Providing career counseling to youth is not always an easy task; it comes with many obstacles and considerations, especially since it is a critical time in career decision-making and exploration (Gibson, 2005; Anderson & Vandehey, 2012). Through the work of various researchers, this paper provides helpful approaches regarding the guidance of gifted and talented youth in exploring and identifying career opportunities. According to the National Society for the Gifted and Talented (2012), gifted children and youth are those that are capable of performing at extraordinarily high levels and achieve accomplishments at great volume, while exercising exceptional talents in comparison to other children and youth their age. There are several subgroups within the gifted population that have been, and continue to be, researched such as multipotential, unipotential, and early emergers (Milgram & Hong, 1999; Achter, Lubinksi, & Benbow, 1996; Greene, 2003; Kerr, 1986; Maxwell, 2007; Kerr & Sodano, 2003). Several studies have defined multipotential students as those that are able to select and develop any number of diverse competencies to a high or exceptional level and in turn having the ability to thrive in related careers (Milgram & Hong, 1999; Achter, Lubinksi, & Benbow, 1996; Greene, 2003; Kerr, 1986; Maxwell, 2007; Kerr & Sodano, 2003). According to Achter, Lubinski, and Benbow (1996), the concept of multipotentiality derives from a universal psychological theme in the literature surrounding vocational counseling of intellectually gifted students and has become a major facet in the research of working with the gifted population. Unipotential, as defined by Milgram and Hong (1999), refers to individuals who are focused on a specific ability... ... middle of paper ... ...t they be knowledgeable of how race, ethnicity, gender, culture, class, and sociopolitical history can affect the career development and futures of gifted minority adolescents (Kerr & Sodano, 2003; Greene, 2003). In summary, while these research studies have provided clear and applicable considerations to successfully work with gifted adolescents, it is evident that continued research on ways to effectively work with this population is needed. Gifted adolescents are a unique group of individuals that appear to be overlooked and the attention they need in terms of career and personal counseling is often undermined (Kerr & Sodano, 2003; Achter, Lubinski, & Benbow, 1996; Greene, 2003). As a result of current research, it is quite apparent that effective career development and counseling would be most beneficial to this population (Milgram & Hong, 1999; Greene, 2003).
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In "How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and important aspects of gifted education, there are also significant issues rooted in the base of America’s gifted and talented programs, one of which I will address throughout this paper. In my opinion, the most notable problem which troubles gifted and talented programs is the system by which students are selected to join their school’s gifted and talented program.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Whitney, C. S. & Hirsch, G. (2011). Helping Gifted Children Soar. A Practical Guide for
Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner. Retrieved April 14, 2004, from http://www.gifted.uconn.edu/rogers.html
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
I’ve always said that I’ve been at a disadvantage since birth.The meaning of disadvantaged, in this situation, doesn’t mean inferior, but more like tragically unlucky .As a child I would find myself getting into trouble more than usual due to my constant curiosity .Along with this, I was a brainwashed Gifted kid, and I was convinced my entire childhood that I would be famous. Due to large bouts of anxiety, constant questions about where I would fit in, and a obsession with being the best at everything I became who I am today.
There is no doubt that conformity is essential to the harmony of society. It allows for individuals to work together under a uniform set of rules and norms. In childhood and adolescence, the time during which students go to school, children begin to learn these basic rules of civilization. They socialize with others, learn respect and become well-rounded individuals. This requires students to not only develop their talents but also their weaknesses. This Achilles' heel may be academic, such as math and science or more artistic, like vocal music (Source F). Although students may not be pursuing a future in these areas, learning them is part of becoming a balanced person academically. Only strengthening and focusing on a student’s specific talent could create an image...
1998 Henry B. & Jocelyn Wallace National Research Symposium on talent development, Scottsdale, AZ: Gifted Psychology Press. 219-227.
Gifted Child Today, 2004: 2000-. Willis Web. City U of New York Lib. 1 Dec
Lovecky, D. V. (1995). Highly Gifted Children and Peer Relationships. Counseling and Guidance Newsletter. Retrieved March 10, 2003, from http://print.ditd.org/floater=74.html.
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
Career counseling over the lifespan has more than an occupational focus, it deals with the person’s entire being with a vision that includes one’s lifespan. Career counseling takes into consideration character development, character skills, life roles, individual life and work history, goals, and obstacles. A career counselor not only assists a client with a career plan, but also with a life plan. This paper focuses on two categories of career counseling. The first focus is the history of career counseling as a field of study with the emphasis on when and why career counseling began (1800s as a study of how the shape of one’s head relates to vocational choice), who and what influenced it (Sizer, Parsons, and Davis), and how it has changed (from an individual/community vocational view to an individual/world lifespan view). The second focus is on the application of career counseling by researching two leaders, John Holland’s and Donald Super’s, contributions to career counseling, their theories and assessments and on the biblical aspects of career counseling and how each theory relates to the Bible.
For many centuries they etched themselves into our history and been glorified for their feats. Many would see them as being gifted or the product of overbearing, demanding parents. These young individuals of brilliant minds are psychologically titled: “Child Prodigy.” What is a child prodigy? By definition, a child prodigy is defined as a person under the age of ten who produces meaningful output in some domain to the level of an adult expert performer. Child prodigies can be gifted and highly skilled in different abilities such as being a pianist, an artist, or an early mathematician. I have always had an interest in child prodigies and wondered what makes them able to acquire such high intelligence. Altogether, I will discover the community of these talented children and what shapes a child prodigy.
“Impact in the school system of a strategy for identifying and selecting academically talented students: the experience of Program PENTA-UC” by Arancibia, Lissi, and Narea. Arancibia and Lissi are Ph.D.’s in Psychology and Narea a Ph.D. in Social Policy. Each of these doctors is very respected in their fields and is experts on children in school. This article talks about the development of programs in schools to help those who are talented, gifted and rise above the rest. Individuals that place above the normal curve are the talented ones. The student’s mental ability is counted as “g” or intellectual factor (Arancibia, 2008, p. 54). This intellectual factor accounts for a lot of different elements. Gifted students have a problem with Low EQ,