Sage Journals: Discover world-class research

Abstract

The research reported in this article examined how integrative career counselling could assist a gifted, artistic learner in identifying purposeful, sustainable career-choice options. A 14-year-old gifted, artistic girl learner seeking career counselling to help her decide whether to follow her ‘natural artistic inclinations’ or enroll for a more ‘stable’ field of study and career was purposively selected to participate in the study. I employed a single-case, qualitative case study with ad-hoc follow-up embedded in a mixed-methods (QUALITATIVE + quantitative) design. Two assessment instruments (a traditional test and a storied questionnaire) were used to generate data. I used career-life portraiture methodology (Savickas) to analyse the elicited data and help the participant narrate her macro-narrative. The intervention helped her reflect on her situation, thus facilitating reflexivity. Longitudinal research, using an array of instruments in individual and group contexts, is needed to examine the medium- and longer-term influence of the intervention discussed in this article.

Keywords

Stereotypical views on arts qualifications career construction counselling gifted artistic learner sustained and sustainable careers QUALITATIVE-quantitative approach longitudinal intervention research

Introduction

Narrative and integrative approaches to career counselling have gained traction since the end of the previous century, yet little research has been done on the unique needs and situation of minority groups in developing country contexts especially. In Africa, recent studies by Albien (2020), Maree et al. (2018), Sethlare et al. (2017), and Wessels and Diale (2017) have examined the possibility of adapting newer approaches for application in South Africa and a number of other African countries. However, we need to better understand how socio-economic, socio-cultural, economic, and psychological factors influence the career education, guidance, and counselling made available to minority groups such as people pursuing arts and culture-related fields of study and careers. The premise of this article is that researchers generally have paid insufficient attention to interventions that could be used to identify and help a gifted, artistic learner pursue purposeful, sustainable careers that correlate positively with their test outcomes and, especially, their career-life themes (Hartung & Di Fabio, 2024; Maree, 2017a, 2017b). Those who believe that arts degrees are less ‘useful’ than other degrees (a common stereotype) fail to acknowledge the real-world success of many graduates in the arts field (Darling & Mahon, 2024), many of whom go on to construct meaningful multi-dimensional careers that draw on a mix of artistic ability, entrepreneurship, administration, and leadership–careers that demand flexibility and imagination and that can contribute meaningfully to society.

Young people with an interest in the arts are frequently told by their parents or guardians that arts graduates generally struggle to find work and are often considered ‘unemployable’ (the view also of most professionals who provide career guidance and counselling) (Goodwin & Vincent, 2024; Kelly, 2023; Newton & Dhole, 2023; Oosthuizen, 2022). This kind of parental ‘advice’, no matter how well-intended, can lead to frustration and feelings of disempowerment among artistically inclined youths.

Stereotyping in Arts-Related Fields

First, and more so since the advent of the Fourth Industrial Revolution (4IR), studies in the arts field have focused increasingly on job insecurity and financial hardship. Oosthuizen (2022) argues that automation and AI will likely displace many workers – including those in creative industries – because of automation and the computerisation patterns associated with 4IR. This view contributes to uncertainties about the feasibility of work and careers in creative fields (Newton & Dhole, 2023; Oosthuizen, 2022).

Second, as mentioned previously, parental (and often counsellor) advice generally fails to acknowledge improvements in the remuneration and work opportunities offered in, for instance, digital and graphic design, game design, UX/UI, animation, advertising, and fashion (Bilozub et al., 2025).

Third, the outdated view persists that ‘academic’ school subjects (e.g. mathematics and physical sciences) rather than ‘arts’ subjects are worth more to people and society.

Such views or stereotypes do not recognise that creative careers can be fulfilling, sustainable, and socially impactful, especially for people with natural artistic talent, strong motivation, and the will to develop their artistic skills. However, in the age of AI and automation, creative thinking, design, and innovation acumen are generally regarded as less important (George et al., 2024). A misconception that requires urgent consideration and redress.

Career Construction Counselling: General Introduction

The occupational world has been shaken by fundamental changes during the past few decades that have seen the disappearance of predictable work environments. Appropriate career counselling intervention, among other outcomes, advances people’s career-life adaptability and enables them to do well in rapidly changing times when numerous work-related transitions have to be negotiated (Zammitti et al., 2025). Such transitions often cause anxiety, insecurity, and uncertainty. I refer interested readers to the work of, for instance, Duarte (2017), Hartung (2019), and Savickas (2019a; 2019b).

Traditional vocational guidance and career guidance have lost their perceived value in constantly changing postmodern contexts where adaptability and employability have emerged as pivotal skills. These changes have necessitated a shift in focus in career counselling-related services. When used alone, so-called ‘objective’ career counselling can no longer meet the career counselling needs of people today. ‘Subjective’ approaches have gained major traction and are currently considered just as valuable as ‘objective’ approaches. A shift towards the use of integrative, QUALITATIVE-quantitative approaches to career counselling is needed to respond timeously to the changing career counselling and employability needs of workers. The consensus today is that this approach “emphasizes narratability to tell one’s story coherently, adaptability to cope with changes in self and situation, and intentionality to design a successful life” and draws heavily on reflection and reflexivity (Hartung, 2015, p. 11).

Career Construction Counselling and its Encapsulation in Social Constructionism

Career construction counselling (CCC) involves eliciting and sharing people’s different micro-stories, identifying central career-life themes, and, ultimately, constructing, deconstructing, co-constructing, and reconstructing self- and career identity through extensive societal discourses. It (CCC) sees career counselling and development as a meaning-, purpose-, and hope-constructing intervention influenced by numerous social, cultural, and contextual factors. CCC is grounded in social constructionism that focuses on identity rather than personality, on (career) adaptability rather than maturity, on stories as well as scores, and on action (forward movement) rather than merely assisting people in navigating repeated career-life transitions (Savickas, 2019a). Social constructionism focuses on identity rather than personality, on (career) adaptability rather than maturity, on stories as well as scores, and on action (forward movement) rather than merely assisting people in navigating repeated career-life transitions (Savickas, 2019a). It offers a conceptual framework for reflecting on people’s career-lives and for helping people understand the influence of change on their career-lives and identities (Cohen-Scali et al., 2025; Guichard, 2022; Young & Collin, 2004).

Career Construction Theory

Career construction theory (CCT) and practice blend the following three theoretical career conventions into an all-encompassing career-related behaviour theory: (1) identifying individual differences (the differential or personality-environment fit approach) (Parsons, 2005); (2) focusing on individual development (Super, 1990); and (3) uncovering subconscious, psychodynamic motives (to identify key career-life themes) as part of the narrative (storied) approach. While emphasising career choice decision making and development, CCT holds that that “individuals construct their careers by imposing meaning on their vocational behaviour and occupational experiences” (Savickas, 2005, p. 43) and that “occupation provides a mechanism for social integration” (p. 48). People can also make social contributions by converting themes of pain and ‘failure’ into themes of hope, meaning, and purpose.

CCT stresses the importance of (1) discovering people’s personality traits by eliciting and examining their various career-life stories (instead of personality tests in the first instance); (2) adapting and developing these traits; and (3) examining people’s career-life themes (Savickas, 2019a, 2019b). Csikszentmihalyi and Beattie (1979) define life themes as “consist [ing] of a problem or a set of problems which a person wishes to solve above everything else and the means the person finds to achieve a solution” (p. 48). Quantitative data (‘scores’) and qualitative data (‘stories’) are gathered and integrated to help people arrive at informed career choice decisions.

