asked the participant to au- formed consent was obtained from him, and confi- thorise (or, in the event of his disagreeing with my dentiality was guaranteed and maintained. As ca- understanding of what had happened, de-authorise) reer counsellor I adopted the roles of facilitator, all aspects of the intervention. instrument, and confidant. As recommended by Hay-Smith, Brown, Anderson and Treharne (2016), Data Analysis I endeavoured to separate my roles of researcher Qualitative data and practitioner by planning and implementing a I used Savickas’ (2019) guidelines to analyse the number of strategies to deal with possible ethical kind of data generated by the intervention (see and methodological problems in the intervention. below) and also considered Merrill and West’s My relationship with Lionel remained open, honest, (2009) biographical research data analysis ap- and compassionate throughout the intervention. I proach. Firstly, I asked the participant repeatedly to took trouble to clarify all aspects of the intervention reflect critically on and interpret his own reflec- with him and was aware throughout that he might tions (his responses to questions). Meta-reflection consciously (or even subconsciously) have at- was thus promoted. Secondly, repeated words, tempted to provide pleasing responses (i.e. correct expressions, and phrases were shared with Lionel or appropriate responses) and bore this in mind and we jointly attempted to identify patterns from during the data analysis (Sieck, 2012). I according- them. This bolstered reflexivity, which, in turn, ly repeatedly invited him to explain or clarify his advanced narratability and biographicity and pro- responses to my questions. The research was ap- moted clarification and co-construction of Lionel’s proved by the Ethics Review Board of the Univer- career-life stories (Maree, 2013; ML Savickas, sity of Pretoria. pers. comm.). Thirdly, I read Lionel’s words and S6 Maree

Outcomes seems to be my immediate future unless ... (SIGHS, Outcomes of the quantitative part of the SMILES) “The truth is, I have no clear idea of assessment what I will be doing in the immediate future.” According to Part 2 of the CIP, Lionel’s preferred i. “What are your careers were psychologist (“I like working with a. greatest strengths?” people; their behaviour fascinates me”), profes- “I get along well with people from different sional athlete (“I like their lifestyle, routine, the backgrounds, I am a keen communicator and listener, I can speak many African languages, I money, and other benefits they receive”), coach (“I am resilient, humble, serious, disciplined, hard like coaching young athletes towards the goals they working. I like making witty, cheeky jokes, I am aspire to”), team manager (“I would love to travel open-minded, and I am curious to learn many with teams to far-away places, watch their match- things.” es, and see many places”), and business manager b. areas for growth?” (“I would like to eventually manage and run my “I can read more. I sometimes procrastinate. I own franchise”). am unsure of some things.” (Perceived or felt areas for development that can Outcomes of the qualitative part of the assessment be converted into realised strengths.) Before commencing the intervention, I explained ii. “What do you value most?” “Taking care of my community, life itself, time, briefly to Lionel that we would be eliciting a num- fulfilment, self-actualisation, money.” ber of his micro (smaller) career-life stories that iii. “What do you enjoy doing?” would be analysed afterwards in search of patterns “I enjoy following my favourite sports team, FC that might indicate (advice to himself) his reason Barcelona, its club, and its development struc- for seeking career counselling. I also said that, ture. Most forms of exercises such as gym, run- theoretically, his stories could contain guidance ning, and swimming. Helping younger sportsper- regarding the decisions he needed to take (Reid, sons. Reading about psychology-related content. 2018). Stated differently, we would be examining Sight-seeing and being in nature. And, of course, his subconscious preoccupations, that is, what he travelling!” iv. “What did your parents, teachers, or lecturers ad- had been rehearsing throughout his life (Savickas, vise you to study? 2019), in an effort to arrive at the root of his indeci- “Law, because they think it fits my personality. sion, find an answer to his reason for consulting me They feel that studying law will help me find a and establish connections between his conscious good job, take care of my family, and make good cognitions and subconscious insights. money.” Below, I list Lionel’s answers to selected “Business studies because I have a good sense of questions in Part 4 of the CIP (due to space limita- business and going into business can be lucra- tions, only a few selected responses are given). tive.” Lionel’s responses have been edited lightly to pre- v. “Whom did you admire or who were your role models when you were young and why?” (His serve their authenticity. sense of who he wants to be or become.) “How can I be of use, help, or value to you? What “Way, way back. Groups representing same are you hoping to gain from this session?” traits: cartoon characters: Goku, Shakes “I think my interest in taking part is to validate my Mokwena, Dexter, Johnny Bravo: funny, laughed thoughts in terms of my career path. Get validation readily, strong, leaders to an extent in their own that I am heading in the right path in terms of my field.” career.” “Lionel Messi [Barcelona’s captain]. I watched “Validate?” his debut game by accident on TV one night in “Hmm, whether what I am currently doing and Grade 9 and I was blown away by this 17-year what I am interested in doing in the future. Is there old who became an overnight success. I love balance, some sort of alignment