Group career construction counseling: A mixed-methods intervention study with high school students

Abstract

This study investigated the value of group career construction counseling in a high school context. The author used purposive sampling to select participants who had sought career counseling. A mixed-methods intervention study design was also used. Participants (N = 57) completed the Career Adapt-Abilities Scale–South Africa (CAAS-SA) before the 1st and after the 2nd intervention. The Career Interest Profile and the Maree Career Matrix were used to facilitate the intervention, and the CAAS-SA was used to test the research hypotheses. The findings revealed that the boys’ and the girls’ career adaptability had improved meaningfully on all of the CAAS-SA subscales. No gender-based differences were found. However, differences were detected between both the boys’ and the girls’ pre- and posttest Control and Confidence subscale scores. The findings demonstrate the value of career construction counseling in group settings. More longitudinal research with diverse participants is needed.