Participants at the independent school valued the intervention's non-judgmental stance and being positioned as experts of their own lives¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Penryn College participants, unlike those from Mthombo High School, reported the programme let them express emotions and honesty, did not make them feel judged, and held them as experts of their own lives. → A Cook and JG Maree 2016
Evidence¶
A Cook and JG Maree 2016¶
A Cook and JG Maree. (2016). Efficacy of using career and self-construction to help learners manage career-related transitions. South African Journal of Education, 36(1), Art. #1225. https://doi.org/10.15700/saje.v36n1a1225
q2 · i? · qualitative · r3
Post-intervention qualitative theme analysis of Penryn College journals and interviews. The article reports participants "did not cause them to feel judged" and felt held as "experts of their own lives", a difference not reported at Mthombo High School.
"Participants from Penryn College, unlike those from Mthombo High School, according to the following examples of response, also stated that the intervention programme helped them express their emotions; gave them the opportunity to express themselves honestly ; did not cause them to feel judged; and held them in the position of experts of their own lives"
Discussion¶
Related Claims¶
- A career and self-construction intervention programme helped Grade 11 learners from two contrasting schools manage career-related transitions — a broader claim this one bears on
- Participants at the independent school reported negative experiences of the intervention, including frustration, confusion and difficulty completing tasks — related
- The intervention improved career adaptability unevenly across its four constructs: concern and curiosity rose in both schools, confidence only at the disadvantaged school, and control showed only a limited increase in one participant — related
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