Career Adaptability

During the past 35 or more years, career counselling has evolved from ‘helping’ people develop career-lives to assisting them to “construct lives through work and relationships” (Richardson, 2012, p. 191). Because adaptability is crucial for employability, career counsellors need to promote adaptability in their clients. Pulakos et al. (2002) state that career counsellors should help clients master facets of adaptability such as creative problem solving, successful handling of unpredictable situations, mastery of new assignments, dealing with change, and managing work stress and crisis situations. A positive attitude, (career) resilience, curiosity, precision, intellectual humility, and the ability to endure uncertainty, to persevere regardless of setbacks, and to embrace challenge (all essential life and career skills) should be added to this list (Dumitru & Halpern, 2023; Sahito et al., 2025; Stoller et al., 2024).

Savickas (2006) links people’s self-evaluative capabilities to an ABC model of attitudes (A), beliefs (B) and competencies (C) that correlate positively with adaptability in terms of four ‘adapt-abilities’. Concern refers to the capacity to consider future prospects and to feel optimistic about what awaits. Control involves improving self-regulation by making sound career decisions and taking responsibility for one’s future. Curiosity reveals an enquiring attitude that encourages successful career exploration, while Confidence signifies belief in one’s ability to solve problems and a strong sense of self-efficacy. These ‘adapt-abilities’ help people adapt to rapidly changing situations when they encounter transitions or career-related traumas (Porfeli et al., 2013; Savickas & Porfeli, 2010).

Narratability and Biographicity

Career-adaptabilities shift the emphasis to narratability (the ability to tell people’s career-life stories evocatively) and to autobiographicity (the ability to integrate past, current, and future career-life experiences into stable self- and career identities over time) (Coscioni et al., 2023; Maree, 2022; Savickas, 2015; Savickas, 2019a, 2019b). Narratability and autobiographicity promote people’s sense of who they are, where they have come from, and where they are headed. Whereas career adaptability provides psychological scaffolding for self-authorship, narratability and autobiographicity enable people to articulate and communicate their evolving narrative self- and career identity in rapidly changing occupational contexts (Coscioni et al., 2023). According to Savickas (2009, p. 15), people “[m]ust create an autobiography that both expresses their personal truths and transports them into the future”. Savickas argues that career construction enhances repeated reflection and reflexivity, which in turn foster narratability and autobiographicity. Stated differently, people craft their autobiographies for inner advice on how to reconstruct their sense of self (Law et al., 2005).

Rationale for the Study

People who request career counselling seek guidance on how to align their personality profiles with a range of possible career-life trajectories. In most cases (regardless of the theoretical framework counsellors draw on) clients are guided towards occupations that reflect their interests, personality, and central career-life themes. However, as mentioned previously, I have found that clients who express an interest in the arts and culture often encounter hesitation or doubt (Kelly, 2023; Mareer, 2025). Despite what clients’ profiles may suggest, counsellors tend to steer them away from these fields. More often than not, clients are advised to consider study fields that may offer a better chance of securing stable, long-term employment. This kind of advice often discourages clients with creative aspirations and reinforces the outdated idea that qualifications in the arts are less worthwhile. Although the arts sector has in the past faced challenges including underemployment or difficulty in finding sustainable work, arts-related studies are increasingly seen as core competencies in modern career counselling. These competencies include creativity, emotional-social intelligence, critical thinking, problem solving, and adaptability, all of which are highly valued in a wide range of industries (Brammar & Lezova, 2018; Shefer, 2018).

Goal of the Study

The goal of this study was to ascertain whether integrative career counselling (drawing on career construction counselling) could help a gifted, artistic young woman identify purposeful and sustainable career options in her career-life. The research set out to examine two explorative research questions.

(a) How did the intervention influence the participant’s career decision-making preparedness?

(b) How did the intervention influence the participant’s self- and career identity?

(In phrasing the research questions, I followed Savickas (M.L. Savickas, personal communication, February, 2024) who stresses the importance of asking ‘how’ questions rather than merely seeking to ascertain the impact of an intervention on participants.)

Methodology

Participant

Stella (pseudonym; a bilingual Afrikaans- and English-speaking 14-year-old girl in Grade 9 from a middle-class socio-economic background) was conveniently selected to participate in the study. In early 2023, Stella sought career counselling to help her choose (i) ‘correct’ subjects, (ii) relevant study fields, and iii) associated careers. After I had explained my career counselling approach and which assessment instruments I intended to administer, Stella and her parents indicated their willingness to engage in career construction counselling based on a QUALITATIVE-qualitative approach (the uppercase denoting the priority given to the qualitative dimension of the approach). I said that career choice, psychosocial, and psychoeducational information would be provided, but that Stella herself had to take ownership of her own choices and decisions and draw on self-advising.

Identifying the Participant as Artistically Gifted

Stella was identified as artistically gifted based on multiple criteria, including aesthetic perception, perceptual sensitivity, compositional skill, intensity of creative inclination, and cognitive complexity (Clark, 1989; Renzulli, 1992; Winner, 2000). Documentation included school identification records, standardised test results (including the Senior Aptitude Tests (Advanced) (SAT-L) (Owen & Vosloo, 2000), and outstanding portfolio ratings, ensuring that both domain-general and domain-specific indicators of artistic giftedness were taken into account (Winner, 2000). This operational definition provided a clear and evidence-based confirmation of the learner’s artistic giftedness.

Mode of Inquiry

An explorative, intrinsic, descriptive, single-case study with ad-hoc follow-up, embedded in a mixed-methods (QUALITATIVE + quantitative) design, was used to gather data. Relying solely on qualitative data would have been methodologically incorrect. However, the Maree Career Matrix (MCM) does not generate T-scores or confidence intervals; rather, it provides qualitatively rich category labels that are best integrated with narrative accounts. My focus, therefore, was on the individual participant’s unique, idiosyncratic stories, rather than on normative comparisons. Therefore, participant-level reporting emphasised qualitative integration rather than numerical scores.

Procedure

At the request of the parents, the intervention was completed in a single day (see Table 1 below).

Table 1.

Intervention Procedure (in Line With Career Construction Theory)

Phase no.	Duration (minutes)	Career construction phase (Savickas, 2019a, 2019b)	Detailed explanation
1	320	Construction of career-life story	The participant completed two assessments (the career interest profile (a storied questionnaire) and the maree career matrix (a standardised career interest and confidence inventory). The focus was on eliciting information regarding the participant’s career-life story, identifying early recollections or challenges (‘problems’), role models, and ascertaining her greatest strengths and areas for development (‘weaknesses’). I Presented an overview of the planned activities and encouraged the participant to reflect meaningfully on her responses
2	80	Deconstruction of career-life story	The participant and I explored assumptions underlying her responses and dominant narratives. Through reflective dialogue, I helped her critically examine the meaning behind her responses. We sought to reveal hidden micro-stories, identify key career-life themes, challenge limiting beliefs, and begin to authorise her authentic career-life story. This aligns with Savickas’ (2019a, b) emphasis on examining self-defining stories to promote narrative self- and career identity development
3	75	Reconstruction and Co-construction	In a collaborative feedback session involving the participant and her parents, we co-constructed a more coherent, hopeful, and agentic career-life narrative (Maree, 2024). We identified possible and preferred selves and aligned career and study decisions with identified career-life themes. Psychoeducational and psychosocial guidance was provided to strengthen the participant’s sense of direction and agency
4	∼	Closure and takeaways	We consolidated insights, authorised (validated) the participant’s revised self-identity narrative, and summarised key decisions and actions. She was encouraged to internalise the session’s meaning and take ownership of her developing career-life story
5	∼	Short-term follow-up	A short-term follow-up aimed to show care and ensure continuity. It focused on integration of the feedback and reflection on actions taken after the initial session
6	∼	Long-term follow-up	A long-term follow-up aimed to evaluate sustained change, revisit goals, and support any adjustments in the participant’s evolving career-life narrative. Follow-ups affirm the ongoing, recursive nature of career construction counselling

I stressed that Stella’s specified areas for growth could be transformed into strengths and that hurt, ‘pain’, negative experiences, and/or ‘suffering’ (Savickas, 2019a, 2019b) could be converted into a sense of purpose and hope, and social contributions. Recurring words, phrases, and expressions were carefully noted. Stella’s own words were read back to her to prompt further introspection and authenticity. Identified career-life themes were then jointly correlated with potential fields of study in a process of co-construction. Requests for ‘advice’ were dealt with by repeating verbally her original answers to questions I posed during the qualitative assessment. This helped Stella link her career-related choices to her ‘mission’ (the personal meaning she was hoping to experience in her career-life) and her ‘vision’ (social contributions she intended making in and through her career-life).