between what I am watching him play. He plays his game in a natu- doing now [completing his master’s degree in psy- ral and seemingly effortless manner, yet so un- chology] and what I will be doing in the future? stoppable. He epitomises self-expression and joy. What other options are there?” He is described to be the most humble and down- “What you will be doing in the future?” to-earth person. But I distance myself from his “I am not sure what field or area I want to special- personal side, his love story.” ise in or focus on. I considered a community-based, “Sachin Tendulkar [Indian cricketer]. At the time community empowerment project, working with the I was playing cricket and developing my skills as youth. Those are, however, some of my projects a cricket player: left-handed (just like me), that I want to do in the future. I considered sport classy; the way he played the sport; he was short development, but I think that one is a much bigger like me.” (SMILES) one than me alone. In the future, maybe?” vi. “What is your favourite story-book or movie or “In the future, maybe?” book turned into a movie?” “I think, I guess I am a bit uncertain about the fu- Lionel took quite a while to answer this question. After I ture, uncertain of exact time periods. When exactly gently prompted him, he eventually responded: “A song is the time? I am also not sure in terms of location of fire and ice. It is actually a series of books that touch where I would like work in. Can I realistically go on many themes. One of the books revolves around who back home and do these projects? This is what South African Journal of Education, Volume 40, Supplement 1, April 2020 S7 will eventually end up on the iron throne. The main largely incoherent explanation about why character faced challenges and battles for the throne. he enjoyed the series. Generally speaking, There is a lot of comedy in the series, too.” (Here, it was he said that he loved “the storyline of a not possible to extract key themes or story lines from farmer who is an adventurer that works his what he had said.) way up to become the king of the medieval vii. a) “What are your favourite quotations?” (Li- Norway.”) onel’s advice to himself. His explanations c. “Don’t know. Nothing really.” of what these quotations mean to him ap- d. “Maybe (as a utility) WhatsApp. It is a pear between brackets.) means to communicate. Also, another app “If I get a cow, I am going to milk it.” that checks the distance that I run.” (“This sounds very weird when you hear it. x. “What are your three earliest recollections?” If I get an opportunity, I am going to ‘milk’ (These stories were interpreted and analysed by it, that is, make the most of that opportuni- us together. They revealed his central career-life ty.”) themes and his advice to himself about how to “Eendag sal die poppe dans” (Afrikaans) deal with his preoccupations. I analysed the three [“The dolls will dance”]. (“The quote earliest recollections according to the guidelines comes from South African sports; its histo- proposed by Adler (1958), Clark (2002), Hartung ry. To me, it says that one day hard work (2015), Maree (2013, 2018), Savickas (2019), and sacrifice will be rewarded.”) (Here, and Sweeney (1975). I then asked Lionel to add a too, Lionel’s explanation differed from the headline to each of the three stories, and we to- generally understood meaning of the ex- gether modified each heading until Lionel was pression, namely that someday there is go- satisfied that it conveyed the exact meaning of ing to be trouble. This indicates the im- what he was trying to share with me.) portance of ensuring that his understanding of matters is correct (recontextualisation). Night Travel Murder Traumatises Vulnerable Boy “Obomi ngumzamo, Umzamo bubomi” (Zu- a. (SIGHS, THEN LAUGHS) “At the age of 4, my lu) [“Life is about trying your best]. This, to grandpa, my nurturer, and I were travelling home me, is very ethical”. from his work in the evening.” (PAUSES, LOOKS “Live beautiful.” (“Do the beautiful things STRAIGHT AHEAD AND SIGHS) “Well, we were you so want to do. Approach life in a beau- basically ambushed. A car drove up from behind, tiful way.”) forced us to stop, and parked on my grandfather’s b) “What is your own motto? How do you side. My nurturer and I were sitting on the other side want others to quote you in the future? of the car. A man shot my grandpa several times. So, “Know thyself.” (“It talks to how important my nurturer protected me. We escaped unharmed but it is to know, be, and appreciate oneself. grandpa passed away that night.” (TEARS WELL Do what ‘is you.’ This is the biggest UP IN HIS EYES) (Emotions associated with this achievement one can attain; a prerequisite recollection: “Mmm … I am feeling severely trauma- to having happy and successful life.”) tised, although consciously I don’t want to think how viii. “What were the three most hurtful experiences in traumatised I was.” [Dissociation]) your youth (experiences that you don’t want others to go through)?” (His deep secrets; the pain Puzzling Cultural Blending Initiates Joyful he suffered passively in early life that he needs to Celebration undo actively in the course of time.) b. “Mmm … I was about 4 or 5 years old when this “I was in boarding school throughout my school incident happened. An uncle of mine got married to a years and had to learn to adapt to foreign cul- white woman and my family and I attended the tures and circumstances repeatedly. That taught wedding. It was a huge thing in our village. The two me to become resilient and turn failure into suc- different cultures getting together and people not un- cess.” derstanding what was going on. They had never seen “I never got to spend much time with my parents anything like this before. Macaroni and pasta were or was at home as I wanted to.” (STARES INTO served as the woman was