Career Assessment with Intellectually Gifted Students

Abstract

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.

Exceptional Female Students of Color: Academic Resilience and Gender in Higher Education

“…Among the most commonly cited obstacles to academic achievement for females is the issue of role conflicts (Kerr and Sodano 2003). This often manifests itself as a metaphorical "tug of war" between familial/social obligations and the desire to excel academically (Belenky et al 1986).…”

Mérito académico no ensino superior e inserção laboral: Um estudo de caso

“…Na realização de tarefas a presença de variáveis como paixão pela área e autorregulação ajuda a explicar a perseverança, o elevado investimento de tempo e energia, e a prática deliberada (Almeida & Wechsler, 2015). Fatores como o desemprego, a maior valorização da família e a multipotencialidade podem estar associados às diferenças na motivação e perseverança para se comprometer com o trabalho e marcar a diferença (Antunes & Almeida, 2008;Kerr & Sodano, 2003). O facto de ser comum os alunos de mérito imporem a si próprios níveis de qualidade crescente, pode explicar a ambição e os movimentos em direção à excelência da maior parte do grupo (Stoeber & Otto, 2006).…”

“…Por um lado, aspetos como a multipotencialidade, a ausência ou assistência apenas pontual dos serviços de orientação vocacional e constrangimentos do contexto podem estar na origem das flutuações nas trajetórias escolares e das indecisões de carreira e, por outro lado, o apoio de figuras significativas e ambientes educativos estimulantes parecem ter contribuído para o investimento no aperfeiçoamento contínuo do seu desempenho (Kerr & Sodano, 2003;Ericsson, Nandagopal & Roring, 2009).…”

“…Esta investigação permite-nos apontar alguns fatores que parecem estar a influenciar a situação profissional atual dos sujeitos. Em primeiro lugar, a multipotencialidade parece ter funcionado como um constrangimento em alguns percursos ao dificultar a descoberta de interesses e as escolhas vocacionais (Kerr & Sodano, 2003). A precariedade atual em termos de opções de emprego que se vive em Portugal também parece condicionar as oportunidades de inserção laboral e a ocupação de posições profissionais reconhecidas e de destaque (Gomes et al, 2015).…”

Evaluación Multidimensional de la Superdotación: Criterios de validez de la Batería de Inteligencia y Creatividad para predecirlos talentos artísticos y académicos

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