Strategies for Addressing Career Development for Gifted …schd.ws/hosted_files/watg14/cd/Career Charts Schaar.pdf · · 2014-10-10Career Development for Gifted 2 Strategies for

Career Development for Gifted 1

Running Head: Strategies for Addressing Career Development for Gifted Students

Strategies for Addressing Career Development for Gifted Students

Sue A. Fellwock-Schaar, Ed.D.. M.S.M.F.T.

Professor Emerita

California State University, Dominguez Hills

Carson, CA

October 10, 2014

Presented at the Wisconsin Association for Talented and Gifted Conference

The Kalahari Resort, The Dells, Wisconsin


Strategies for Addressing Career Development for Gifted Students

Gifted—General

Issues Goals Teachers Counselor/Programs—for

Gifted Students

Counselor/School—for

Parents of Gifted Students

Although they are

diverse in many

regards,

academically gifted

students have a core

cluster of

characteristics,

including intensities,

that frequently make

it difficult to “play

the school game”

Because of some of

these same core

characteristics, many

gifted students have

difficulty finding

like-minded peers in

school, putting them

at risk for isolation

and depression

The higher one’s IQ,

the more difficult

traditional schooling

can become for

gifted students,

academically,

socially and

emotionally

Early ability in one

area may cause

foreclosure in other

areas

Schools provide…

a systematic,

rigorous school

learning experience

K-12 that meets the

needs of gifted and

talented children and

adolescents in the

areas of academics,

leadership, creativity

and the visual and

performing arts

information to

gifted students about

giftedness, including

the blessings and the

challenges, including

issues regarding

career development

support for gifted

students to deal with

social and emotional

issues common to

giftedness that have

potential to hinder

their career

development

support for high

creatives who

“march to the beat of

a different drummer”

opportunity to

Participate in professional

development for teachers

that…

explains gifted

characteristics, including

leadership and creativity,

common to gifted students

uses biographies and

videography to portray

such students and their

challenges, including those

of women and minorities

encourages teachers to

examine personal bias

regarding giftedness and

surrounding issues

provides techniques and

resources to help teachers

control for bias in the

expectations, identification

process, and daily practice

of teachers

teaches strategies for goal-

setting, planning and

decision-making skills,

negotiation skills,

compromising strategies

trains teachers to design

and utilize differentiated

instruction for all students

who need it

provides strategies for high

Design and implement a

sound career development

curriculum for all students

(K-12) that considers and

addresses unique needs,

such as those of gifted

children

Provide structured

individual career

counseling in which

students use various

assessment tools

(personality, learning

style, etc.) to learn about

themselves; counselor

presents assessment results

and helps students use

them in experiencing

opportunities and planning

Give career assessments at

earlier than typical levels

Provide same-sex group

counseling with other

gifted students who have

similar intensities and

interests

Provide gifted students

with an understanding of

academic intensity and

strategies to cope with it as

they undertake planning

for a career

Help parents understand

the need to listen to their

children regarding career

choice, and not impose

their own beliefs which

may cause confusion, hurt,

foreclosure and career

dissatisfaction at an early

age

Encourage parents to talk

with their children about

their own jobs and the

path that led them there

(and why they did not

pursue other careers)

Encourage parents to

discuss the challenges

regarding their personal

career goals and path

Provide information

regarding career

development for students,

including information on

colleges and financial

planning, starting in

grades 4-5

Invite parents to career

fairs with their children

Invite parents to share

information regarding

their jobs with students at

the school


Focus on high

prestige job may

eliminate options

with which students

are unfamiliar but

might enjoy

Adult pressure to

pursue math/science

career may inhibit

student interested in

social justice and the

helping professions

Not all gifted

students want to

attend college and

need help with

finding other options

that are more

appropriate for them

Some gifted students

do many things well

(multipotentiality)

and have serious

difficulty deciding

which career(s) to

pursue in college,

frequently causing

deep financial debt

Gifted face double

bind of excelling

while not deviating

from the norm that

society imposes

Gifted face double

bind of “realizing

one’s potential”

while “fitting in”

explore different

kinds of careers

beginning in

elementary school

and continuing

through high school

general and specific

guidance and

support for gifted

children and teens as

they navigate the

career development

process

information,

guidance, support,

encouragement, and

resources for parents

of gifted children,

including challenges

surrounding the

career development

and finances for

post-secondary study

professional

development to

teachers and

counselors regarding

the nature and needs

of varied kinds of

gifted students

base instruction and

activities that

support career

development for

ALL students on an

integrated plan K-12

level thinking in a variety

of disciplines

provides information about

and strategies for teaching

students with dual

exceptionalities (e.g.,

gifted and LD)