of Italian descent, and THE DISTANCE) “I overly identified with sports people were puzzled, wondering what kind of worms and neglected my parents; did not show my ap- was served and why.” (Happiness, having fun; ex- preciation, which I regretted.” citement about learning about other cultures.) “My grandpa was shot in front of me while my caretaker and I sat helplessly in his care.” (There Mother’s Selflessness Inspires Loving Son is a substantial correspondence between these c. “When I was 3 years old, my mother and I needed to responses and the themes uncovered by his three travel to a remote village quite far away to visit an earliest recollections.) ailing family member. We walked all the way there; a ix. “What is your favourite a) magazine, b) TV pro- very long distance that took us many hours. I did not gramme, c) website, and d) app? Why?” want her to do so, but she often picked me up and a. “Nowadays just academic journals and carried me to protect me. I felt so sorry for her, car- psychology-related content.” rying the heavy load, me and our stuff. I insisted on b. “Watching my favourite sports team; FC walking by myself but she refused.” (Resilience, Barcelona. There’s a series that I like, the sympathy, compassion.) Vikings: Autobiographical; history of Lionel then insisted that he wanted to “share an- Northmen; how Vikings developed.” (Here, other recollection with [me]; one that is quite simi - too, Lionel provided a long-winded and S8 Maree lar to the previous story.” I, of course, allowed him also reassured that it was not important whether he to do so. first returned to his roots where he could serve others or went abroad to fulfil his need to meet Father’s Selflessness Inspires Loving Son people from different cultures. These two options d. “At the age of 8, my dad and I travelled to my board- were not mutually exclusive either. If he decided to ing school in his old car. This car overheated, leav- travel abroad first to discover new shores, he would ing us stranded in the middle of the road. Daddy got eventually return to his roots a wiser and more out, opened the bonnet, and tried to fix it, but he was experienced person, able to serve his community unsuccessful. We waited next to the road for the next taxi or hiked, I am not sure. In the next town, daddy even better. (However, it would also be all right to put me on a taxi to my boarding school while he return to his roots first, devote time to his commu- searched for people to fix the car.” (Helplessness; nity, and gain experience while researching options wanting to help but being unable to do so; separation for working abroad as a counselling psychologist anxiety.) before deciding where to go to.) Lionel’s meta-reflections enabled him to establish a At the end of the session, I asked Lionel how connection between his subconscious motivations he had experienced the intervention. (things he was not aware of on a conscious level) a. “What did you enjoy?” and his conscious thoughts or cognitions and feel- “I have a smile on my face as I think about the expe- ings; a bridge between his past, present, and future. rience. I can’t exactly describe the emotions that are Reflexivity was thus promoted. Among other flashing in my head, but I will never forget what things, he said that “completing the intervention happened. I feel inspired; my spirit has been lifted. Participating in this intervention put me in touch was especially interesting on a personal level be- with myself; allowed me to check in with myself with cause of the natural way in which we integrated the the assistance of the counsellor/researcher. I enjoyed generated information and the consistency of the the opportunity and the safe space the counsellor themes that emerged. I was intrigued by how the provided that allowed me to open up and really re- researcher-counsellor-therapist sat down and joint- flect on my answers to the questions.” (Reflexivity.) ly with me, the participant, interpreted, analysed b. “What did you not enjoy?” and integrated the information without the former “There was nothing that I did not enjoy. I enjoyed sounding like he was advising a real client.” that the interview was about me, asking questions The first story reveals Lionel’s subconscious that prompted reflections that revealed the real me.” c. “Is there anything else that I need to know about anxiety about the daunting challenges associated you?” with travelling back to his roots. Currently, he is “Once more: I always wanted to be free but I could considering going back to his roots, but the ques- just not get myself so far to act accordingly.” tion that needs to be answered is (in his own d. “What has changed and how do you explain the words): “Should I realistically go back home and change(s)?” (The purpose of this question was to es- do practice there? Is that really what I want to and tablish qualitatively the usefulness of the interven- should do now? Is it wise? It is so unsafe there tion.) these days … .” The second story reveals his advice “Before taking part, I had sort of an idea, but at the to himself: there is no need to fear the unknown. time I wasn’t sure if this is really me or maybe some kind of wishful thinking. I was unsure which steps to However, here there is a subtle shift in emphasis: take, how to structure goals and plans for my future subconsciously, he seems to be assuring himself and if my plans were realistic. The intervention con- that there is no need to fear culturally unfamiliar firmed my plans and provided direction: above all, I circumstances (symbol of travelling abroad). The want to help my people but, above all right now, third and fourth recollections are reminders from travel the world. I will strive to find a way to com- the subconscious that travelling in order to help bine the two matters and practically plan my future.” others and/or access