Jacobus G. Maree

Brief overview of the advancement of postmodern approaches to career counseling

Global changes in peoples lifestyles and in the world of work (prompted by changes in the global economy) have necessitated changes in the facilitation of career counseling in the postmodern era. This article attempts to provide a concise overview of the advancement of postmodern approaches in career counseling. First, it critically evaluates the influence of changes in the workplace on peoples lifestyles. Subsequently it elucidates the influence of the different waves in psychology and the economy on helping models in career counseling, and the way in which these waves have shaped the theory and practice of career counseling. This is followed by an illumination of the paradigm shift in career counseling from a predominantly quantitative (positivist) approach to an acknowledgement of the value of qualitative approaches and the development of a combined qualitative-quantitative approach. Lastly, the article explicates the fairly recent emergence of constructivist approaches (concurrently with the emergence of life designing) and career adaptability as a core aim of career counseling.

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.

The Emotional Intelligence Profile of Academics in a Merger Setting

In the past perceived cognitive potential, more than any other factor, was viewed as a predictor for a stable life and future success. The concept of “emotional intelligence” (EI), however, provides a useful instrument to describe the intricate configuration of interrelated factors that play a role in predicting a person’s success in life. Using the merger between the former Pretoria Teacher’s Training College and the University of Pretoria as a backdrop, the research reported in this article attempts to establish the emotional intelligence profiles of academics in a merger setting. The qualitative section of the research involves a study of the literature on certain aspects of the phenomenon “emotional intelligence”, whereas the quantitative part of the research involves the administration of the BarOn EQ-i™ measure to 53 participants who have all been involved in the above-mentioned merger. The results of the study provide statistical evidence of how a drastic life-changing event, such as a “merger” between two higher education institutions, may hamper the actualization of academics’ intellectual potential. The research accentuates the importance of timeous and continued assessment of the ongoing functioning and well-being of academics who have been involved in a merger and it underlines the need for tailor-made training programs that may help improve the emotional skills and functioning of such academics.

Emotional Intelligence and Achievement: Redefining Giftedness?

Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emotional stability, compassion and integrity. It is defined by Goleman, Salovey and Mayer, Bar-On and others as the ability to motivate oneself, to persist in the face of frustrations; to control impulse and delay gratification; to regulate ones moods, to keep distress from interfering with the ability to think; to empathize, to hope, to perform, to be creative. Two case studies are discussed in an attempt to facilitate a contribution to the understanding of some of the reasons for the often-found gap between a persons potential and his or her actual achievement.

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

Latest developments in career counselling in South Africa: towards a positive approach

Fundamental changes in the workplace across all countries in recent times call for a contemporary response from career counselling theorists and practitioners as well as researchers and clients. An approach is needed that will enable career counsellors to equip clients with the necessary skills to respond to these changes – a positive career counselling approach. The article focuses briefly on global developments in the field and, more particularly, on the role of different economic waves in these developments. It then discusses the main theoretical approaches that have guided the career counselling profession over the past 120 years. It is argued that 20th-century approaches to career counselling no longer adequately serve the needs of 21st century and that a combined quantitative+qualitative approach may be the answer. Next, career construction principles and life designing are discussed – the first-ever ‘true’ career counselling theory – and an explanation of the need for a new approach in South Africa is provided. The article then goes into the contextual influences on career counselling in South Africa and the challenges facing institutions of education and training in this regard. It ends by proposing how career counsellors can exploit change to advance positive career counselling – the ultimate aim of theory and praxis in the field.

Post-Modern Career Counselling to a Gifted Black Youth: A Case Study.

It has become critically imperative that career counselling be made accessible to the majority of the South African population. At the same time it has to continue to address the needs and diversity of individual learners. This article attempts to illustrate the potential and flexibility of a post-modern model for career counselling. Career counselling from a post-modern perspective requires reconsidering the traditional modern approach of the 20th century. Increasing disillusionment with modernism because of unfulfilled dreams and ideals have resulted in a change of approach to career counselling that corresponds with the post-modern discourse. The change of focus has been one from ‘matching to the ‘empowerment’ of clients, not only to make career choices, but also to accept primary responsibility for these decisions. The needs of the client come first with the sole view of empowering him/her to make his/her own decisions about the future. A narrative approach is adopted by which the client creates hislher own life story, with a view to creating an ideal story as close to the ideal as possible. This model, which progresses through three phases, inter alia, comprises a consultative process of career counselling to all learners, irrespective of race, gender, age or culture. The article is highlighted by the presentation of a case study in which the proposed model for post-modern career counselling is put into practice by administering counselling to a gifted black child.

Developing and piloting the planning for facilitating mathematical processes and strategies for preschool learners

The state of mathematics learning and teaching in South Africa is far from adequate. In the Third International Mathematics and Science Study—Repeat (TIMMS-R), South African mathematics learners achieved significantly poorer results than all the other participating countries, including Morocco and Tunisia, and were (on average) older than all other learners (Howie, 2001, p. 18). These figures are not encouraging for a developing country like South Africa in the early 2000s where increased scientific and technological expertise is needed. The results paint a bleak picture of the mathematical competence level of South African students entering tertiary study and compel educators of mathematics to rethink the learning facilitation of mathematics at all levels including tertiary education. Many authors have reflected on the reasons for South Africa’s backlog in this field of study. Current debates in educational circles in South Africa centre on young learners’ lack of insight into basic mathematics. Moreover recent research has revealed that the vast majority of Grade 6 learners in the Western Cape in South Africa (normally one of the top achieving provinces in South Africa) have not even mastered the literacy and numeracy levels expected of Grade 4 learners (Kassiem, 2004). Of the approximately 35,000 Grade 6 learners tested in the Western Cape in

Demonstrating Resilience in a HIV & AIDS Context: An Emotional Intelligence Perspective

In this article we contemplate resilience in vulnerable children as a form of emotional giftedness. By foregrounding relevant segments of six ongoing studies and focusing on ways in which vulnerable children in communities in South Africa cope with the impact of HIV&AIDS. The concepts of protective factors, processes and cumulative protection shape our understanding of vulnerable childrens coping in terms of resilience as a signature form of (emotional) giftedness. In our studies we use a qualitative case study research design with groups of children in the six participating communities. We rely on dimensions of resilience to extract evidence of vulnerable childrens resilient coping. The results of the study indicate that traces of resilient coping amongst the participating group of children do exist, and that these traces are closely related to the manifestation of emotional intelligence. Themes indicative of childrens resilient coping include a sense of self-worth (based on added responsibility and related to education), the presence of hope and optimism, a sense of security, comfort and belonging (based on knowledge of future caregivers and remaining in a familiar community), as well as self- regulation capacity. We conclude by debating these resilient coping strategies as a form of emotional giftedness.

Changing the approach to career counselling in a disadvantaged context : a case study

A career counselling strategy is being developed for all learners in South Africa, including even the traditionally most disadvantaged, and the focus on career counselling internationally is being implemented locally. This article explains the changes in the approach of career counselling.