nominate students for

testing when they appear

to be gifted, even when

they suspect learning

difficulties

provides a rationale and

plan for including career

development for all

students, including those

who are gifted and talented

Elementary teachers…

provide realistic exposure

to careers and work

through parent speakers

and visits to various

workplaces

encourage career fantasies

through dress-up and plays

encourage activities that

require goal setting and

follow-through

use biographies of eminent

men and women from all

disciplines and cultures

evaluate skills, interests,

and talents in order to help

children understand

possible areas of interest

Help teens understand that

possessing both

instrumental and

expressive attributes

enhances one’s range of

potential responses and

corresponds with higher

self-esteem, greater

occupational confidence,

less traditional career

interest, and greater life

satisfaction

Use diagnostic instruments

such as the Career Data

Books to help students

understand clusters of

strengths rather than

isolated skills

Have role models of both

genders share experiences

regarding vocational and

life-style choices, the

realities of multiple life

roles, and internal and

external barriers that

caused challenges in

career plans

Provide mentoring

opportunities with mentors

trained to work with male

and female students and

their specific issues

Provide same-sex peer

support groups for gifted

teens to combat feelings

isolation and loneliness in

the career development

Inform parents of ways to

encourage and support

their children with goal-

setting and follow-through

Encourage parents to take

their children to museums

and other community

resources to enrich the

child’s understanding of

the breadth of careers

Discuss parenting styles

with parents to help them

understand the impact of

each style on their child’s

career development

Discuss perfectionism and

unrealistic expectations

and their relationship to

anxiety and depression

among gifted students


arrange social

opportunities for their

children with like-minded

peers to eliminate social

isolation

Teach parents to

encourage effort and

persistence at learning

rather than saying “you’re

smart.”

Form parent groups that

discuss the social-

emotional health issues

common to gifted children

and teens


with peers

Sex-role stereotypes

still persist, causing

confusion for many

gifted who tend to be

more androgenous

Unless teachers

and guidance

counselors are

provided with

professional

development

regarding these

issues, many gifted

students go

unidentified and

drop out of school,

either physically or

emotionally, or

simply do not have

the opportunity for

solid career

development

guidance to

optimize their

potential Many adults,

including teachers

and administrators,

are biased against

gifted learners and

their need for

accommodations

Political focus has

been on struggling

learners and

neglected the plight

Middle School teachers…

discuss the meaning and

value of work and hard

work and effort

discuss family and

community values

pertaining to work

provide for service

learning in several areas of

interest

help students learn to

prioritize and decide on a

few extracurricular

involvements

provide “shadowing”

experiences in a variety of

professions

High School Teachers…

help students identify

deeply held values; expose

them to careers that

connect with such values

provide visits to college

and university classes

provide more extensive

volunteer/service learning

opportunities

help students explore

possibility of paid

internships with

professionals

provide a solid and

rigorous curriculum to

ensure adequate

preparation for career

choice

process

Evaluate the effectiveness

of Career Development

curriculum and programs

Provide AP courses and/or

dual enrollment options

Provide special AP

tutoring/mentoring to

economically

disadvantaged and

minority students

Provide scholarships for

AP exams and other costs

for those in low SES

families

Use flexible grouping in

AP classes to encourage

value-added learning for

gifted

Encourage students to take

elective courses at

community college to

explore interests

Encourage students and

parents to investigate and

monitor computer gaming

addictions that steal time

from academics and from

real-life social interactions

with others

Provide support for

students with technology

addictions

Provide professional

development for school

administrators and school

boards regarding the needs

Discuss issues regarding

high creatives’ possible

misfit with parental

expectations and

traditional careers

Discuss the need to help

children learn to prioritize

activities rather than

trying to “do it all”


of gifted students

and the need for

career counseling

It is currently not

socially acceptable,

especially in many

middle and high

schools, to be bright,

get good grades, or

be successful at

school

Help students to see

that career plans

should be only part

of their Life Plan

expose students to atypical

career models

All teachers…

provide a rigorous academic

experience and emotional

support for gifted students

encourage sustained effort at

challenging work as opposed

to stating “you’re smart, you

can do it”

