Enhancing the sense of self of a mid-career woman through career construction counselling.

This article reports on career construction counselling with a purposefully selected, mid-career, midlife woman. A single-case study research design was implemented. Data were gathered using an integrative qualitative and quantitative approach. After the intervention, the participant exhibited an enhanced sense of self-awareness. Career construction counselling can be used to help a mid-career, midlife woman become more aware of the meaning she assigned to life and her view of herself. Future research with diverse mid-career, midlife women (individually or in group-based settings) is needed to establish the effectiveness and long-term effects of the kind of intervention espoused here.

Améliorer le sentiment de soi d'une femme à mi-carrière grâce à l'entretien de construction de carrière Cet article présente les résultats d'un entretien de construction de carrière mené auprès d'une femme à mi-carrière et en milieu de vie, sélectionnée de manière ciblée. Une étude de cas unique a été mise en place. Les données ont été recueillies en utilisant une approche qualitative et quantitative intégrative. Après l'intervention, la participante a montré un sens accru de la conscience de soi. L'entretien de construction de carrière peut être utilisé pour aider une femme à mi-carrière et en milieu de vie à devenir plus consciente du sens qu'elle donne à sa vie et à sa vision d'elle-même. Des recherches futures avec diverses femmes à mi-carrière et en milieu de vie (individuellement ou en groupe) sont nécessaires pour établir l'efficacité et les effets à long terme de ce type d'intervention.

Mejorar el concepto de sí misma de una mujer a mitad de su ejercicio profesional a través del asesoramiento para la construcción de la carrera Este artículo informa sobre el asesoramiento de construcción de la carrera en una mujer de mediana edad seleccionada a propósito, a mitad de su ejercicio profesional. Se llevó a cabo un diseño de investigación utilizando el estudio del caso único. Los datos se recogieron mediante un enfoque integrador cualitativo y cuantitativo. Después de la intervención, la participante exhibió un mayor sentido de autoconciencia. El asesoramiento para la construcción de la carrera se puede utilizar para ayudar a la mujer de mediana edad, a mitad de su vida ptofesional, a ser más consciente del significado que le asignó la vida y su visión de sí misma. Se necesitan investigaciones futuras con diversas mujeres de mediana edad, a mitad de su vida profesional (individualmente o en entornos grupales), para establecer la efectividad y los resultados a largo plazo del tipo de intervención que se ha aplicado en este caso.

Psychological well-being of adolescents with physical disabilities in Zimbabwean inclusive community settings: An exploratory study.

BACKGROUND: The purpose of this study was to explore the psychological well-being of adolescents with physical disabilities living in inclusive community settings of Makonde Urban in Zimbabwe. An inclusive community is one that aims to remove exclusionary practices within the community and promote community systems that accept all people irrespective of their difference. Inclusive communities on their own are not uniquely designed for people with disabilities, but most developing countries have adopted them as a basic strategy to influence and enhance psychological well-being of people with disabilities. METHODS: A constructivist lived experience perspective underpinned this research, in which multiple case studies were used to interact with the participants on inclusion and psychological well-being of adolescents with physical disabilities. Purposive sampling was used to select 14 participants (9 males and 5 females). Data were collected through face-to-face interviews and transcribed verbatim. Four themes emerged from the thematic analysis of data sources. RESULTS: It was found that participants who were adolescents with physical disabilities living in inclusive community settings of Makonde Urban in Zimbabwe were having high levels of autonomy and choice, purpose in life, positive relations with others and good personal growth and self-acceptance. CONCLUSION: The findings of this study should enable inclusive communities' policy-makers and researchers to better understand the psychological well-being of adolescents with physical disabilities living in inclusive communities.

Using a Transdisciplinary Interpretive Lens to Broaden Reflections on Alleviating Poverty and Promoting Decent Work.

This article aims to broaden current reflections on definitions of decent work and poverty using a transdisciplinary interpretive lens comprising philosophical, juridical, economic, sociological, and psychological understandings. We (the authors) undertook an adapted systematic qualitative review to gather data on different perspectives on decent work and poverty. The article summarizes and compares reflections on the two constructs and proposes an enhancement of the current definition of decent work. The aim is to facilitate the identification and development of new research and intervention projects that can be implemented to promote fair and sustainable economic development, the provision of decent work, and the reduction of poverty globally. We believe that challenges should be dealt with pro-actively rather than reactively and that intervening at the level of primary prevention should lie at the heart of any strategy to promote decent work and alleviate poverty. Radical intervention is needed to ensure that future generations not only survive but develop, grow, and express themselves meaningfully through decent work.

Career and Self-Construction of Emerging Adults: The Value of Life Designing.