education and training oppor- We agreed that pursuing his master’s degree in tunities is feasible provided one is willing to make counselling psychology was well aligned with his sacrifices. Together, the three recollections reveal key life themes and consistent with his interests, themes of compassion, selflessness, a desire to values, and traits. Secondly, we agreed that he travel and help others, as well as the will to devel- should focus on finding a way to help underserved op, grow as a human being, cross new boundaries, and disadvantaged populations (young sports peo- and be positive. ple in particular). Because of his desire to travel, he The first verb Lionel used was “travel.” In could eventually also investigate the possibility of fact, all the stories relate to a deep-seated desire to joining the management component of national travel in an effort to grow, construct himself, help sports teams, which would enable him to meet his others, and learn more about other cultures. He need to travel, to work with disadvantaged youths, struggled to make up his mind about what he want- and practise as a psychologist working with a na- ed to do once he had qualified – his subconscious tional sports team. I obtained permission to give seemed to reassure him that, despite the sacrifices him the contact details of a young black woman that would have to be made in his life journey, from a neighbouring country (a counselling psy- travelling was what he really wanted to do. He was chologist, also with a keen interest in sport) who South African Journal of Education, Volume 40, Supplement 1, April 2020 S9 held such a position – she could provide him with d. What factors prompted these changes? information on the requirements for such a job. These four questions are considered in succession After having completed his master’s degree, he and the findings related to the literature on the could consider writing a book on his life story – a influence of career construction intervention on book that could inspire people in a similar position people’s ability to manage changing occupational similar to his earlier career-life. contexts. Thirdly, we agreed that Lionel should partici- The qualitative outcomes are discussed first. pate in sport and listen to music that uplifted and inspired him. How did the Participant Experience the Career Next, the two of us co-authored his vision and Construction Counselling? mission statement (Maree, 2013; Savickas, 2011, Lionel declared that he had found the experience 2019). The aim was to impress upon him the im- “literally life changing.” He appreciated the fact portance of fully understanding the meaning and that he was afforded the opportunity to narrate key purpose of the intervention and to instil in him a aspects of his autobiography and that his deepest sense of hope in his projected career trajectory. thoughts and ideals were validated (authorised) “I want to complete my studies in counselling psy- (Maree, 2013; Savickas, 2015a, 2015b, 2019). He chology and later specialise in sports psychology believed that his reflections enhanced his self- and then find opportunities to travel abroad; may- insight and uncovered ways in which he could be as the psychologist of a national or provincial make personal meaning in his future career. He sports team. And later return to South Africa so I could now come to terms with his indecision and can serve the needs of my community even better, move forward resolutely: “The most challenging so that I can (personal meaning) acquire the part was when we read the sentences out loud. I felt skills needed to work with other people, especially the poor and the disadvantaged youth; work as a a lot of feelings moments before reading mine member of a larger team with people, help them to aloud but afterwards I felt liberated and good reach their goals and solve their personal prob- about myself. Talking to myself about myself is not lems, actualise their potential [construct them- something I have had an opportunity to do a lot selves and their careers], and learn more about lately, so it was a challenging but pleasant activi- themselves and about other people, ty.” and in the process (social meaning) travel the world and meet many interesting people from other What was the Influence of the Intervention on the cultures, touch personal lives and the lives of Participant’s Career Indecision? communities, and enjoy listening to music in new Lionel initially stated that he needed validation of environments that will always remind me of those being on the right path rega rding his career. He places.” needed confirmation of the alignment between his “Ultimately, attaining these goals will enable me to thank and honour my beloved parents, who have master’s degree studies in counselling psychology made so many sacrifices to help me become who I and what he wanted to do in the future. He was have become and attain what I have attained in unsure whether he should venture into the field of life.” community-based empowerment work (with youth The intervention thus helped Lionel find answers to sports teams). He wanted to travel and work with his most profound (almost existential) career-life youth sports teams abroad but was hesitant and related questions: “Why do I live?,” “Why am I perhaps even afraid to do so. After the intervention, here?,” “What is the purpose of my being here, of he declared that participating in the intervention what I am doing, of life itself?” These questions had shown him that previously – when deciding on can also be seen as his real reasons for seeking his future career and employment – he had tended career counselling. to look for work just as a means of making money I ended the session by asking Lionel to reflect and putting food on table (a metaphor for safety). carefully on the intervention and to stay in touch