provide rigorous training in

communication, including

written and oral

provide information and

activities that promote

exploration and sound

decision-making in the career

development process

provide technology-related

skills and research regarding

career development

of gifted students and

statistics on gifted

dropouts

Minority Gifted

Issues Goals Teachers Counselor/Programs —for

Minority Students


Parents of Minority

Students

Minority students

are…

less likely to be

selected for gifted

programming by

teachers

less likely to perform

well on student

achievement tests

Increased

nomination,

identification and

support of gifted

minority students

Identification

processes,

instruments and

practices that

Participate in professional

development for teachers

that…

explains gifted

characteristics, including

leadership, common to

students of various ethnic

and minority cultures

uses case studies and

Help students to build

strong ethnic identity to

avoid later conflict

between ethnic

identification and

achievement in majority

society

Promote programs to

increase tolerance and

Ensure that parents have

continued and frequent

access to information and

resources regarding the

characteristics of gifted

children of minority

heritage and the

nomination and

identification processes for


more likely to have

lower career

aspirations based on

lower societal

expectations

likely to be

stereotyped by

teachers and

counselors,

including for

activities regarding

career development

more likely to drop

out of school without

appropriate services,

accommodations and

acknowledgement

more likely to be

ostracized by their

peers for getting

good grades,

studying, aspiring to

attend college and

“acting white”

(extremely difficult

double bind)

less likely to have

active parent support

regarding their

education

less likely to have

parents experienced

in the college

application process,

securing

scholarships and

loans, loan

encourage equal

access to gifted

programs at an early

age as well as later

Increase a solid

ethnic identity in

students while they

participate fully in

the school

experience

Increase exposure to

gifted and talented

leaders who are of

minority heritage

Rich exposure to

career development

opportunities,

including

assessments at all

levels, discussions,

personal interaction

with gifted

community and

national icons who

are of minority

heritage

Increase

participation of

parents in their

children’s

educational

experience to

promote buy-in of

parents and students

Increase parents’

knowledge of

academic giftedness

videography to portray

such students and their

challenges


examine personal bias

regarding multi-cultural

issues

provides techniques and

resources to help teachers

control for bias in the

expectations, identification

process, and daily practice

of teachers

promotes use of realia and

other techniques to enrich

children’s knowledge base

and language development

and provide experiences

common to “majority”

students

encourages use of

bibliotherapy,

cinematherapy, biography,

and autobiography

regarding persons of

minority cultures to help

students develop mental

health and values that will

help them succeed in

school and career

encourages the celebration

of a variety of cultures

across the school year and

during the context of

curriculum


help students set goals and

combat stereotyping in the

general school setting

Provide strong academic

advising to prevent

premature foreclosure of

career options

Focus on leadership and

out of school

accomplishments as

possible career directions

Provide rich opportunities

for students via clubs,

service learning, and other

projects that may lead

them to viable careers

Provide students with

mentors of academic and

community stature from a

variety of careers who are

of minority heritage

Provide opportunities for

students to interact with

giants in various fields

who are of minority

heritage (e.g., internet,

Skype, classroom

visitations, assemblies,

book signings, etc.)

Train counselors to

understand the

characteristics of gifted

students and their unique

challenges

Train counselors with

strategies and techniques

to address unique

challenges of gifted

minority students (which

may or may not be

different than for students

of the majority culture)

Invite parents to plan and

participate in events that

bring well-known

successful individuals of

minority heritage to the

school

Form and lead parent

groups to discuss issues

regarding their gifted

students


actively participate in

advisory boards, etc.

within the school

governance structure

Provide parents with

multiple opportunities

(starting in elementary

school) to learn facts and

figures regarding college

preparation, planning,

enrollment, and

scholarships


websites and books that

address the nature and

needs of gifted children,

including those of

minority heritage


groups to discuss

academic, physical, social

and emotional health


forgiveness

programs

and gifted academic

programs for all

students

find resources to help them

meet such goals

Teach students to assemble

and work successfully in

study groups in middle and

high school

Help students coordinate

career planning with building

strong ethnic identity to

encourage achievement in the

majority society

minority students

Provide appropriate

counseling services for

gifted students

Provide a strong gang

prevention policy and

programming

Provide exposure to

formal events common to

a variety of cultures (e.g.,

Japanese tea ceremony,

U.S./English formal

dinner, etc.)