This article describes a potential way of counseling emerging adults from a life design perspective to construct a self that could enable them to be agents of both their own development and the development of others. Theoretical issues relating to a dynamic, developmental and systems framework of the understanding of wellbeing are described and the process involved is delineated. The research design was qualitative and comprised case studies. Six participants who subscribed to the definition of "emerging adults" and were comparatively representative of the ethnic diversity of South Africa, were selected purposively from a group of individuals who applied for career counseling in a private practice context. The intervention involved life design counseling and occurred over a period of 6 weeks. Information related to participants' self-construction was gathered using qualitative techniques, including the Career Interest Profile, the Career Construction Interview, a timeline, video clips, a collage, and semi-structured interviews. Following the intervention, the participants revealed heightened insights with regard to aspects of their sense of a relational-moral self. Results indicated that life design counseling could enhance elaborative personal development (enhancing self-awareness and reaping the benefits of developing an improved relational-moral self) and the promotion of an awareness of the importance to promote social justice in work-related contexts.

Developing a Study Orientation Questionnaire in Mathematics for primary school students.

The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age = 12.61; SD = 1.53; 555 girls: M age = 11.98; SD = 1.35; 10 missing values) were assessed. Factor analysis yielded three factors. Analysis also showed satisfactory reliability coefficients and item-factor correlations. Step-wise linear regression indicated that three factors (Mathematics anxiety, Study attitude in mathematics, and Study habits in mathematics) contributed significantly (R2 = .194) to predicting achievement in mathematics as measured by the Basic Mathematics Questionnaire (Primary).

Measuring emotional intelligence in English and in the native language of students in South Africa.

800 students in Grades 9 and 11 from schools in the Sekhukhuneland, Nebo, and Apel regions of the Limpopo Province of South Africa completed the English and the Pedi version of the Bar-On Emotional Quotient Inventory in 2004 after the test was translated into Pedi language. Although there was some consistency between the answers to the same item in the two languages, it was low in general. Nuance differences in meaning probably contributed to the low consistency.

Current issues in South African career counselling and availability of teachers in science and technology.

Employability seems to be a major consideration for prospective students' career choices. To facilitate accountable career counseling understanding of students' needs and choices of careers through research is essential. Programs for increased specific training are needed as well as improvement in basic training to meet a growing national labor crisis in South Africa.

Achievement in mathematics in grades 9 and 11 in Limpopo Province of South Africa: introduction of a problem-based approach.

800 students in Grades 9 and 11 of schools in the Central Region of the Limpopo Province of South Africa completed the Study Orientation Questionnaire in Mathematics. Mean age in Grade 11 was 17.5 yr. (SD = 1.4) and in Grade 9 15.1 yr. (SD = 1.2). Intervention was aimed at teachers and students in this group. Teachers in the trained group received training in a problem-based approach to teaching and learning in mathematics and introduced these principles into their classes. Analysis of variance on the differences between post- and pretest scores of the six subscales and the marks in mathematics and English yielded no effects for grade, sex, or grade after 6 mo. Pearson correlations for students in Grade 11 were positive between study orientation and achievement in mathematics. Improving teachers' training and expertise, transforming disadvantaged learning environments, and developing necessary formal and informal mathematical knowledge seem both essential and difficult.

A study orientation questionnaire in mathematics for use in a tertiary environment.

The Study Orientation Questionnaire in Mathematics Tertiary is being developed as a diagnostic measure for South African lecturers and counselors to help students improve their orientation toward the study of mathematics. In this pilot study subjects were freshman black students registered for the Five-year Study Programme in the School of Engineering at the University of Pretoria. During the first phase of the standardisation in 2000, 33 students (28 men; 5 women, M age=19.6, SD=.9) were assessed, and in 2001, 40 students (27 men, 13 women, M age=19.2, SD=.9). In 2002 the questionnaire was administered to 51 students (39 men, 12 women, M age= 19.1, SD= .9). Analysis showed satisfactory reliability coefficients and item-field correlations. Step-wise linear regression in 2001 indicated that a combination of two fields, namely, Information Processing and Problem-solving Behaviour in mathematics, contributed significantly (R2=46.9%) to predicting achievement in calculus. In 2002 one field, Mathematics Confidence, contributed significantly (R2= 25.2%) to that prediction.

Predicting success among first-year engineering students at the Rand Afrikaans University.

160 first-year students in the Engineering Faculty at the Rand Afrikaans University completed the Study Orientation Questionnaire in Mathematics and the Senior Aptitude Test Advanced. 100 students who passed and 40 who failed the first year scored significantly differently on three subtests, Calculations, Study attitude in mathematics, and Problem-solving behaviour in mathematics. Step-wise linear regression showed a combination of three fields, namely, Calculations, Study attitude in mathematics, and Mathematics anxiety, contributed significantly (R2=25.8%) towards predicting the first-year aggregate score of first-year engineering students.

Assessment of thinking style preferences and language proficiency for South African students whose native languages differ.

The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age=19.40 yr., SD=.80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one-third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.