However, he now realised that just making money with me for as long as he felt the need to do so. should not be the basis of career decision making (“participating gave me so much more than career Discussion counselling only”). He also learned that much more The goal of this study was to establish the influence was involved in career decision making than ca- of career construction counselling (based on co- reer-related interests only, and that his personal constructive conversations) on the career-choice story was not something separate but was actually indecision of a master’s degree student in psychol- an integral part of his career story. What he was ogy. The following specific research questions requesting therefore was guidance concerning a guided the research. current career-life project (Cochran, 1992; Maree a. How did the participant experience the career con- & Di Fabio, 2018; Savickas, 2019). In operational struction counselling? terms, he needed counselling on how to construct a b. What was the influence of the intervention on the life project comprising a) a key life theme involv- participant’s career indecision? c. What changes did the intervention foster? ing his need to travel, see the world, and help his S10 Maree disadvantaged fellow countrymen and country- enable him to make meaningful social women; b) a concomitant life task involving reig- contributions. Lionel’s responses and reflections niting his career decision and making meaning of clarified his interests, attributes, and motivations in his studies, especially as his busy schedule meant relation to some of his idiosyncratic and general that he could no longer participate in sport as he life tasks and key career-life themes and jointly would have liked; and c) doing what he could to comprise a life project (Cochran, 1992; Savickas, enjoy life again by, for instance, participating in 2019). In mapping the outline of his career-life sport more often, setting and achieving academic story, we identified the difference between his goals, socialising with friends, and clarifying his conscious view of a possible future career-life career-life identity (Cochran, 1992; Savickas, trajectory and his subconsciously regulated 2019). perspective on that trajectory. Together, we co- constructed his possible career-life trajectory by What Changes did the Intervention Bring About? eliciting inner advice from himself with regard to In Lionel’s words: “The career construction inter- why he had sought career counselling. vention felt like a divine intervention from God, my Lionel’s experiences demonstrated how a per- ancestors, and other supernatural forces that had son’s conscious knowledge could be connected all combined to give me this critical knowledge with his subconscious advice through career con- about myself.” Even though he still needed to do a struction counselling to resolve career choice inde- thorough job analysis to fine-tune aspects of his cision. This finding is consistent with that of Peng decision, he displayed signs of improved career and Chen (2014) on the power of career construc- decision-making readiness (adaptive readiness) and tion counselling to help people struggling with of actually adapting to ever-changing circumstanc- career indecision (re)discover a sense of purpose in es in his career-life by being willing to actively their career-lives. It also confirms Cla rk’s (2002) explore career possibilities (Savickas & Porfeli, view that a closely intertwined sequence of early 2012). This finding on his progress is consistent experiences elicited indirectly (by eliciting early with the findings of Maree (2018) and Wehrle, Kira memories) and semi-directly (by eliciting hurtful and Klehe (2019) on the power of career construc- experiences) can shape how people respond to tion counselling to effect change in the lives of occurrences that continue to influence their actions young people. subconsciously. The specific culture content of this case study confirms McAdams’ (2013) assertion What Factors Prompted These Changes? that a person’s culture accounts for “the basic Lionel said that he felt that the “genuine, uncondi- forms, metaphors, motifs, and plots out of which tional, positive regard” demonstrated during the narrative identity is made” (p. 287). The findings intervention, coupled with the subconscious advice demonstrate also how Lionel, as an emerging adult obtained from “feeling and thinking about some (Arnett, 2000) and as an autobiographical author earlier painful experiences and other childhood (McAdams, 2013), “work[ed] to formulate a mean- memories,” had helped him understand why he ha d ingful narrative for life, integrating the reconstruct- previously been unable to connect and identify with ed episodic past and the imagined episodic future in the idea of travelling – an activity that appealed to such a way as to explain, for the self a nd for others, him and would enable him to construct his career why the actor does what it does, why the agent and himself adequately, experience purpose in his wants what it wants, and who the self was, is, and career-life, and make social contributions. will be as a developing person in time” (p. 273). As indicated by several authors (e.g. Maree, The Influence of Career Construction Counselling 2019; Reid, 2018), certain concerns and reserva- (based on Co-Constructive Conversations) on the tions remain about the CCI’s potential to elicit Career Choice Indecision of a Master’s Degree Student in Psychology sufficient information for the purposes of conduct- In summary, Lionel was assisted to reflect critically ing career counselling in contexts that differ from on key aspects of his career-life story by consider- the original context in and for which the CCI was ing and reconsidering past memories, encounters, initially developed. In the present research, the and thoughts. This