Alignment with Theory

This intervention procedure closely followed the career construction counselling (CCC) intervention phases (construction, deconstruction, reconstruction, co-construction, and action/follow-up). The closure and follow-up phases also resonated positively with Hartung and Di Fabio’s (2024) emphasis on narrative continuity and client care over time. Lastly, the intervention honoured the hermeneutic and developmental principles of CCC.

Below, I explain the key questions I use to complete people’s career-life portraits.

Career-Life Portraiture Rationale

In earlier publications (2020; 2024) I highlighted the need to marginally adjust some of the questions asked in the Career Construction Interview (CCI) to increase its value in contexts that differ from the North-American context where the CCI was developed. The refinements to the CCI (2019a, (b) are based on insights from Savickas’ (2019a, b) Career Construction Interview, Hartung’s emphasis on narrative identity (2022) and role models, and Maree’s adaptations for contextualising the questions and promoting their use in multicultural and group contexts (2024). I also drew on a career-life story questionnaire entitled “Individual workbook for career guidance investigation”, based on a qualitative approach to career guidance and education, that I started to develop in 1985. Over time the ‘workbook’ went through various iterations and became more streamlined. Learning about the pioneering work of Mark Savickas in 1993 was a critical turning point in the development of the questionnaire.

The revised questions and rationales are aimed at ensuring conceptual consistency, cultural responsiveness, and narrative coherence in a group setting and also in less sophisticated individual contexts (see Table 2 below).

Table 2.

Career Construction Interview (CCI) for Groups and Individuals in Developing Global South Contexts

Question no.	Group-based question	Rationale: Response
A	How can I be of help, value, or support to you as you construct your career story?	Aligns with narrative counselling’s view that people are the authors of their lives. The counsellor assumes a facilitative role, helping participants articulate their goals, expectations, and hopes for the intervention process. This opening question empowers participants to take ownership of their career construction
1	Who were your three role models when you were young and why did you admire them?	Reflects projected self-concepts, aspirations, and core life goals. Role models represent who a person wishes to become and illuminate themes that guide career-life decisions
2	What are (a) your seven greatest strengths and (b) your seven greatest areas for growth?	Encourages reflection on self-concept clarity. Identifies internal resources and developmental needs, supports career adaptability, helps participants frame capabilities and learning needs, and aligns positively with strength-based counselling
3	What were your three greatest childhood challenges or hurts — things you do not want others to experience? (OR, in individual contexts: What are your earliest recollections?)	Elicits life themes rooted in early wounds or adversities that often fuel purpose-driven careers and help ‘construct meaning’. Integrates the narrative concept of transforming pain into purpose
4	What are your three favourite life mottoes or personal quotations?	Reveals participants’ internal dialogue, guiding beliefs, and motivational strategies. Mottoes are ‘self-advice’ and indicate how people are coping and aspiring. They often signal emerging career-life themes and direction

Data-Generating Instruments

Quantitative

The Maree Career Matrix (MCM) (Maree, 2016; Maree, 2017a; Maree & Taylor, 2016). I developed and standardised this questionnaire in South Africa between 2002 and 2016. It assesses people’s interests and also includes self-estimates of their confidence regarding 152 occupations (grouped into 19 categories with eight occupations in each category). Rasch analysis shows that the MCM’s interest scales measure a unified construct. All the categories also exhibit reliability coefficients exceeding .70. The test-retest reliability for both interests and confidence estimates surpasses .70 across all 19 categories.

Qualitative

The Career Interest Profile (CIP, Version 7) (Maree, 2017b) can be used to elicit qualitative (‘storied’) data. The instrument is grounded in Savickas’ career construction theory (Savickas, 2019a) and Adler’s (1958) and Cochran’s (1997) work. Extensive research has confirmed the reliability/trustworthiness of the instrument as well as the assessment-reassessment validity of the small quantitative part of the CIP. The CIP starts with straightforward questions, gradually proceeding to more sophisticated questions, and concluding with ‘profound/deep’ sensitive questions.

Rigour of the Study

To enhance reflection and reflexivity, in the present study I repeatedly asked Stella to reflect and meta-reflect on her responses and to confirm or challenge my findings and tentative interpretations of what she had stated and written. I documented her feedback carefully and recorded our conversation in detail. By using both qualitative and quantitative methods and strategies, I promoted triangulation thus strengthening the trustworthiness and validity of the data and findings. Moreover, I reported my findings in a way that enables the replication of the research in divergent contexts. I also promoted crystallisation by asking a broad range of qualitative questions (Janesick, 2000). Lastly, I requested an independent and experienced external psychologist to peruse Stella’s and my analyses of the data to confirm positive alignment between the data and the findings. Open communication with Stella was maintained throughout the process. Every aspect of the intervention, including the purpose and structure of the assessment instruments, was carefully explained to her (Kewley, 2006). During the data analysis, I regularly invited her to clarify and elaborate on her responses (Sieck, 2012), ensuring interpretive accuracy and the ethical representation of her views.

Data Analysis

Savickas (personal communication, April 25, 2016) advises against using thematic analysis in qualitative case study research involving career construction counselling. He contends that drawing on thematic analysis runs the risk of (albeit unintentionally) endorsing logical positivism’s assumptions by dividing narratives into disjointed particles. This kind of fragmentation undercuts people’s career-life stories’ holistic integrity – a key facet of narrative approaches. Savickas (2019a) therefore promotes a career-life portrait (ure) methodology – an approach that weaves emergent themes into a hope-filled, meaning-filled, and coherent grand story or macro-narrative. This approach aligns positively with the tenets and goals of autobiographical reasoning (Savickas & Savickas, 2019) and helps people identify and (re-)author an integrated story of the self. Seen through this lens, narrative work’s key strength does not vest in scrutinising disconnected components but in enabling the constructing, deconstructing, reconstruction, and joint or co-construction of career-life stories that promote action and forward movement. Reducing narratives to separated themes is analogous to analysing paintings by their multiple individual colours – while the only thing that really matters is the meaning and resonance their synthesis creates.

Below, I have proposed an amended version of Savickas’ (2019a, b) proposal for crafting career-life portraits (in group contexts especially).

Drawing on a Career-Life Portraiture Method to Craft Career-Life Portraits

Clients are invited to tell their career-life stories in a structured yet creative way. This process follows 10 interlinked steps that can be adapted and contextualised for use in different contexts. Each step connects with specific questions in the interview.

Step 1: Clarify client’s goals for career counselling.

Step 2: Explore earliest memories and/or challenges experienced in early life.