issues regarding their

gifted children

Help families understand

that there may be more

financial support with

scholarships in places

other than where the

student and family live

Gifted Females


Gifted Females


Parents of Gifted Females

Sex-role

stereotyping makes

it less likely for

gifted girls to

achieve their full

potential

Gifted girls score

lower than boys on

college admission

tests

Girls typically are

less prepared in

science, math, and

sometimes social

studies when they

A rigorous

educational

experience in an

academic setting that

promotes the

achievement and

success of gifted

females

Information and

support for gifted

girls in the academic

setting and at home

that addresses sex-

role stereotyping

Information and

Should participate in

professional development

that makes them aware of

common gender bias in

teaching, especially math

and science classes

Emphasize strategies for

cooperation rather than

competition

Highlight books and

movies about eminent

women that examine

specifically female issues

Include examination of

“unasked questions”

Provide “girl-friendly”

math and science courses

taught by females that

emphasize the following:

hands-on leadership

experiences, real-life and

career applications,

opportunities for success

regardless of real or

perceived social sanctions,

cooperation rather than

competition, focus on

women and their

achievements

Help students recognize

Ensure that parents have

continued and frequent

access to information and

resources regarding the

characteristics of and the

nomination and

identification processes for

gifted children

Invite parents to plan and

participate in events that

bring well-known

successful females to the

school

Encourage parents of girls

to participate in advisory


finish high school,

limiting their college

majors and career

options

Females in general,

gifted females in

particular, often have

difficult choices to

make regarding

career development

and having a family

activities at school

that prevent early

foreclosure,

encourage decision

making and goal-

setting, and address

the unique issues of

family vs. career that

gifted females face

in the career

development process

Parent education that

promotes the value

of appropriate career

support for their

gifted daughters

regarding human nature,

including sex-role

stereotypes

Include techniques for

students to identify their

specific self-beliefs, and to

help female students to

critically evaluate the

validity of such beliefs

Provide rigorous academic

preparation, including

science, math, and

communication skills

the context specificity of

various attributes (e.g.,

aggression in tennis,

loving to parents and

siblings)

Help gifted female teens

realistically evaluate their

abilities, rather than

allowing them to

underestimate their

strengths and focus on

their weaknesses; this

leads to choice by default

Lead discussions and

seminars regarding special

issues for gifted females

(e.g., superwoman

syndrome, family vs.

career, family and career)

Help gifted girls indentify

internal and external

barriers to achievement

and career goals

Help gifted girls and teens

set goals and monitor their

progress

boards, etc. within the

school governance

structure


multiple opportunities

(starting in elementary

school) to learn facts and

figures regarding college

preparation, planning,

enrollment and

scholarships


websites and books that

address the nature and

needs of gifted girls


groups to discuss

academic, physical, social

and emotional health

issues regarding their

gifted daughters

Encourage parents of

gifted girls to participate

in advisory boards, etc.

related to governance

structure within the

school, including those

related to gifted programs

Encourage parents to insist

that their daughters take

advanced classes


Gifted with Specific Personality Issues

Issues Goals Teachers

Counselor/Programs —for

Students with Specific

Personality Issues


Parents of Students with

Specific Personality Issues

Introversion

Frequently

misunderstood by

peers, teachers, and

parents

Introverts can shut

down easily when

overstimulated or in

contact with many

people, inhibiting

success and

enjoyment of the

school experience

Introverts may be

misunderstood in the

workplace, limiting

their potential for

career success and

promotion

Introverts must learn

how to cope with

extroverts and

“overstimulating”

experiences in order

to achieve in school

and be successful in

careers

Enable introverts to…

feel comfortable and

productive with their

personality style

develop the social

skills necessary to

function in the

workplace and

socially

develop strategies

and skills to

maintain equilibrium

in common social

situations, including

those with noise and

many people

Teachers should…

provide instruction for

introverts using some of

the following methods:

independent study, small

group instruction,

collaborative learning

activities, tiered

instruction, debate,

dramatics, role-playing,

journaling, quiet time,

book clubs, lectures,

expository and deductive

modes of instruction

utilize the following

management strategies:

wait time, advance notice

about expectations

regarding procedures and

assignments, a quiet place

to work, down time built

into the schedule,

moderate amounts of small

group work

combine the above

strategies with strategies

suited to extroverts,

allowing choice frequently

use learning styles as a

basis to modify

assignments, grouping

patterns, activity levels,

assessment options, wait

Provide personality

inventories for all students

at a variety of levels, with

a variety of instruments

Debrief results of

personality inventories

with students, discussing

both strengths and

challenges for the various

styles


students with like

personalities to discuss

their challenges and

receive support when

needed

Discuss and help students

work out coping strategies

for times they need to act

extraverted or interact with

extraverts

Develop activities with

teachers to encourage

communication and

interaction between

students with differing

personalities in small

groups

Help all students

understand, work with,

and value those with

personality styles different

from their own

Help parents understand

the needs of their gifted,

introverted child

Suggest the following to

parents to help their

introverted child at home:

a private space to work

and think, guaranteed

quite time, small group

activities (including after

school and/or sports), talk

about parents’ own

personality strengths and

needs, discuss books that

feature introverts

Encourage parents to…

provide children’s right to

say “enough” to people,

activities, and noise (e.g.,

allow them to put in an

appearance at a family

gathering and then leave

when they want)

provide coping strategies

when they have to act

extraverted

utilize professional help if

necessary to help

introverted child cope

with this personality style


time, and expectations

use bibliotherapy and

cinematherapy that feature

gifted introverts

provide experiences that

encourage introverts to

participate in and practice

public speaking, debate,

drama, music, social skills,

dance, and mentoring

Secure guest speakers,

mentors, etc. who address

the issue of introversion in

an open and accepting

manner

Creativity Factors:

High Innovators

Innovators are

frequently viewed by

others as “off the

wall” (coming up

with “crazy” or

unworkable ideas or

solutions to

problems)

Innovators

frequently lack the

skills to work with

adaptors and others

along the adaptor-

innovator continuum

Innovators and

adaptors can

complement each

other when they

realize the issues and

develop the

appropriate skills

Students know their

creativity style and

understand its

implications for

career paths

Students gain the

skills to work

effectively and

efficiently with those

of opposite and

intermediary

creativity styles

Help all students to

understand the adaptor-

innovator continuum to

encourage acceptance of

all styles as opposed to

stereotyping innovators as

“off the wall”

Provide bibliotherapy and

cinematherapy resources

regarding eminent

innovators

Emphasize

communication,

negotiation, and

compromise skills for all

students

Provide broad exposure to

culture; help children

reflect on values and

occupational

predispositions in and out

of school contexts

Provide broad-based

reading, perspective-

taking, and the

introduction of novelty,

depth, and complexity

Help students understand

the need for a strong

internal locus of control

while, at the same time,

flexibility in working with

others who are not

innovators

Provide training for

students along the

continuum to role-play and

work together to complete

activities and projects with

minimal conflict


innovators to develop high

level divergent and

convergent thinking skills

like Creative Problem

Solving , problem-based

learning, and

inductive/deductive

reasoning skills (i.e. Hilda

Taba strategies)

Teach parents about the

various characteristics and

predispositions that high

innovators have and

ramifications of them in

school and in social

situations


provide broad exposure to

culture; help children

reflect on values and

occupational

predispositions in and out

of school contexts


provide broad-based

reading, perspective-

taking, and the

introduction of novelty

Develop and lead parent

groups that focus on

children who are high

innovators, including

issues regarding career

development


Maladaptive

Perfectionists:

These individuals

tend to become

anxious and

depressed in school

(and in later life)

when specific

intervention to

address their

situation and needs

is unavailable

Parents, schools and

teachers frequently

and unknowingly

contribute to the

difficulty of these

individuals

Provide information

to students, teachers,

and parents

regarding

maladaptive

perfectionism and

how it affects

students’ school

success, emotional

adjustment, and

career development

Provide support and

counseling to

students and their

parents when needed

Be aware of messages

(blatant and subtle)

regarding expectations of

students

Help students learn to limit

investigations that can

hinder decision-making

and closure

Discuss perfectionism in

class; work with the school

counselor to helps students

who struggle with it

Analyze the type of

perfectionism students

struggle with and provide

appropriate individual

counseling

Form group counseling

sessions for students who

deal with maladaptive

perfectionism


parents to learn about

various factors that

contribute to maladaptive

perfectionism, including

internal factors, parental

perfectionism, parenting

styles, etc.