helped him connect his past and third and fourth questions (What are your favourite his present with his career future (Savickas, 2016). magazines, etc.?; What is your favourite book?) Recounting his career-life story, coupled with his failed to elicit particularly useful responses. In line reflections and meta-reflections, shed light on how with Savickas’ (2011) view that the CCI can be he made meaning of his career-life and how this used with or without other assessment instruments, enhanced his career decision making (Hartung & certain questions from the CIP were used in addi- Vess, 2016; Savickas, 2019; Savickas, Nota, Rossi- tion to the CCI questions to promote the elicitation er, Dauwalder, Duarte, Guichard, Soresi, Van of thick data, crystallisation, and the general trust- Esbroeck & Van Vianen, 2009). It also revealed his worthiness of the research (A Guide to Reflective sense of meaning and hope and how he Career Counselling, 2012; Savickas, 2011). endeavoured to design a purposeful life that would South African Journal of Education, Volume 40, Supplement 1, April 2020 S11

The present research also supports McAdams sessment and narrative intervention in different and Olson’s (2010) view that “[t]o construct a nar- contexts should be considered to enhance the valid - rative identity, the person must envision his or her ity and reliability of this kind of intervention style. entire life – the past reconstructed and the future imagined – as a story that portrays a meaningful Conclusion sequence of life events to explain how the person The goal of this study was to establish the influence has developed into who he or she is now and may of career construction counselling (based on co- develop into who he or she may be in the future” constructive conversations) on the career choice (p. 528). The intervention promoted reflexivity in indecision of a master’s degree student in psychol- that Lionel was assisted to consider and reconsider ogy. To this end, how the participant experienced past memories, encounters, and thoughts and to the career construction counselling and, especially, connect the past and the present with his career the influence of the intervention on his career inde- future (Savickas, 2016). cision, were investigated. Moreover, the changes brought about in the participant as well as the fac- Limitations tors that prompted these changes were examined. The cultural differences between Lionel and me The findings demonstrate the value of this kind of may have caused some misunderstanding between intervention in enabling the pa rticipant to reflect us. Certain cultural nuances may have gone unno- critically on key facets of his career-life story. ticed during the intervention. In addition, my deep Doing so revealed the difference between his con- interest in the plight of the disadvantaged, rural scious view of a possible future career-life trajecto- people may have resulted in my being somewhat ry and his subconsciously regulated perspective on less objective than I could have been. Thirdly, the that trajectory. duration of the research together with the need for This case study confirmed the effectiveness of extensive training in the mode of intervention de- the career construction counselling style (using the scribed here may deter others from conducting this CCI in conjunction with the CIP) in eliciting and kind of research (Essays, UK, 2018). The fact that I integrating various career-life stories of a master’s fulfilled the dual roles of counsellor and researcher degree student struggling with career indecision. may have influenced the outcomes of the research The approach reported on here holds much promise (Hay-Smith et al., 2016) although I did all I could as a way of helping people struggling with career to prevent such a possibility by planning the re- indecision to revisit their stifled dreams and plans, search methodology (including the assessment and meet their decision-making challenges, and enable intervention) carefully up front and then imple- them to move forward with renewed vigour, moti- menting and monitoring it closely. vation, and hope in the workplace (Savickas, 2019). Below, some of the limitations listed above The intervention promoted connecting the partici- are transformed into recommendations. pant’s conscious knowledge with his subconscious advice to enable him to resolve his career choice Recommendations indecision. However, success depended on uncov- The research reported on here should be replicated ering and examining the roots of the participant’s in different contexts with different participants. A career indecision. need exists for career counselling researchers and Major work-defining technological advances practitioners to exercise due caution when applying (brought about by the fourth industrial revolution the narrative approach in contexts different from (Work 4.0)) are rapidly changing the world of those in which the approach wa s initially developed work. Rapid transformation in the world of work is and implemented. In other words, the contextualis- leaving many workers feeling alienated and de- ing, decontextualising, co-contextualising, and prived of their sense of safety and security in erst- recontextualising of such interventions is key to while safe and secure work environments. To help ensuring the success of the kind of research report- them regain their lost sense of safety and security, ed on here. A few questions in addition to the five it is important to think innovatively about work- questions in the CCI could be added to promote related challenges. For this reason, it seems im- triangulation, crystallisation, and trustworthiness portant to (a) examine people’s conscious (Savickas, 2011). Different intervention techniques knowledge about themselves and the world of and strategies should be used to assess its