Step 3: Identify role models and their significance.

Step 4: Analyse life mottoes and quotations.

Step 5: Identify strengths and growth areas.

Step 6: Analyse different fields of study or occupations that may be appropriate (‘fitting’) for the client.

Step 7: Clarify client’s a. Mission and b. Vision.

Step 8: Respond to client’s original request for career counselling.

Step 9: Short-term follow-up.

Step 10: Longer-term follow-up.

Integration of Qualitative and Quantitative Findings

Quantitative findings from the Maree Career Matrix (MCM) provide insights into clients’ career-related interests and levels of confidence. These are triangulated with qualitatively derived preferences from the Career Interest Profile (CIP).

The identified career categories are discussed in detail with clients to confirm their alignment with their self-perceived interests. Further cross-referencing with additional data from the CIP promotes coherence across methods. The integrated findings are used to identify possible fields of study that could bolster clients’ employability, promote meaningful engagement, and support them in crafting a career-lives filled with purpose, hope, and personal meaning. This integration also enables them to formulate personalised advice on how to use their career as a vehicle to enrich their existential experiences.

Ethical Issues

Stella and her parents consented and assented respectively to the analysis and (anonymous) reporting of the study. The Institutional Review Board of the relevant university approved the research and I took care to adhere to the highest ethical standards in managing my twofold roles of practitioner and researcher (Hay-Smith et al., 2016). The later Grade-11 contact and related communications were explicitly covered in the Institutional Review Board protocol and informed consent/assent, and clear data-retention and follow-up procedures were implemented.

Findings

Quantitative Outcomes

According to the MCM and the qualitative version of the MCM Part 2 of the CIP outcomes, Stella’s highest integrated preferred interest and confidence categories were Practical-creative and consumer science; Medical and/or paramedical services; Adventure, plants, animals and the environment; Arts and culture; Engineering and the built environment; as well as Entrepreneurship, the management and maintenance of one’s own business enterprise (see Figure 1 below).

Figure 1.

MCM: Difference Between Stella’s Interest and Estimated Aptitude Scores

Qualitative Outcomes

According to the CIP, Stella’s highest preferred interest categories were Arts and culture; Practical-creative and consumer science; Medical and/or paramedical services; Engineering and the built environment (Architecture especially), Entrepreneurship, the management and maintenance of one’s own business enterprise; and Executive and management practice. (The strong overlap between the qualitative and quantitative outcomes is clear.)

Below, I discuss the responses to my questions listed in Table 1 (I have edited these responses slightly for the sake of clarity.)

(1) In response to my introductory question (Maree, 2017b; Savickas, 2019a), “How can I be of help, use, and/or value to you?”, Stella replied: “Tell me what job to do and what direction to go in.” Here she unintentionally revealed her unawareness of the fact that postmodern approaches to career counselling have moved away from outdated power relations where the career counsellor is the omniscient expert who holds all the answers. In contemporary practice, it is people themselves who are the true experts on their own lives. Counsellors are there to provide general, psychological, and psychosocial information that empowers clients to discover authentic guidance from within themselves.

(2) Stella considered the following characteristics as her greatest strengths: “I am artistically inclined, practical-creative, helpful, a quick learner, and creative.” (This reveals her artistic bent.) She regarded the following features as her areas for growth: “I am too eager to learn more and to prepare in advance.” (This reveals her intellectual curiosity, her motivation to examine and understand matters, her future (proactive) orientation, her achievement enthusiasm, her accountability, and her sense of responsibility).

(3) She admired the following people.

(i) “My mother.” (Always compassionate, deeply caring, finding a creative way to resolve challenges.) (This is an instance of a ‘guiding line’.)

(ii) “Barbie and the pink dancing shoes.” (Barbie embodies beauty, style, fantasy, imagination, creativity, dance, and grace and symbolises aspiration through artistic expression.)

(iii) “Melanie McIntyre.” (Melanie remains grounded in real-life achievements, is known for her determination, resilience, and leadership; emphasises empowerment and social impact, and inspires others through tangible example and authentic experience.)

(4) i. “Enjoy the little things while they last.” (Take enough time to appreciate small, timeless moments. Even though they seem ordinary now, they will uplift and sustain you in challenging situations.)

(ii) “Good things take time.” (Be patient. You do not grow overnight; meaningful achievements require dedication, time, and resilience. Trust the process.)

(iii) “When it rains look for a rainbow, when its dark look for the stars.” (Try to find hope, even in difficult times. Seek beauty and light, even in dark times. Even the tiniest light can help you navigate darkness.)

These responses, too, indicate Stella’s deep-seated need to pursue a career that will help her experience and express her sense of beauty, wonder, and innovation. She wants an occupation that inspires patience and growth, that enables her to make meaning of life, that fosters hope, and that provides opportunities for existential fulfilment and emotional-social expression.

(5) Stella shared (a) the following three earliest recollections (and their proposed titles) and (b) her responses to the question about her major challenges. (The themes emerging from the two responses correlated strongly positively.)

Encompassing Title: “Moments that Shaped My Passion for Art and Purpose”

A dream danced into reality

In kindergarten, my friends were taking ballet, and I desperately wanted to join. I secretly packed a pink shirt, a lace-trimmed skirt, and stockings the night before. The next day, I proudly joined the class without anyone’s permission. The teacher contacted my mom, and arrangements were made. That moment sparked a lasting love for dance that stayed with me for years.

When my sister arrived like a work of art

One day, my dad picked me up early from school—my sister had been born! We waited at the hospital until he came out with a tiny bundle. She looked like a little pink raisin with the cutest nose. We instantly connected. That was the happiest day of my life and the start of a lifelong bond.

The art of surprise and celebration

In Grade 1, I forgot about a colouring competition at school. To my surprise, my drawing was chosen as one of the winners. Our artwork was proudly displayed at a local car dealership. My mom curled my hair, and I wore my favourite white dress. That day marked the beginning of my passion for art and creativity.

Below I present Stella’s career-life portrait (a unified and cohesive portrayal of her career-life trajectory, values, ambitions, and prospects) based on the information she provided (written by me with reflexive changes recommended by Stella).

Stella’s Career-Life Portrait

“From as far back as I can remember, I’ve been captivated by imagination, movement, and artistic expression. I still recall the moment I packed a pink shirt and lace-trimmed skirt to join a ballet class I wasn’t officially enrolled in. That bold step, taken without permission but full of passion, lit a spark in me—a love for dance, creativity, and self-expression that has stayed with me ever since. Some of my earliest memories are filled with colour and connection; like the day my sister was born, or the time my drawing unexpectedly won a colouring competition and was displayed at a local car dealership. Each of these moments helped me realise what brings me joy: creating, expressing, connecting.

When I began this journey of career counselling, I hoped someone would simply ‘tell me what job to do’ or which career trajectory to follow. But as the process unfolded, I realised that true guidance doesn’t come from someone giving you answers— it comes from within. The real value of counselling lies in helping me uncover the direction and purpose I already carry inside.

Reflecting on the people who shaped me as a child, I see how they represent different parts of who I am today. Barbie from The Pink Dancing Shoes embodied elegance, dream-like beauty, and creative expression. Melanie McIntyre stood for determination, groundedness, and purposeful leadership. My mother quietly and steadily offered guidance and encouragement, even when I wasn’t aware I needed it. Each of these figures helped shape the values and traits I now recognise in myself.

I would describe myself as artistic and practically creative; someone who is curious, helpful, and a quick learner. Sometimes I become almost too eager to learn and prepare, but I see this not as a flaw, but as a sign of my deep sense of responsibility and strong future orientation. I care about doing things well, and I’m committed to growing through every opportunity that comes my way.