Provide and facilitate

support groups for parents

of students with

maladaptive perfectionism

Early Emergers


Early Emergers


Parents of Early Emergers

Extreme focus on

specific career and

early commitment may

prevent students

from…

being interested in

other disciplines in

which expertise

might be needed to

lead to a successful

career or provide

preparation for post

high school

instruction

Provide training

while encouraging

student to keep an

open mind to avoid

foreclosure

Keep the interest

alive by providing

appropriate level of

instruction

Avoid over-

enthusiastic

encouragement and

pressure that may

remove the intrinsic

Relate basic skills to area

of interest

Provide opportunity to

study Junior Great Books

and biographies of eminent

men and women

Examine and consider

issues of under-

achievement vs. specific

talent regarding early

emergers

Counsel students to

understand that their

interests may shift as they

Provide for early

identification of unusual

talent or area of precocity

Provide support and

encouragement during

intensive training that

often begins in middle

school

Encourage child to find

light volunteer or service-

learning opportunities

related to field of interest

Help student seek

opportunities for

Suggest books and/or lead

discussion regarding the

various influences of

parents on early emergers


support but not suffocate

early emergers


observe early emergers for

shifts in child’s focus of

interest and to “move”

with that shift


information about


acquiring exposure

to other areas of

endeavor that may

be more a better fit

for career success

(foreclosure)

pleasure and

interest

Mastery of

standards in the

basic disciplines to

prepare them for

continuing

education

mature, and this okay

internships and work

experience in areas of

interest

Help student make

detailed plan of training

and education necessary to

follow chose career goal,

including financial

arrangements

Help student find and

establish a relationship

with a mentor in the area

of interest

Encourage students to

consider college training at

a college or university in

which there is a low

faculty:student ratio,

where students may have

more access to enthusiastic

mentor

opportunities for their

children to socialize with

others who have similar,

intense interests (e.g.,

music camp, computer

camp, etc.)


provide time for child to

be alone

Avoid pressuring into

social activities

Examine issues of under-

achievement vs. specific

talent

Gifted with Multiple Interests and Aptitudes (Multi-potentiality)

Issues Goals Teachers

Counselor/Programs —for

Students with Multiple

Interests & Skills


Parents of Students with

Multiple Interests & Skills

Ability to and

interest in doing

many things very

well can lead to

identity diffusion

and career

indecision

The student (and/or

parents) may spend

a great deal of

money in PHS

After a thorough

investigation of

potential careers of

interest,

consideration of

personality and

style traits and

values, and with

some introductory

related experience,

students should be

Have gifted students

research prominent people

who created their own

career path that spanned

interests and capabilities

and/or who changed

careers multiple times

Create a library of books

and movies regarding

eminent people with

unique career paths to

Help students understand

their multiple strengths

through career

assessments

Provide biographies and

other examples of

individuals who have

successfully negotiated

careers in multiple

disparate careers--

encourage students to

Educate parents about

multipotentiality and

effects that it can have

on students and families


expose students to

numerous opportunities

for learning about

different careers and

speaking to individuals

with those in which their


schooling

Self esteem and self

efficacy may

waiver and

depression may set

in because of

uncertainty and for

feelings of

unpreparedness to

take specific

university courses

able to identify and

plan for one or two

careers in early

PHS education

If choices are

disparate in content,

ensure high level

mastery of

communication,

technology and

math/science skills

If uncertain about

choice, student

should continue the

search early in PHS

years, especially if

choice requires

university degree(s)

stimulate thinking about

career options

Encourage students to

avoid early foreclosure,

especially on high prestige

but conventional careers

(e.g., physician, attorney)

Help students identify and

correct (if necessary) self-

efficacy beliefs, especially

when they are marginally

less able in one area than

another

investigate how this can

happen successfully

Try to find multiple

mentors for students in

the fields of their interests

student is interested

Help connect students

with mentors and

experiences and

encourage them to

evaluate these

experiences as possible

career options

If at all possible, expose

students to more than

one summer career at

universities or colleges

(e.g., architecture camp,

engineering camp, etc.)

References

Achter, J. A., Lubinski, D., & Benbow, C. P. (1996). Multipotentiality among the intellectually gifted:“It was never there and already it’s

vanishing.” Journal of Counseling Psychology, 43(1), 65-76.

Burress, J. D. & Kaenig, L. (n.d.). Introversion: The often forgotten factor impacting the gifted. Retrieved March 27, 2010, from the Center for

Gifted Education, College of William and Mary. Web site: http://cfge.wm.edu/Gifted%20Educ%20Artices/Introversion.html.

