Career counseling for gifted students

Abstract

Despite their high intellectual caliber, gifted high school students may experience very unique barriers and challenges in their career exploration and planning. As such, this group of students need much help when it comes to career guidance and counseling in the school setting. Being cognizant of this reality, the current article attempts to apply key tenets of career development and career counseling theories to the helping context of career guidance and counseling for gifted high school students. It examines the unique career-related barriers and challenges faced by this student population, drawing attention to the complexity of the issue in the context of intellectual giftedness as experienced by the target group. It then proposes theory-informed career guidance and counseling interventions for the target group.

Guiding the Talent and Career Development of the Gifted Individual

“…As noted, Gottfredson's (, , ) theory of circumscription and compromise has much to offer the gifted population, because gifted students tend to orient their career development around gender stereotypes and also aspire toward careers high in prestige (C. P. Chen & Wong, ). Before outlining a framework that can be used to guide the career development of this population, we highlight issues and challenges unique to gifted individuals that may influence their career decision making.…”

“…Although the gifted education field has not identified a definitive or unifying career counseling theory that addresses all of the career‐related concerns of gifted students, one well‐established developmental theory that appears especially well suited for this population is Gottfredson's () theory of circumscription and compromise. Because this approach places a strong emphasis on factors that are salient to many gifted individuals, such as cognitive ability, occupational prestige, and the influence of sex roles and gender stereotypes on career development (C. P. Chen & Wong, ), especially in the case of gifted girls and women, the career counseling framework proposed in this article is organized around tenets of Gottfredson's (, , ) theory.…”

Kariérové cesty intelektovo nadaných ľudí

“…Ide o koncept opisujúci osoby, ktoré disponujú mnohými schopnosťami, a ako uvádzajú niektorí autori, aj mnohými záujmami (Rysiew, Shore, Leeb, 1999). Takýto človek má mnoho kompetencií, ktoré môže rozvíjať a úspešne využívať v rade aktivít (Chen, Wong, 2013). V dôsledku multipotenciality má intelektovo nadaný žiak pri voľbe povolania k dispozícii veľa možností a na rozdiel od bežných žiakov musí zvažovať iné kritériá ako svoje schopnosti.…”

“…mýtus o ideálnej kariére, mýtus o včasnom definovaní záujmov -pozri Vendel, 2008). A hoci sa to tak vďaka ich mimoriadnym schopnostiam môže javiť, nie je pravdou, že by bol kariérový vývin nadaných bez ťažkostí (Chen, Wong, 2013;Peterson, 2009). V čom sa nadaní jednotlivci líšia od bežnej populácie pri voľbe povolania, v čom im môže pomôcť kariérové poradenstvo, či nadaní naozaj dosahujú mimoriadne kariérové úspechy a čo je pre nich v práci zdrojom spokojnosti, sa pokúsime priblížiť v tomto príspevku.…”

Supporting the career development of gifted students: New role and function for school psychologists

“…While academic ability is one dimension of career preparation, it should not be the sole determining factor of a gifted student's future. Choosing a career path for gifted students needs to evolve beyond the determination of an ability area to pursue (Kim, 2014) into a thorough exploration of the different avenues that lead to future career pathways such as values and interests (Chen & Wong, 2013; Hall & Kelly, 2014; Maxwell, 2007; Muratori & Smith, 2015; Sampson & Chason, 2008; Watters, 2010). This article examines some of the unique challenges of career development to gifted students and provides an overview of how to provide a holistic approach of vocational development.…”