Three quotes that guide my life are: “Enjoy the little things while they last,” “Good things take time,” and “When it rains, look for a rainbow; when it’s dark, look for the stars.” These sayings remind me to remain hopeful, patient, and open to beauty and meaning, even in difficult moments. They reflect my desire to live with gratitude, optimism, and a readiness to find light in the shadows.

I feel most alive when I am dancing, painting, or designing; immersed in creative work that allows me to express who I am and, hopefully, to inspire others. I long for authenticity and depth in both life and work. I want to innovate, to uplift, and to communicate meaningfully. My ideal career trajectory will challenge me, stimulate my imagination, and give me the opportunity to make a real difference.

At my core, I am sensitive to the world around me. I care deeply about fairness and often feel called to speak up for those who cannot speak for themselves. I do not fear life’s messiness—on the contrary, I welcome it. It is through struggle and imperfection that we grow, connect, and understand one another more deeply. I want to be part of that process.

Ultimately, I seek a career-life rooted in imagination, kindness, purpose, and authentic human connection. I want to use my creativity not only to produce beauty but also to bring hope and healing wherever I go.”

I encouraged Stella to go home and do a thorough job analysis, to carefully consider her options for finding a suitable outlet for her talents, and to reach out to me if she wanted to. Regarding her choice of subjects, her main uncertainty was whether to take physical science (to keep the door open for application to a medical field of study—as shown earlier, she also had a keen interest in medical-related matters) or to drop physical science in favour of a subject that aligned with her art- and culture-related interests. It was clear that her interest in art-related endeavours outweighed her other preferences yet, given the generally held view that careers in the art world were uncertain, she said she was not convinced that art would be a ‘better’ choice than physical science (which would open doors to a career in a medical field). I acted in accordance with my belief that counsellors cannot claim to be experts on clients—at best they can assist them in narrating and drawing on their career-life stories for authentic guidance from within. We jointly decided that she should consider taking physical science, do a thorough job analysis on several fields of study and associated careers, including the ones listed below, and keep me abreast of her choices.

The following fields of study/careers were identified for thorough job analysis and feedback to me as counsellor.

✓ Architecture

✓ Interior or Graphic design,

✓ Expressive Arts Therapy

✓ Film and Media Studies

✓ BA Visual Arts

✓ Illustrator/Visual Narrator/Graphic Novelist

(I cautioned her that these fields of study were purposely not arranged in any particular order.)

The following fields could also be considered (if she took physical science).

✓ BEng (Agricultural or Civil) (perhaps specialising in Bioengineering)

✓ Medicine

✓ Dentistry

Roughly two years later (Grade 11), Stella contacted and told me that her job analysis had clarified her subject choices and that she had decided to take art and drop physical science. I merely responded that I was impressed by her thorough job analysis.

The following fields of study/careers were then identified for intensive job analysis and feedback to me as counsellor.

✓ BA Visual Arts (Visual Communication) (Stella’s preferred choice)

✓ Architecture

✓ Interior or Graphic Design

✓ Expressive Arts Therapy

✓ Film and Media Studies

All these career trajectories point to Stella’s emotional-intellectual proficiency, her creativity, her values-driven need to construct a hope- and purpose-driven, socially meaningful career-life.

Discussion

On the surface, the research examined how integrative career counselling (through career construction counselling) helped a gifted, artistic learner identify purposeful and sustainable career options in her career-life. More profoundly, however, it investigated how the participant could identify and choose and construct a career and design a life that would reflect her emotional-social-intellectual proficiency, her creativity, and her values-driven need to construct a meaning-, hope-, and purpose-driven, socially meaningful career-life. The approach described here comprised the reconstruction of a predominantly Western career counselling paradigm to address the career-counselling needs of a gifted, artistic young woman in a Global South, developing country context (Laher & Kramer, 2025) and to enable her to deal with career stereotyping.

Before commencing with my discussion and relating my findings to the findings of others, I must state that it was challenging to locate research findings relevant to my specific topic. Accordingly, in several instances, I had little choice but to connect my findings with more general findings that only indirectly addressed the focus of my research.

The two research questions are discussed below.

How did the Intervention Influence the Participant’s Career Decision-Making Preparedness?

The participant (a gifted artistic learner) presented with stereotyping-related challenges regarding choosing a career, a topic that has received little attention in career counselling (Maree, 2017a, 2017b). As discussed earlier, young people are often told by their significant others that people with qualifications in the arts field struggle to ‘find work‘ and are largely unemployable. Such simplistic and unfortunate observations often result in people entering fields of study and associated careers that are chosen solely for their purported ability to ensure employment. On the one hand, concerns are raised about the lack of work opportunities for people with arts-related qualifications, and, on the other hand, the belief that arts-related jobs will be plentiful in the AI era (Ashton et al., 2023; Goodwin & Vincent, 2024). Adaptability, employability, meaning, purpose, and positive alignment with people’s innermost motivations count more than pursuing ‘safe’ or lucrative fields of employment (Dumitru & Halpern, 2023; Rottinghaus & Miller, 2013). The shift from the emphasis on ‘finding work (employment)’ to facilitating ‘employability’ highlights the growing emphasis on qualities such as (career) adaptability, self-authorship, and lifelong learning. These attributes are particularly critical in today’s fluid and unpredictable labour markets.

As shown here, the intervention revealed the participant’s adaptive resources such as her core competencies to deal with repeated transitions and challenging tasks. The participant’s developmental resources such as self-awareness and self-reflection, values-driven purpose, and transformative visioning also emerged strongly. Furthermore, the intervention strengthened the participant’s narratability resources such as her personal vision and mission, and her symbolic use of artistic language to promote growth and instigate change and reflective insight into her career-life themes and future-oriented narrative. The intervention helped the participant recount and draw on her career-life story to enact her central career-life themes such as creativity, artistic inclination, authenticity, and emotional depth to uplift and advocate for ‘unvoiced’ and marginalised people. Lastly, the intervention revealed the participant’s autobiographicity resources such as re-authoring her career-life story through artistic expression, making meaning in adversity, contributing to societal upliftment, and confirming her distinct self- and career identity (Maree, 2022). Over time, the intervention could help ensure the treasuring and sharing of her virtues such as compassion, beauty, and sense of justice for all (autobiographicity) (Savickas, 2019a, 2019b). She could then discover and activate her key life themes in combination with her vocational traits and adaptability (developmental resources). Following the intervention, her doubts about her future gave way to a sense of direction and goal setting as well as a sense of intentionality and actual action and forward movement (actionality) (Young & Mundy, 2023). These findings support those of Arthur & Rousseau (1996), Del Corso and Rehfuss (2011), Maree and Gerryts (2019), and Nota et al. (2016) on the value of career construction counselling in diverse contexts. Importantly, the intervention facilitated integration of the participant’s conscious knowledge about herself with her subconscious insights about herself.

How did the Intervention Influence the Participant’s Self- and Career Identity?

First, the intervention strengthened the alignment between her self-expression and her preferred study fields and associated careers. Her narrative uncovered a powerful connection with innovation, artistry, emotional expression, and creativity. She realised that her true self as expressed through artistic activities such as painting, designing, and dancing could direct her career choices (Brammar & Lezova, 2018; Shefer, 2018). This realisation is confirmed by the elevated level of self-confidence she exhibited just after the intervention and, especially, two years after the intervention. She showed enhanced confidence in her preparedness to make an appropriate career choice that aligned positively with her intrinsic self (such as her decision to drop physical science in favour of art).

