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Story Telling - Crafting Identities (McMahon & Watson, 2013)
Story Telling - Crafting Identities (McMahon & Watson, 2013)
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On: 24 February 2015, At: 10:40
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To cite this article: Mary McMahon & Mark Watson (2013) Story telling: crafting identities, British
Journal of Guidance & Counselling, 41:3, 277-286, DOI: 10.1080/03069885.2013.789824
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Alices experience in this scene from Lewis Carrolls (1865) Alices Adventures in
Wonderland is not unlike that of most individuals as they try to navigate their career
development in a complex world of work context. Individuals turn to career
guidance practitioners as they seek answers to questions about who they are and who
they could become. They are uncertain of their present identities and curious about
their future identities. Alices search for identity reflects the search facing many
individuals in a world of change:
Dear, dear! How queer everything is to-day! And yesterday things went on just as
usual . . . Let me think: was I the same when I got up this morning? . . . But if Im not the
same, the next question is, Who in the world am I? Ah, thats the great puzzle! (Carroll,
1865)
The great puzzle facing career counsellors of how to seek new ways of responding
to the complex needs of diverse clients is considered in this article. Narrative career
counselling has been widely viewed as a key to that puzzle and it offers the possibility
of a new identity for the field and a sustainable and achievable future story (Savickas
et al., 2009). The move towards narrative career counselling has evolved into several
approaches, including the story telling1 approach (McMahon, 2006; McMahon &
Watson, 2010, 2012). The focus of the present article is on narrative career
counsellings potential contribution in providing a meaningful and useful experience
for career counselling clients. To illustrate the potential of narrative career
*Corresponding author. Email: [email protected]
# 2013 The Author(s). Published by Routledge.
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279
context of Australia and in non-western contexts within South Africa. Thus this
narrative approach stands alone for its origins in a non-western culture.
Similar to other narrative approaches, the story telling approach emphasises
connectedness, meaning making and agency as core constructs. Connectedness refers
to the contextual location of individuals careers and how diverse influences impact
on careers. Specifically, connectedness recognises that individuals live in familial,
social, community, geographic and sociopolitical contexts, all of which have some
degree of influence on the opportunities and constraints faced by individuals as they
construct their career identities. As individuals tell their stories, locate them in
particular contexts and identify various influences, they come to understand their
stories in a different way through a process of meaning making. In this process,
emerging themes within and between their stories are identified. The identification of
such themes reinforces the viewpoint that narrative approaches are holistic and
contextualising (Collin, 2006, p. 298). Agency refers to the role that individuals play
in the construction of their identities and careers. In addition, the story telling
approach includes reflection and learning explicitly as core constructs whereas their
role in other career narrative approaches is more implicit. Reflection refers to the
intangible subjective, cognitive and personal process that occurs for individuals as
they tell their stories to a career counsellor who listens and responds in order to
facilitate the identification of themes that permeate the stories that are told. Learning
refers to the new insights and new knowledge gained by individuals during the
process of career counselling.
Fundamental to narrative approaches is storytelling, which Cochran (2007, p. 18)
describes as a human universal. In narrative approaches to career counselling,
stories are elicited in different ways including the use of qualitative career assessment
instruments. For example, Amundson (2003) terms his narrative career counselling
process active engagement and uses strategies such as the Pattern Identification
Exercise to elicit themes common to the stories. The life design approach utilises a
career style interview (Savickas, 2005) that comprises five questions to elicit stories
from clients and subsequently their themes. In the story telling approach, the My
System of Career Influences qualitative career assessment instrument may be used to
elicit stories (McMahon, Watson, Chetty, & Hoelson, 2012a, 2012b) and is explained
in more detail below.
Identity
So why is storytelling so intrinsic to the way people live their lives? A number of
authors (e.g. McAdams, 2001; Singer, 2004; White, 1989) suggest that storytelling is
the way in which individuals make sense of their experiences. Further, the telling of
stories can have very real effects on individuals and contribute to the shaping of their
lives (White, 1992). Storytelling becomes a mechanism through which identity is
crafted (La Pointe, 2010), a point recognised by White (1989) in his term selfnarratives. Similarly, McAdams (2001) regards identity as an internalized and
evolving life story (p. 117), subsequently using the term narrative identity
(McAdams, 2011, p. 99). Thus, narrative approaches to career counselling enlist
storytelling processes to assist individuals to construct their future identities.
Identity is a particularly relevant, although not new, construct to career guidance.
The construct of identity does permeate major theoretical accounts of career
development but it is often subsumed in discussions of self. For example, Blustein
281
to systems is the interdependence of their parts, relationship between the whole, its
parts, and its environment; interaction rather than linear causes-and-effects (Collin,
2006, pp. 298299). Thus the application of systems theory to career development
and its use as a foundation for career counselling is responsive to calls for more
contextually and culturally sensitive frameworks and approaches (e.g. Savickas, 1993;
Stead & Watson, 2006; Watson, 2009). In particular, the STF provides a map for the
career counselling process (McMahon & Patton, 2006) that facilitates exploration of
the complex web of relationships . . . the complex interactions that take place, and so
highlighting crucial influences and tensions (Collin, 2006, p. 300) in the lives of
clients.
An application of the STF is the story telling approach to career counselling
which is being developed in the cultural contexts of Australia and South Africa.
