ÌÇÐÄVlog

One of the biggest challenges I face in my counselling career is the deeply rooted belief among South Asian parents that only two career paths are considered respectable and secure: a doctor or an engineer. This mindset is particularly strong in Pakistan, where I work, and significantly affects students’ ability to explore other career options, especially in fields such as social sciences, psychology, media and other creative disciplines.

Students are often curious, open-minded and willing to explore different possibilities. However, their ideas are dismissed at home. Even when a student shows genuine interest and aptitude in subjects such as psychology, sociology or media, parents tend to prioritise traditional professions based on societal status, financial security and familiarity. As a result, students feel confused, pressured and often disconnected from their own interests.

This creates a major barrier in career counselling, because my role is not only to guide the student but to bridge the gap between their aspirations and their parents’ expectations. The challenge is not simply to provide information about careers but to counter long-held beliefs and help parents understand that the world of work has evolved significantly in recent years.

Fostering a mindset change

It is not that parents are intentionally dismissive; rather, they are unaware of the wide range of career opportunities available today. To overcome this challenge, I focus on creating awareness to foster a gradual mindset change among students and parents.

I conduct one-on-one discussions and sessions with students, where I introduce them to careers beyond medicine and engineering. I explain that fields such as psychology, data science, education, digital marketing and social development are growing and offer stable and meaningful careers. I also highlight success stories of individuals who have excelled in these fields. I then ask students to share these insights with their parents, because hearing the passion in their own children’s voices is often the best way to persuade them.

Data and psychological tools also help establish credibility. When I assess students using interest inventories and personality frameworks, I share the results with them in a simple and understandable way. This helps shift the conversation from opinion-based decisions to evidence-based guidance. When parents see that their child’s strengths align more with social sciences or creative fields, they begin to reconsider their assumptions.

Building trust and communication

I also focus on building trust with parents. Instead of directly challenging their beliefs, I acknowledge their concerns about financial stability and job security. I then gently introduce alternative perspectives, showing how career success today depends more on skills, adaptability and passion than traditional degrees. This respectful approach helps reduce resistance and opens space for dialogue.

Another important strategy is helping students communicate better with their parents. I guide students on how to express their interests clearly, present researched information about their chosen fields and demonstrate responsibility in their academic performance. This empowers students to become active participants in the decision-making process, rather than passive recipients of parental decisions.

Finally, I emphasise gradual exposure rather than immediate change. Shifting deeply ingrained beliefs takes time. I encourage small steps, such as exploring introductory courses, attending career talks or meeting professionals from different fields. I plan on taking students on field trips to media houses, mental health clinics and other spaces that give them exposure to these careers in action.

Through awareness-building, evidence-based counselling, respectful communication and continuous engagement, I have learned that change is possible. My role as a counsellor is to create a bridge between tradition and opportunity, helping students and parents move towards more informed and balanced career decisions.