useful- work, (b) uncover their subconscious insights and, ness and effectiveness. In addition, career counsel- (c) subsequently, connecting their conscious ling practitioners who choose to implement this knowledge about themselves with their subcon- kind of intervention require adequate training under scious insights to (d) enhance their self-advising. supervision before implementing the intervention Based on the findings reported on in this article, themselves (especially in impoverished rural con- such a strategy may rekindle their sense of self- texts). In addition, longitudinal studies (including efficacy and of being in control of fluid work con- regular follow-up with participants) are essential. texts. This should re-vitalise their conviction that Likewise, the integrative use of quantitative as- they are capable of constant re- and upskilling S12 Maree themselves and promoting their chances to access Gati I, Gadassi R, Saka N, Hadadi Y, Ansenberg N, and retain sustainable decent work. Friedmann R & Asulin-Perez L 2011. Emotional and personality-related aspects of career decision- Acknowledgements making difficulties: Facets of career indecisiveness. I thank the participant for taking part in the study. I Journal of Career Assessment, 19(1):3–20. https://doi.org/10.1177%2F1069072710382525 also thank Tim Steward for his editing of the text. Gianakos I 1999. Patterns of career choice and career decision-making self-efficacy. Journal of Notes Vocational Behavior, 54(2):244–258. i. Published under a Creative Commons Attribution https://doi.org/10.1006/jvbe.1998.1668 Licence. ii. DATES: Received: 26 June 2019; Revised: 1 7 October Guay F, Senécal C, Gauthier L & Fernet C 2003. 2019; Accepted: 15 November 2019; Published: 30 April Predicting career indecision: A self-determination 2020. theory perspective. Journal of Counseling Psychology, 50(2):165–177. References https://doi.org/10.1037/0022-0167.50.2.165 Adler A 1958. What life should mean to you. New York, Guichard J 2009. Self-constructing. Journal of NY: Capricorn Books. Vocational Behavior, 75(3):251–258. A Guide to Reflective Career Counselling 2012. [DVD] https://doi.org/10.1016/j.jvb.2009.03.004 Directed by JG Maree. Randburg, South Africa: Hartung PJ 2011. Barrier or benefit? Emotion in life- JvR Psychometrics. career design. Journal of Career Assessment, Arnett JJ 2000. Emerging adulthood: A theory of 19(3):296–305. development from the late teens through the https://doi.org/10.1177%2F1069072710395536 twenties. American Psychologist, 55(5):469–480. Hartung PJ 2013. The life-span, life-space theory of https://doi.org/10.1037/0003-066X.55.5.469 careers. In SD Brown & RW Lent (eds). Career Career indecision n.d. Available at development and counseling: Putting theory and https://psychology.iresearchnet.com/counseling- research to work (2nd ed). Hoboken, NJ: John Wiley psychology/career-counseling/career-indecision/. & Sons. Accessed 23 June 2019. Hartung PJ 2015. Life design in childhood - Antecedents Clark AJ 2002. Early recollections: Theory and practice and advancement. In L Nota & J Rossier (eds). in counseling and psychotherapy. New York, NY: Handbook of life design: From practice to theory Brunner-Routledge. and from theory to practice. Göttingen, Germany: Cochran L 1992. The career project. Journal of Career Hogrefe Publishing. Development, 18(3):187–197. Hartung PJ & Santilli S 2018. My career story: https://doi.org/10.1177%2F089484539201800303 Description and initial validity evidence. Journal of Cochran L 1997. Career counseling: A narrative Career Assessment, 26(2):308–321. approach. Thousand Oaks, CA: Sage. https://doi.org/10.1177%2F1069072717692980 Di Fabio A, Palazzeschi L, Asulin-Peretz L & Gati I Hartung PJ & Vess L 2016. Critical moments in career 2013. Career indecision versus indecisiveness: construction counseling. Journal of Vocational Associations with personality traits and emotional Behavior, 97:31–39. intelligence. Journal of Career Assessment, https://doi.org/10.1016/j.jvb.2016.07.014 21(1):42–56. Hay-Smith EJC, Brown M, Anderson L & Treharne GJ https://doi.org/10.1177%2F1069072712454698 2016. Once a clinician, always a clinician: A Erikson EH 1968. Identity: Youth and crisis. New York, systematic review to develop a typology of NY: W. W. Norton. clinician-researcher dual-role experiences in health Essays, UK 2018. Limitations of case study approach. research with patient-participants. BMC Medical Available at Research Methodology, 16:95. https://www.ukessays.com/essays/psychology/limit https://doi.org/10.1186/s12874-016-0203-6 ations-of-case-study-approach-psychology- Holland JL 1997. Making vocational choices: A theory of essay.php?vref=1. Accessed 23 June 2019. vocational personalities and work environments Freud S 1963. The standard edition of the complete (3rd ed). Odessa, FL: Psychological Assessment psychological works of Sigmund Freud. London, Resources. England: Hogarth Press. Kelly KR & Lee WC 2002. Mapping the domain of Garcia PRJM, Restubog SLD, Toledano LS, Tolentino career decision problems. Journal of Vocational LR & Rafferty AE 2012. Differential moderating Behavior, 61(2):302–326. effects of student-and parent-rated support in the https://doi.org/10.1006/jvbe.2001.1858 relationship between learning goal orientation and Krumboltz J 2003. Creating and capitalizing on career decision-making self-efficacy. Journal of happenstance in educational and vocational Career Assessment, 20(1):22–33. guidance. In R Kunz, J Dauwalder & J Renz (eds). https://doi.org/10.1177%2F1069072711417162 Quality development in vocational counseling and Gati I & Asher I 2001. The PIC model for career training. Zürich, Switzerland: SVB. decision making: Prescreening, in-depth Maree JG 2013. Counselling for career construction: exploration, and choice. In FTL Leong & A Barak Connecting life themes to construct life portraits. (eds). Contemporary models in vocational Turning pain into hope. Rotterdam, The psychology: A volume in honor of Samuel H. Netherlands: Sense. Osipow. Mahwah, NJ: Lawrence Erlbaum Maree JG 2016a. Career construction as a way of Associates. resolving career indecision. South African Journal South African Journal of Education, Volume 40, Supplement 1, April 2020 S13

