Career counseling with the intellectually gifted poses unique challenges to counselors. Development of competent practices with this population requires the career counselor to be aware of several issues specific to the intellectually gifted in general, along with specific issues that may differentially affect gifted males, females, and minorities. Traditional career counseling is insufficient to meet the needs of this population. Therefore, the article reviews trends and improvements to counseling the intellectually gifted, controversies, and multicultural issues and suggests an expanded role for career counselors of the intellectually gifted.Research on the career development needs of intellectually gifted students has often been linked to the rise and fall of the political fortunes of the gifted education movement. In addition, changing theories about the nature of giftedness have further complicated the process of making generalizations about bright students. The post-Sputnik era emphasized research on the needs of high-IQ young people, the late 1960s and early 1970s de-emphasized intelligence scores and focused on creativity, and the 1980s and 1990s produced a plethora of theories regarding intellectual development and a further exploration within the realm of specific talents.With the new millennium came an increasing concern for integrating multicultural knowledge into interventions for gifted students. Therefore, progress has continued, if somewhat inconsistently, in the conceptualization of vocational development of intellectually gifted students, the understanding of gifted students' choices and needs, and the creation of research-based career counseling interventions. This article reviews advances in the vocational psychology of intellectually gifted students, the implications for career assessment, and the means by which counselors can help these students to plan more effectively for their professional futures.

Interest development is not an easily studied process. There are at least 4 methods for examining the process of stability and change over time: relative stability, absolute stability, profile stability, and structural stability. A program of research that focuses on examining these 4 types of stability is summarized relative to the issues pertinent to the development of vocational interests in children and adolescents.

Nonparametric item response theory methods were applied to the responses of 1,000 college students on the 64 items of the Inventory of Interpersonal Problems-Circumplex (IIP-C; Alden, Wiggins, & Pincus, 1990) to develop an abbreviated 32-item version of the instrument. In a separate validation sample of 981 students, the newly selected scale items did not show evidence of differential item functioning across males and females. There was high convergence found between the new scales and IIP-C parent scales, along with commensurate or improved fits to the circular structural model relative to the full scale and its existing brief derivatives-the IIP-32 and the IIP-SC. Results provide evidence that the new brief scales can improve the level of precision and information yielded in brief assessments of interpersonal problems without gender bias.

The Child and Adolescent Interpersonal Survey (CAIS) consists of interpersonal trait descriptions that were generated to represent the constructs of the Interpersonal Circumplex model utilizing language accessible to children in a brief self-report format. Scale development entailed examining the structure at the item and scale levels with a sample of children (fourth and sixth graders) and at the scale level with college students. Internal consistency estimates for the majority of the CAIS scales were adequate given the brevity of the scales. The fits to the circular order model for the CAIS were very well supported across the child and adult samples, with no significant differences in the fit of the model across these samples. Generally strong associations were found between corresponding scales of the CAIS and the Interpersonal Adjective Scales in a college sample, and there were many structural similarities between these measures. For the child sample, the CAIS scales of Gregarious-Extraverted and Warm-Agreeable related strongly to corresponding Five-factor scales, and remaining scales related minimally to moderately.