Second, as indicated by her career-life portrait, Stella’s self-identity themes were clarified (Bimrose, 2024). These included social justice, transformation, and advocacy. The career-life self-portrait consolidated her self-identity and career mission and vision. In addition, she drew on the counselling to clarify her deep values, inspiring her to choose a field of study that would enable her to pursue visual communication design. She exhibited an enhanced sense of career-life authorship, realising that merely seeking a career was insufficient and that what mattered was choosing a career, becoming employable, and actively designing herself. Lastly, her feedback after two years confirmed her capability to make informed career and subject choices. Her amended choices reflected an alignment between her career and subject choices, her enhanced self-identity, and her medium- and longer-term career goals.

This finding is in line with the findings of researchers such as Del Corso, Rehfuss (2011) and Taber and Briddick (2011) on the power of career construction intervention (CCI) to enhance people’s career adaptability and their sense of self- and career identity (Chen & Wong, 2013). Stella’s enhanced career adaptability and self-identity should help her deal successfully with any future restraints and constraints in her work life (Guichard, 2009; Maree & Nortjé, 2022; Robertson & Abkhezr, 2023). The present research findings correlate positively with those of Algra and Olivier (2024). Fouad et al. (2009) and Vertsberger and Gati (2015) view that merely providing more information (of whatever kind) alone does not decrease people’s career choice uncertainty. The present findings also confirm Nota et al.’s (2016) finding that CCI enhances people’s career adaptability and thus also their career decidedness (Al-Waqfi et al., 2023; Zhang et al., 2023).

Lastly: The present findings support the views of Hartung and Di Fabio (2024) that “(b)y constructing career- and self-identities and adapting to changes in both ourselves and in different situations, we must create certainty and security inside ourselves in an uncertain and insecure environment” (p. 206).

Limitations

First, case study research is not statistically representative of the broader population. Second, the study relied heavily on theoretical and empirical literature from European and North American contexts, which, while valuable, does not always reflect the realities or nuances of the South African career counselling landscape. Third, personal bias may have influenced my findings, despite my best attempts to be totally objective. However, to mitigate potential allegiance bias, I put additional safeguards in place beyond the external reader. This included the use of a blinded second rater and maintaining a transparent audit trail throughout.

Recommendations for Theory, Practice, Future Research, and Policy

In terms of future research, the kind of career counselling intervention discussed in this article has been shown to work well in numerous developing country contexts. However, little research on this approach has been conducted in these contexts. ‘Test-and-tell’, trait-and-factor approaches still prevail across Africa, for instance. More research is needed on this new counselling approach.

From a theory perspective, it is essential to reflect on possible changes and the theoretical modifications required to ensure the approach responds positively to the changing needs of gifted artistic learners in today’s world.

From a practical perspective, innovative, cost-effective national and transnational training should be provided to career counsellors and other professionals working in the field of career counselling.

From a policy perspective, departments of basic as well as higher education in developing countries in particular should urgently address the needs of gifted artistic learners – a marginalised, largely excluded cohort of learners who typically have much to offer society in terms of overcoming the major challenges in the current Anthropocene era.

Conclusion

The efficacy and usefulness of career counselling can be gauged by its ability to effect meaningful changes in people’s career-life stories (Benton, 2025; Soresi et al., 2008). The research reported in this article illustrated how integrative career (construction) counselling supported a gifted, artistic learner in exploring purposeful and sustainable career-life options. This process helped her deal with the dilemma of whether to pursue her natural artistic talents or to follow a more conventionally ‘stable’ career life trajectory. Her decision was complicated by the discouraging, stereotypical views of significant others who warned that a low income and even unemployment could result if she followed a career in the arts. This study showed how an integrative QUALITATIVE + quantitative counselling approach helped a gifted learner refute limiting stereotypes about careers in the arts field and make an authentic, informed career-life decision.

Footnotes

Acknowledgements

I thank the participant for taking part in the research, I thank Tim Steward for his scrutiny and editing of the text, I acknowledge using ChatGPT (OpenAI, version dated 11 December 2024) to adjust and summarise the language in order to comply with word count requirements. AI assistance was used in full compliance with journal policy.

ORCID iD

Jacobus Gideon Maree

Funding

The author received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The author declared no potential conflicts of interest with regard to the research, authorship, and/or publication of this article.

Author Biography

Jacobus Gideon Maree, a professor in the Department of Educational Psychology at the University of Pretoria, specialises in educational psychology. Holding doctoral degrees in Education (Career Counselling), Mathematics Education, and Psychology, Maree is recognized for his extensive contributions. He is a fellow of the Psychological Society of South Africa (PsySSA) and the International Association of Applied Psychology (IAAP), serving on the Board of Directors of IAAP (Division 16). As the sole African representative on the United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair on Lifelong Guidance and Counseling and the UNESCO University Network and Twinning Chair, Maree's influence extends globally. He has delivered keynote speeches at 30 international conferences. He holds honorary scholarly appointments at various universities worldwide, further solidifying his impact in the field. Prof Maree received a B1 rating from the NRF.

References

Adler

(1958). What life should mean to you. Capricorn books.

Albien

A. J.

(2020). Exploring processes of change in a life-design career development intervention in socio-economically challenged youth. Journal of the National Institute for Career Education and Counselling, 45(1), 6–14. https://doi.org/10.20856/jnicec.4502

Algra

Olivier

(2024). Career adaptability as an instructional scaffold for career education in South African schools. African Journal of Career Development, 6(1). https://doi.org/10.4102/ajcd.v6i1.123

Al-Waqfi

M. A.

Tlaiss

Ghoudi

(2023). Career adaptability as a predictor of job search intentions and career readiness of young adults in the United Arab Emirates. Journal of Career Development, 50(5), 1076–1096. https://doi.org/10.1177/08948453231157759

Arthur

M. B.

Rousseau

D. M.

(1996). The boundaryless career: A new employment principle for a new organizational era. Oxford University Press.

Ashton

Bennett

Bulaitis

Z. H.

Tomlinson

(2023). In the name of employability: Faculties and futures for the arts and humanities in higher education. Arts and Humanities in Higher Education, 22(2), 103–111. https://doi.org/10.1177/14740222231160409

Benton

(2025). Career development learning in higher education: How authentic work experiences and opportunities for career exploration can increase self-efficacy and inform career identity. Journal of the National Institute for Career Education and Counselling, 34(1), 40–47. https://doi.org/10.20856/jnicec.3407

Bilozub

Volodymyr

Osadchyi

Diachenko

Bondarchuk

(2025). Digital art and design for a sustainable future: Innovation, ethics, and identity. European Journal of Sustainable Development, 14(2), 381. https://doi.org/10.14207/ejsd.2025.v14n2p381

Bimrose

(2024). Narrative career counselling. In McMahon

Abkhezr

(Eds.), Narrative career counselling (pp. 215–224). https://doi.org/10.4324/9781003441724-22

10.

Brammar

Lezova

(2018). How can creative practice facilitate reflection on self-learning? Implications for narrative career counselling. Australian Journal of Career Development, 27(2), 108–115. https://doi.org/10.1177/1038416218785916

11.

Chen

C. P.

Wong

(2013). Career counseling for gifted students. Australian Journal of Career Development, 22(3), 121–129.

12.

Clark

(1989). Screening and identifying students talented in the visual arts: Clarks drawing abilities test. Gifted Child Quarterly, 33(3), 98–105. https://doi.org/10.1177/001698628903300301

13.

Cochran

(1997). Career counseling: A narrative approach. Sage.

14.