Colangelo, N. & LaFrenez, N. (1981). Counseling the culturally diverse gifted.” Gifted Child Quarterly, 25, 27-30.

Hollinger, C. L. & Fleming, E. S. (1988). Gifted and talented young women: Antecedents and correlates of life Satisfaction. Gifted Child

Quarterly, 32(2), 254-259.

Hollinger, C. (1991). Career choices for gifted adolescents: Overcoming stereotypes. In M. Bireley and J. Genshaft (Eds.), The gifted adolescent:

Educational, developmental, and multicultural issues (201-214). NY: Teachers College, Columbia University.

Kass, J. & Cavallaro, M. (March 1, 2010) A World of Possibilities: Career Development for Gifted Students in Career Convergence Web

Magazine. Retrieved October 2, 2014 from http://www.ncda.org/aws/NCDA/pt/sd/news_article/27893/_PARENT/layout_details_cc/false.

Published by the National Career Development Center.

http://cfge.wm.edu/Gifted%20Educ%20Artices/Introversion.html

http://www.ncda.org/aws/NCDA/pt/sd/news_article/27893/_PARENT/layout_details_cc/false


Kerr, B. (1990). Career Planning for Gifted and Talented Youth. Retrieved October 2, 2014 from

http://www.davidsongifted.org/db/Articles_id_10354.aspx . Originally published by the Davidson Institute. ERIC Digest #E492 1990

Kerr, B. (n.d.) Career counseling for gifted and talented students. In A handbook for consulting with Gifted and Talented Students. Retrieved

March 15, 2010 from the Counseling Laboratory for Exploration of Optimal States. Web site: http://cleoslab.org/teachers.html.

Kerr, B. A., Colangelo, N., Maxey, J., & Christensen, P. (1989). “Characteristics and goals of academically talented minority students.” Paper

presented at International Educational and Vocational Guidance Conference, Edinburgh, Scotland.

Kirton, M. J. (1976). Adaptors and innovators: A description and measure. Journal of Applied Psychology, 61(5), 622-629.

VanTassel-Baska, J. (August, 2007). The role of Advanced Placement in talent development. Update, electronic magazine of the School of

Education, College of William and Mary. Retrieved March 4, 2010. Web site:

http://cfge.wm.edu/Gifted%20Educ%20Artices/AP&TalentDevelopment.htm.

VanTassel-Baska, J. (April, 2004). Creativity as an elusive factor in giftedness. Update, electronic magazine of the School of Education, College

of William and Mary. Retrieved March 4, 2010. Web site: http://cfge.wm.edu/Gifted%20Educ%20Artices/Creativity.html.

Additional Resources

http://www.careerpathwaysonline.com/Interactive_DVDs.htm DVDs of various careers by area of interest, includes pre/post tests, lesson guides,

and activity worksheets; moderated by teen hosts, includes testimonials of those in the workforce in various careers.

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/44/ec/30.pdf This is your life: A career and planning

guide. This Canadian site offers resources for students, teachers, and counselors, including a variety of assessment tools.

www.Learningclicks.ca. Resources can be accessed by students in the U.S.A.

Berger, S. L. (1989). College planning for gifted students. Reston, VA: The Council for Exceptional Children.

Flanagan, J. C., Tiedeman, D.V., Willis, M.B., & McLaughlin, D. H. (1973). The career data books: Results from Project Talent’s five-year,

follow-up study. Palo Alto, CA. American Institutes for Research. Although this information is dated, it provides valuable information for

students interested in professional careers and is relevant today.

Gallagher, S.A. (1990). Personality patterns of the gifted. Understanding our Gifted, 3, 11-13.

Kerr, B. (1985). Smart girls, gifted women. Columbus, OH: Ohio Psychology Publishing.

Kiersey, D. & Bates, M. (1984). Please understand me: Character and temperament types. Del Mar, CA: Gnosology Books Ltd.

Meisgeier, C. Murphy, E., and Meisgeier, C. (1989). A teacher’s guide to type: A new perspective on individual differences in the classroom. Palo

Alto, CA: consulting Psychologists Press.

http://www.davidsongifted.org/db/Articles_id_10354.aspx

http://cleoslab.org/teachers.html

http://cfge.wm.edu/Gifted%20Educ%20Artices/AP&TalentDevelopment.htm

http://www.careerpathwaysonline.com/Interactive_DVDs.htm

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/44/ec/30.pdf

http://www.learningclicks.ca/

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