Individuals in all country contexts tell stories. In telling their stories, individuals also
live their stories (White, 1992) which provide a key to understanding their actions
and identities (MacIntyre 1985). The telling of stories and the crafting of future
stories requires individuals to engage in a reflective learning process (Meijers &
Lengelle, 2012). However, Krumboltz (1996, p. 75) claimed that a task of career
counsellors is to generate learning experiences for their clients and he urged career
counsellors to be less concerned about whether their clients were making decisions
and more focused on whether their clients were learning. Thus Krumboltz
emphasised the process rather than the outcome of career counselling.
Process is central to the STF and also to the story telling approach. Consistent
with narrative career counselling, connectedness, meaning making and agency are
fundamental to the story telling approach. Connectedness reflects the dynamic
systemic underpinning of the story telling approach and the recursive interaction
that occurs within and between individuals systems of influence. Meaning making
occurs as individuals recount their stories in order to make sense of their experiences,
as in the case of career counselling. Agency reflects a belief that individuals have
taken an active role in the construction of their stories, their ability to tell stories and
also to enact future stories. Such stories, because of their systemic nature, enable the
cultural location and subjective experience of an individuals career development to
be appreciated.
Two further constructs of the story telling approach are learning and reflection
(McMahon et al., 2012a), constructs which have been less of a focus in other
narrative career counselling approaches. Indeed, learning and reflection are
recursively connected in the story telling approach. Insight into how learning and
reflection are conceptualised in story telling may be drawn from its parent theoretical
framework, the STF (Patton & McMahon, 2006). Specifically, the STF conceptualises career counselling as a learning system in which counselling is regarded as a
learning process, career counsellors as learning facilitators and individuals as lifelong
learners striving to make sense of their life experiences. Thus learning is a dialogical
and cognitive process (Meijers & Lengelle, 2012) as well as a transformative process
(McMahon et al., 2012a) that is brought about through reflection. For instance, the
recursive processes of connectedness, meaning making, reflection, learning and
agency result in transformation as individuals arrive at a different end point or a new
understanding of the same end point (McMahon et al., 2012a). In the dialogical
process in the story telling approach, individuals tell stories of their experiences and,
by reflecting on those experiences at both objective and subjective levels,
transformation occurs. Such learning informs the construction of their future stories.
283
and co-constructed (Cohen, 2006) in his cultural, familial and sociopolitical contexts.
Such cultural contexts can set boundaries or provide opportunities (Stead, 2004);
Sisas parents want to provide him with opportunities that were not available to them
because of the boundaries imposed on them in the cultural context of the Apartheid
era of South Africas history. Through the storytelling of Sisa and his mother, the
core constructs of narrative career counselling are evidenced. For example, the
recursive connectedness within and between systems of influence such as sociopolitical history, geographic location, socioeconomic circumstances, families, communities and individuals is reflected in Sisas story. Understanding Sisas mothers
present story of her hopes and dreams for her son is best facilitated through
connectedness to her past stories of oppression in South Africas political history.
Sisas stories may be understood through his connectedness with a different
period of history, growing up in a more privileged background and mixing with a
predominantly white friendship group. Through the telling of such stories, meaning
making occurs as previously disconnected stories are connected through the themes
that are identified. In relation to the story telling approach, the reflection brought
about by eliciting stories about the lives of the individuals assists in meaning making
and subsequently learning and new insights that contribute to the co-construction of
future stories. In the interview excerpts above, both Sisa and his mother made
statements in relation to culture which are followed by a period of reflection during
which they made meaning of their statements and learned something relevant to
Sisas career decision making. Due to the active role of the participants, agency is
fostered in the career counselling process itself as well as in the construction and
enactment of future stories. Further, stories evidence the complex recursive interplay
within and between the systems of influence that attests to the usefulness of systemic
approaches to career counselling such as narrative approaches.
Through the telling of stories, underlying themes emerge that permeate past and
present stories and provide a scaffold for a future story (McMahon & Watson, 2011).
For example, the themes inherent in the stories of Sisas mother are those of
determination, struggle and bettering herself and of a strong and proud Black
heritage. For Sisa, his Black heritage is less important, as evidenced through his
acculturation and consequent gradual loss of the language. Thus Sisa and his mother
individually have constructed different future stories for Sisa which suggests that
systemic rather than individual interventions may be appropriate (Arthur &
McMahon, 2005).
In career guidance, crafting a future story and a future identity must take account
of the stories clients have told. Indeed the future story will be grounded in the stories
of past and present experiences (Gergen & Gergen, 2006; Oyserman & James, 2011;
White, 2007), experiences which are culturally constructed (Cohen, 2006). Gergen
and Gergen suggest that future stories must be believable and actionable. In essence,
a believable story is one in which individuals can see a relationship between their
future story and their present and past stories. Because of that relationship,
individuals may also believe that their story is actionable. In this regard, Oyserman
and James propose conditions that are indicative that individuals will take action in
crafting a future identity. Primarily, Oyserman and James suggest that the future
identity must be important to individuals and that individuals must see a connection
between the identity they are crafting, the actions they are expected to take and their
present identity.
Notes on contributors
Dr Mary McMahon is a Senior Lecturer in the School
Queensland, Australia. She researches and publishes
development, narrative career counselling and qualitative
in developing systemic and narrative approaches for
practitioners.
285
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