Intellectual abilities for counseling interventions, practice, and theory: Dismissing their significance for learning and work constitutes.

Abstract

For basic science, Carroll's (1993) Human Cognitive Abilities constitutes a definitive treatment of the nature and hierarchical organization of cognitive abilities based on a conceptual and empirical analysis of the past century's factor analytic research. A. R. Jensen's (1998) The g Factor, explicates the

Careers and the gifted: Implications for society and education policy.

“…However, numerous longitudinal studies have also illustrated that general cognitive ability measured at an early age, such as age 11, is reasonably stable into later life, even until age 90 (Deary, 2014;Deary et al, 2013). Dawis (1992), in his classic paper "The Individual Differences Tradition in Counseling Psychology," made the case for utilizing information about cognitive abilities and numerous other measurable individual differences characteristics, such as interests and personality (Kell & Lubinski, 2015;Lubinski & Dawis, 1992), to assist with career counseling decisions regarding education, work, and life. For a more complete review of the role of numerous individual differences attributes beyond cognitive reasoning, in particular interests and personality, see Lubinski (2000) on assessing individual differences attributes by "sinking shafts at a few critical points," namely, abilities, interests, and personality for counseling purposes and educational/vocational development as well as understanding complex human phenomena more broadly.…”

“…Of course, the extent to which this gifted talent is allocated appropriately to various occupations of varying complexity (Strenze, 2013) is an important topic to consider, and career counseling of the gifted, namely helping match them to careers in regard to reasoning level, reasoning pattern, interests, personality, lifestyle preferences, and other factors, is quite important for the full talent development and flourishing of these students to reach the heights of achievement and excellence that they are truly capable of (e.g., Subotnik et al, 2011). As Kell and Lubinski (2015) pointed out, not using cognitive abilities in career counseling can possibly even amount to malpractice. Counselors can respond to the needs of the gifted as outlined in this article by understanding that a wide range of individual differences exist in the gifted population; that depending upon those individual differences there are differences in educational or other needs for appropriate developmental placement (e.g., advanced education, perhaps in certain domains); and that these individual differences should be accounted for openly and honestly in counseling placements, discussions, and decision making throughout a student's trajectory.…”

The criterion problem in cross-cultural performance research

“…For example, if an extended period of time elapses before evaluating the success of expatriate employees, those performing very poorly will have had their assignments terminated, those excelling will have already been promoted and given new duties, and those who are very dissatisfied with their assignments will have asked to be recalled (cf. Kell and Lubinski, 2015). This range restriction will weaken the degree to which an operational criterion can discriminate amongst individuals and play havoc with validity coefficients if predictors are being examined.…”