of Higher Education, 30(3):170–192. qualitative research (2nd ed). Thousand Oaks, CA: https://doi.org/10.20853/30-3-665 Sage. Maree JG 2016b. Career construction counseling with a Savickas ML 2005. The theory and practice of career mid-career black man [Special issue]. The Career construction. In SD Brown & RW Lent (eds). Development Quarterly, 64(1):20–34. Career development and counseling: Putting https://doi.org/10.1002/cdq.12038 theory and research to work. Hoboken, NJ: John Maree JG 2016c. How career construction counseling Wiley & Sons. promotes reflection and reflexivity: Two case Savickas ML 2011. Prologue: Reshaping the story of studies. Journal of Vocational Behavior, 97:22–30. career counselling. In K Maree (ed). Shaping the https://doi.org/10.1016/j.jvb.2016.07.009 story: A guide to facilitating narrative career Maree JG 2017a. Career Interest Profile (Version 6). counselling. Rotterdam, The Netherlands: Sense. Randburg, South Africa: JvR Psychometrics. Savickas ML 2015a. Career counselling paradigms: Maree JG 2017b. Life design counselling. In GB Stead & Guiding, developing, and designing. In P Hartung, MB Watson (eds). Career psychology in the South M Savickas & W Walsh (eds). The APA handbook African context (3rd ed). Pretoria, South Africa: of career intervention (Vol. 1). Washington, DC: Van Schaik. APA Books. Maree JG 2018. Promoting career development in the Savickas ML 2015b. Life-design counseling manual. early years of a person’s life through self- and Rootstown, OH: n.p. career construction counselling (using an Savickas ML 2016. Reflection and reflexivity during integrated, qualitative + quantitative approach): A life-design interventions: Comments on Career case study. Early Child Development and Care, Construction Counseling. Journal of Vocational 188(4):437–451. Behavior, 97:84–89. https://doi.org/10.1080/03004430.2017.1365361 https://doi.org/10.1016/j.jvb.2016.09.001 Maree JG 2019. Postmodernising career counselling in a Savickas ML 2019. Career counselling (2nd ed). deep rural context. In JG Maree (ed). Handbook of Washington, DC: American Psychological innovative career counselling. New York, NY: Association. Springer. https://doi.org/10.1007/978-3-030-22799- Savickas ML, Nota L, Rossier J, Dauwalder JP, Duarte 9 ME, Guichard J, Soresi S, Van Esbroeck R & Van Maree JG & Di Fabio A 2018. Integrating personal and Vianen AEM 2009. Life designing: A paradigm for career counseling to promote sustainable career construction in the 21th century. Journal of development and change. Sustainability, Vocational Behavior, 75(3):239–250. 10(11):4176. https://doi.org/10.3390/su10114176 https://doi.org/10.1016/j.jvb.2009.04.004 Maree JG & Sommerville J 2008. Development of a post- Savickas ML & Porfeli EJ 2012. Career Adapt-Abilities modern career interest questionnaire for South African Scale: Construction, reliability, and measurement school settings. Journal of Psychology in Africa, equivalence across 13 countries. Journal of 18(1):125–132. Vocational Behavior, 80(3):661–673. https://doi.org/10.1080/14330237.2008.10820179 https://doi.org/10.1016/j.jvb.2012.01.011 McAdams DP 2013. The psychological self as actor, Sieck BC 2012. Obtaining clinical writing informed agent, and author. Perspectives on Psychological consent versus using client disguise and Science, 8(3):272–295. recommendations for practice. Psychotherapy, https://doi.org/10.1177%2F1745691612464657 49(1):3–11. https://doi.org/10.1037/a0025059 McAdams DP & Olson BD 2010. Personality Stewart H, Gapp R & Harwood I 2017. Exploring the development: Continuity and change over the life alchemy of qualitative management research: course. Annual Review of Psychology, 61:517–542. Seeking trustworthiness, credibility and rigor https://doi.org/10.1146/annurev.psych.093008.100 through crystallization. The Qualitative Report, 507 22(1):1–19. Available at Merrill B & West L 2009. Using biographical methods https://nsuworks.nova.edu/cgi/viewcontent.cgi?arti in social research. London, England: Sage. cle=2604&context=tqr/. Accessed 22 June 2019. Peng H & Chen MS 2014. The study of spirituality, work Super DE 1957. The psychology of careers. New York, value and career decision-making between NY: Harper & Row. Christian and non-Christian college students. The Sweeney T 1975. Adlerian counseling. Boston, MA: Journal of Happiness & Well-Being, 2(1):63–74. Houghton-Mifflin. Available at Urbanaviciute I, Udayar S & Rossier J 2019. Career http://www.journalofhappiness.net/frontend/articles adaptability and employee well-being over a two- /pdf/v02i01/Huiling-1.pdf. Accessed 22 June 2019. year period: Investigating cross-lagged effects and Reid H 2018. Prompting reflection and learning in career their boundary conditions. Journal of Vocational construction counseling: Three research studies Behavior, 111:74–90. evaluating process and practice in the UK. In PJ https://doi.org/10.1016/j.jvb.2018.10.013 Hartung (Chair). Reflexivity and change in life Wehrle K, Kira M & Klehe UC 2019. Putting career designing: Perspectives from process research. construction into context: Career adaptability 29th International Congress of Applied Psychology among refugees. Journal of Vocational Behavior, (ICAP) conducted at the Palais des Congrès, 111:107–124. Montréal, Canada, 26–30 June. https://doi.org/10.1016/j.jvb.2018.08.007 Richardson L 2000. Writing: A method of inquiry. In NK Welty E 1998. One writer’s beginnings. Cambridge, MA: Denzin & YS Lincoln (eds). Handbook of Harvard University Press.