Cohen-Scali

Drabik-Podgórna

Podgórny

Duarte

M. E.

Guichard

Aisenson

Di Fabio

Maree

Masdonati

Nota

Pouyaud

Ribeiro

M. A.

Antonio

D. S.

(2025). New perspectives for life-design interventions in the anthropocene context. Australian Journal of Career Development, 34(1), 5–17. https://doi.org/10.1177/10384162241307964

15.

Coscioni

Paixão

M. P.

Teixeira

M. A. P.

Savickas

M. L.

(2023). Life projects: A comprehensive definition. Philosophical Psychology, 38(4), 1295–1317. https://doi.org/10.1080/09515089.2023.2234951

16.

Csikszentmihalyi

Beattie

O. V.

(1979). Life themes: A theoretical and empirical exploration of their origins and effects. Journal of Humanistic Psychology, 19, 45–63.

17.

Darling

Mahon

Á.

(2024). ‘Go to Oxbridge, get an education, start a career. Do all the right things’: the ‘low value’arts degree and the neoliberal university. Oxford Review of Education, 50(3), 384–398. https://doi.org/10.1080/03054985.2023.2229550

18.

Del Corso

Rehfuss

M. C.

(2011). The role of narrative in career construction theory. Journal of Vocational Behavior, 79(2), 334–339. https://doi.org/10.1016/j.jvb.2011.04.003

19.

Duarte

M. E.

(2017). Sustainable decent work. Invited public lecture at: University of Pretoria.

20.

Dumitru

Halpern

D. F.

(2023). Critical thinking: Creating job-proof skills for the future of work. Journal of Intelligence, 11(10), 194. https://doi.org/10.3390/jintelligence11100194

21.

Fouad

Cotter

E. W.

Kantamneni

(2009). The effectiveness of a career decision-making course. Journal of Career Assessment, 17(3), 338–347. https://doi.org/10.1177/1069072708330678

22.

George

A. S.

Baskar

Srikaanth

P. B.

(2024). Bridging the generational divide: Fostering intergenerational collaboration and innovation in the modern workplace. Partners Universal International Innovation Journal, 2(3), 198–217.

23.

Goodwin

Vincent

(2024). Arts employability and extracurricular communities of practice: A case study of the university of Melbourne’s creative community connections. Arts and Humanities in Higher Education, 23(4), 350–369. https://doi.org/10.1177/14740222241260951

24.

Guichard

(2009). Self -constructing. Journal of Vocational Behavior, 78(3), 251–258. https://doi.org/10.1016/j.jvb.2009.03.004

25.

Guichard

(2022). Support for the design of active life at a turning point. Studia Poradoznawcze/Journal of Counsellogy, 11, 133–146.

26.

Hartung

P. J.

(2015). Life design in childhood: Antecedents and advancement. In Nota

Rossier

(Eds.), Handbook of life design: From practice to theory and from theory to practice (pp. 89–102). Hogrefe Publishing.

27.

Hartung

P. J.

(2019). Life design: A paradigm for innovating career counselling in global context. In Maree

(Ed.), Handbook of innovative career counselling (pp. 3–18). Springer. https://doi.org/10.1007/978-3-030-22799-9_1

28.

Hartung

P. J.

Di Fabio

(2024). Sustainable development: A fourth paradigm for twenty-first century careers. Australian Journal of Career Development, 33(3), 203–211. https://doi.org/10.1177/10384162241287739

29.

Hay-Smith

E. J. C.

Brown

Anderson

Treharne

G. J.

(2016). Once a clinician, always a clinician: a systematic review to develop a typology of clinician-researcher dual-role experiences in health research with patient-participants. Medical Research Methodology, 16, 1–17.

30.

Janesick

V. J.

(2000). The choreography of qualitative research. In Denzin

N. K.

Lincoln

Y. S.

(Eds.), Handbook of qualitative research (2nd ed., pp. 390–396). Sage Publications.

31.

Kelly

(2023). Majority of working-class parents against children pursuing arts careers, finds new report. Drama & Theatre. https://www.dramaandtheatre.co.uk/content/news/majority-of-working-class-parents-against-children-pursuing-arts-careers-finds-new-report/

32.

Kewley

E. P.

(2006). The dual role of psychologist-researcher: Using psychological assessments for research purposes (unpublished master’s thesis): University of Lethbridge.

33.

Laher

Kramer

(2025). Qualitative research quality in South African psychology. In Flick

(Ed.), The sage handbook of qualitative research quality (pp. 531–545). Sage. https://doi.org/10.4135/9781529674354.n35

34.

Law

Bunning

Byng

Farrelly

Heyman

(2005). Making sense in primary care: Levelling the playing field for people with communication difficulties. Disability & Society, 20(2), 169–184. https://doi.org/10.1080/09687590500059267

35.

Maree

J. G.

Taylor

(2016). Development of the maree career matrix: A new interest inventory. South African Journal of Psychology, 46(4), 462–476. https://doi.org/10.1177/0081246316641558

36.

Maree

J. G.

(2016). Career construction counseling with a mid-career black man. The Career Development Quarterly, 64(1), 20–34. https://doi.org/10.1002/cdq.12038

37.

Maree

J. G.

(2017a). Life design counselling. In Stead

Watson

(Eds.), Career psychology (3rd ed., pp. 105–118). Van Schaik.

38.

Maree

J. G.

(2017b). The career interest profile (version 6). JvR Psychometrics.

39.

Maree

J. G.

(2022). Using integrative career construction counselling to promote autobiographicity and transform tension into intention and action. Education Sciences, 12(2), 72. https://doi.org/10.3390/educsci12020072

40.

Maree

J. G.

(2024). Online career construction for a trauma survivor with career choice ambivalence. South African Journal of Higher Education, 38(2), 1–23. https://doi.org/10.20853/2F38-2-5392

41.

Maree

J. G.

Fletcher

Pienaar

(2018). Enhancing the sense of self of peer supporters using life design-related counselling. South African Journal of Psychology, 48(4), 420–433. https://doi.org/10.1177/0081246317742246

42.

Maree

J. G.

Gerryts

(2019). Enhancing the employability of unskilled and unemployed young adults: Practical guidelines. J. G. Handbook of innovative career counselling (pp. 444–469). Springer.

43.

Maree

J. G.

Nortjé

(2022). Enhancing the sense of self of a mid-career woman through career construction counselling. International Journal for Educational and Vocational Guidance, 23(2), 499–525. https://doi.org/10.1007/s10775-021-09520-0

44.

Mareer

(2025). Career counselling framework for sustainable career trajectories anthropocene: Intervention with a gifted disadvantaged youth. Gifted Education International, 41(2), 301–331. https://doi.org/10.1177/02614294251318191

45.

Newton

Dhole

(2023). Is AI art another industrial revolution in the making? arXiv. https://arxiv.org/abs/2301.05133

46.

Nota

Santilli

Soresi

(2016). A life-design-based online career intervention for early adolescents: Description and initial analysis. The Career Development Quarterly, 64(1), 4–19. https://doi.org/10.1002/cdq.12037

47.

Oosthuizen

R. M.

(2022). The fourth industrial revolution – Smart technology, artificial intelligence, robotics and algorithms: Industrial psychologists in future workplaces. Frontiers in Artificial Intelligence, 5, 913168. https://doi.org/10.3389/frai.2022.913168

48.

Owen

Vosloo

H. N.

(2000). Differential aptitude tests form S. HSRC.

49.

Parsons

(2005). Choosing a vocation. National Career Development Association.

50.

