Abstract
D. Litt. et Phil.
The empirical aim of this study is the validation of a career guidance
intervention, i.e. the SNUG-guide to career choices. Scheepers (1996)
developed this guide for socio-economic deprived learners. An investigation
will also be undertaken to ascertain whether the SNUG corresponds at a
structural level with the SDS. If this assumption is validated, then the SNUG
can replace the SDS as a measuring instrument in South Africa.
The learners in the sample come from disadvantaged, socio-economic
deprived backgrounds, and therefore Chapter One contained a discussion
about the problems that face such communities in the career decision-making
realm. The necessity of program development and validation to address these
challenges was highlighted. It was determined that the focus should be on
empowerment, in order to facilitate sustainability and to ensure that the
community can regain control over their lives and future.
The theoretical base was formed on Super (1990) and Bandura's
assumptions and principles. The intervention was based on Holland's (1985)
structural-inter-active model -just like the SDS.
To meet the empirical aim of the study, a research method, namely the
developmental research method, was utilized. The focus was on the
evaluation phase, as this study focused on the validation of an intervention.
Due to rationalization and other after-effects of the Apartheid era, there is a
shortage of trained guidance personnel in disadvantaged communities.
Applying the SNUG-guide can fill this gap, because both facilitators and
learners can easily understand it.
It was found that the SNUG-guide corresponded with the SDS on a structural
level. The results of the research also revealed that most learners like their
parents, still preferred Social and Conventional career fields. There is a
welcome inclination towards the Investigative careers, which should be
encouraged, because few disadvantaged people were historically represented
in these careers. There was an absence of interest in the Enterprising fields,
which should be investigated further. Learners also indicated that they have
an aversion to Realistic careers, because of its historic negative connotation.
The learners seemed to view the Artistic field as an extra-mural activity, rather
as a career field.
In the evaluation, most learners indicated that they had found the program
beneficial and that they would be able to make and implement a career
decision, due to the help that they have received.
An empowerment program, like the SNUG - guide, proved to be a powerful
tool to uplift and empower socio-economic deprived communities. It enhances
their self-efficacy and leads to feelings of being in control of their lives.
With the implementation of the SNUG-guide in this study, the intervention was
validated as being an adequate tool to address the career decision-making
difficulties of disadvantaged learners, and to empower the community.