Porfeli

Lee

Vondracek

F. W.

(2013). Identity development and careers in adolescents and emerging adults: Content, process, and structure. In Walsh

B. W.

Savickas

M. L.

Hartung

P. J.

(Eds.), Handbook of vocational psychology: Theory, research and practice (4th ed., pp. 133–154). Routledge.

51.

Pulakos

E. D.

Schmitt

Dorsey

D. W.

Arad

Hedge

J. W.

Bornman

W. C.

(2002). Predicting adaptive performance: Further tests of a model of adaptability. Human Performance, 15(4), 299–323. https://doi.org/10.1207/s15327043hup1504_01

52.

Renzulli

J. S.

(1992). A general theory for the development of creative productivity through the pursuit of ideal acts of learning. Gifted Child Quarterly, 36(4), 170–182. https://doi.org/10.1177/001698629203600402

53.

Richardson

M. S.

(2012). Counselling for work and relationship. The Counselling Psychologist, 40, 425–433.

54.

Robertson

Abkhezr

(2023). Reconstructing stories of career adaptability through the integrative structured interview for undergraduate university students. Journal of Career Assessment, 32(3), 462–481. https://doi.org/10.1177/10690727231205302

55.

Rottinghaus

P. J.

Miller

A. D.

(2013). Convergence of personality frameworks within vocational psychology. In Walsh

W. B.

Savickas

M. L.

Hartung

P. J.

(Eds.), Handbook of vocational psychology theory, research, and practice (4th ed., pp. 105–131). Routledge.

56.

Sahito

F. Z.

Sahito

Z. H.

Alishba

Phulpoto

(2025). The effectiveness of career guidance and counseling services in secondary schools: Evaluating their role in enhancing student career choices and academic success. Voyage Journal of Educational Studies, 5(1), 15–31. https://doi.org/10.58622/vjes.v5i1.214

57.

Savickas

M. L.

(2005). The theory and practice of career construction. In Brown

Lent

(Eds.), Career development and counseling: Putting theory and research to work (pp. 42–70). John Wiley.

58.

Savickas

M. L.

(2006). Career counseling. American Psychological Association. [DVD].

59.

Savickas

M. L.

(2009). Pioneers of the vocational guidance movement: A centennial celebration [Special Issue]. The Career Development Quarterly, 57, 194–288.

60.

Savickas

M. L.

(2015). Career counselling paradigms: Guiding, developing, and designing. In Hartung

P. J.

Savickas

M. L.

Walsh

W. B.

(Eds.), APA handbook of career intervention (2, pp. 129–143). American Psychology Association. Applications.

61.

Savickas

M. L.

(2019a). Career counselling (2nd ed.). American Psychological Association.

62.

Savickas

M. L.

(2019b). Career construction theory. Life portraits of attachment, adaptability and identity. Author.

63.

Savickas

M. L.

Porfeli

E. J.

(2010). Career adaptability: Model and measure. Invited symposium conducted on the 27th congress of applied psychology.

64.

Savickas

M. L.

Savickas

(2019). A history of career counseling. In Athanasou

J. A.

Perera

H. N.

(Eds.), International handbook of career guidance (2nd ed., pp. 25–44). Springer.

65.

Sethlare

Wood

Meyer

(2017). Exploring group life design with teachers in the context of poverty-related psychosocial challenges. South African Journal of Education, 37(4), 8. https://doi.org/10.15700/saje.v37n4a1493

66.

Shefer

(2018). Narrative career therapy: From the problem-saturated story to a preferred story and career path. Australian journal of career development, 27(2)99–107. https://doi.org/10.1177/1038416218785175

67.

Sieck

B. C.

(2012). Obtaining clinical writing informed consent versus using client disguise and recommendations for practice. Psychotherapy, 49(1), 3–11. https://doi.org/10.1037/a0025059

68.

Soresi

Nota

Ferrari

Solberg

(2008). Career guidance for persons with disabilities. In Athanasou

J. A.

van Esbroeck

(Eds.), International handbook of career guidance (pp. 405–417). Springer Science.

69.

Stoller

J. K.

Kolp

Walshe

Rea

(2024). Paradox of navigating uncertainty: Ancient ‘soft stuff’ makes Us tough. BMJ Leader, 9(1), 62–66. https://doi.org/10.1136/leader-2023-000932

70.

Super

D. E.

(1990). Career and life development. In Brown

Brooks

(Eds.), Career choice and development (2nd ed., pp. 192–234). Jossey-Bass.

71.

Taber

B. J.

Briddick

W. C.

(2011). Adlerian based career counseling in the age of protean careers. Journal of Individual Psychology, 67(2), 107–121.

72.

Vertsberger

Gati

(2015). The effectiveness of sources of support in career decision-making: A two-year follow-up. Journal of Vocational Behavior, 89, 151–161. https://doi.org/10.1016/j.jvb.2015.06.004

73.

Wessels

C. J.

Diale

B. M.

(2017). Facebook as an instrument to enhance the career construction journeys of adolescent learners. South African Journal of Education, 37(4), 1–12. https://doi.org/10.15700/saje.v37n4a1470

74.

Winner

(2000). The origins and ends of giftedness. American Psychologist, 55(1), 159–169. https://doi.org/10.1037//0003-066x.55.1.159

75.

Young

R. A.

Collin

(2004). Introduction: Constructivism and social constructionism in the career field. Journal of Vocational Behavior, 64(3), 373–388. https://doi.org/10.1016/j.jvb.2003.12.005

76.

Young

R. A.

Mundy

A. K. S.

(2023). Action and the active life: The contribution of contextual action theory to current career development challenges. Australian Journal of Career Development, 32(2), 85–93. (Original work published 2023). https://doi.org/10.1177/10384162231172514

77.

Zammitti

Zarbo

Magnano

Ginevra

M. C.

(2025). Career adaptability, decent work, meaningful work, and life satisfaction in Italian adults. The Career Development Quarterly, 73(2), 130–141. https://doi.org/10.1002/cdq.12376

78.

Zhang

Savickas

M. L.

Xue

Wang

(2023). From adaptive readiness to adaptation results testing the career construction model of adaptation in Chinese adolescents. Journal of Career Assessment, 32(3), 578–597. https://doi.org/10.1177/10690727231213810

Challenging Stereotypes in Career Counselling: Enabling a Gifted,Artistic Learner to Pursue Purposeful,Sustainable Careers

Abstract

Keywords

Introduction

Stereotyping in Arts-Related Fields

Career Construction Counselling: General Introduction

Career Construction Counselling and its Encapsulation in Social Constructionism

Career Construction Theory

Career Adaptability

Narratability and Biographicity

Rationale for the Study

Goal of the Study

Methodology

Participant

Identifying the Participant as Artistically Gifted

Mode of Inquiry

Procedure

Alignment with Theory

Career-Life Portraiture Rationale

Data-Generating Instruments

Quantitative

Qualitative

Rigour of the Study

Data Analysis

Drawing on a Career-Life Portraiture Method to Craft Career-Life Portraits

Integration of Qualitative and Quantitative Findings

Ethical Issues

Findings

Quantitative Outcomes

Qualitative Outcomes

A dream danced into reality

When my sister arrived like a work of art

The art of surprise and celebration

Stella’s Career-Life Portrait

Discussion

How did the Intervention Influence the Participant’s Career Decision-Making Preparedness?

How did the Intervention Influence the Participant’s Self- and Career Identity?

Limitations

Recommendations for Theory, Practice, Future Research, and Policy

Conclusion

Footnotes

Acknowledgements

ORCID iD

Funding

Declaration of Conflicting Interests

Author Biography

References