Career Counseling for the

Gifted and Talented

Created by Todd Surloff and Kara Derry

Millersville University

Did you know?Today's Student

Early Career Planning is Essential for Gifted Adolescents

We live in a world of unprecedented change. Shifting demographics, technological change, and economic globalization are major trends that impact everyone. Jobs and companies are created and dissolved simultaneously. As professionals, we know that knowledge and skills may be out of date in three years or less. Education alone isn't enough. Forward thinking parents realize they are preparing their children for a world that will be very different than the one they live in now.

Best Practices for Gifted & Talented Students

• Do not leave career counseling solely to the guidance counselor• Help student “consider the long-range planning, persistence, and

self-sacrifice needed to achieve the intended career goal” (p. 225)

• For underachievers: “Positive adult encouragement and a focus on strengths and self-selected interests,” rather than traditional school data (p. 226)

• Encourage open-mindedness and an exploratory attitude: welcome chance opportunities

• Encourage curiosity, persistence, flexibility, optimism, and risk-taking as much as domain-specific knowledge & skills

• Individualized approach• Forced-choice interest inventories are more useful for multi-

potentiality studentsGreen, M.J.

Early Career Planning is Essential for Gifted Students

• The World of Work• Understanding Self• Achievement Tests• Aptitude Tests• Interest Inventories• Personality Assessments • Figuring It Out “FIT”

Tirre & Kosin, 2010

Two Main Factors:Early Emergence & Multipotentiality

The career development problems are nearly opposite to one another:

Both types carry with them dangers and opportunities. Skillful career education and guidance can help ensure that neither Multipotentiality nor Early Emergence leads to difficulty in career planning and development.

Kerr, 1990

Early Emergence:

Focused

Driven

Too decisive?

Multipotentiality:

Unfocused

Delaying

Indecisive

Multipotentiality

• Multipotentiality is the ability to select and develop any number of career options because of a wide variety of interests, aptitudes, and abilities.

• The broad range of opportunities available tends to increase the complexity of decision- making and goal-setting, and it may actually delay career selection.

Kerr, 1990

Possible intervention strategies for Multipotentiality: Elementary School

• Provide realistic exposure to the world of work through parent sharing and exposure to parents' working places.

• Encourage career fantasies through dress-up and plays. • Encourage focusing activities such as class projects or

achievement of Scout merit badges, which require goal setting and follow-through.

• Use biographies of eminent people as primary career education material.

• As teachers or parents, carefully evaluate skills, talents, and interests in order to help children understand possible areas of greatest interest.

Kerr, 1990

Multipotentiality: Junior High• Discuss the meaning and value of work. • Discuss family and community values pertaining

to work. • Provide for light volunteer work in several areas

of interest.• Provide "shadowing" experiences in which

students spend the day with an adult working in an area of greatest interest.

• Discourage over involvement in social and recreational activities for the sake of involvement; prioritize and decide on a few extracurricular involvements.

Kerr, 1990

Multipotentiality: Senior High• Seek appropriate vocational testing from a guidance

professional or psychologist. • Encourage visits to college and university classes in a

few areas of interest. • Provide for more extensive volunteer work. • Explore possibilities of paid internships with

professionals. • Insist on a solid curriculum of coursework in order to

insure against inadequate preparation for a later career choice.

• Provide value-based guidance, which emphasizes choosing a career that fulfills deeply held values.

• Discourage conformist, stereotyped career choices. • Expose students to atypical career models.

Kerr, 1990

Multipotentiality: College Students & Young Adults

• Seek career counseling including assessment of interests, needs, and values.

• Enroll in a career planning class. • Encourage careful course selection. • Avoid conformist and stereotyped major

choices. • Engage in long-term goal setting and planning.• Seek a mentor.

Kerr, 1990

Early EmergenceEarly Emergers, are children who

have extremely focused career interests. A passion for an idea and an early commitment to a career area are common childhood characteristics of eminent individuals in a wide variety of professions.

Kerr, 1990

Early Emergence: Elementary• Provide for early identification of unusual talent or area of precocity. • Consult with experts on the nature and nurture of particular gifts or talents. • Consult with the school on ways of nurturing the talent or gift. • Encourage fantasies through reading of bibliographies and playing of work

roles. • Provide opportunities to learn about eminent people in the talent area

(attend a concert, visit an inventor's workshop, attend a math professor's class).

• Relate necessary basic skills to the area of interest. • Provide opportunities to socialize with children with similar, intense interests

through such activities as music camps, computer camps, and Junior Great Books.

• Strike a careful balance between encouragement and laissez-faire; provide support for the strong interest along with freedom to change direction. Do not become so invested in the child's talent or interest that you fail to notice that the child has changed interests. (Early Emergers most often change to a closely related interest; that is, they switch musical instruments or transfer an interest in mathematics to an interest in theoretical physics).

Kerr, 1990

Early Emergence: Junior High

• Provide support and encouragement during the intensive training that often begins at this point.

• Allow for plenty of time alone. • Seek opportunities for job "shadowing" in

area of interest. • Seek opportunities for light volunteer work in

area of interest. • Avoid pressuring the student into social

activities.

Kerr, 1990

Early Emergence: High School• Continue support, encouragement, and time alone. • Seek opportunities for internships and work

experiences in the areas of interest.• Seek career guidance from a guidance counselor

who is familiar with the talent area or from a professional in that field.

• Make a detailed plan of training and education leading toward the chosen career goal, including financial arrangements.

• Explore higher education or postsecondary training, early and thoroughly, with contacts and visits.

• Help the student establish a relationship with a mentor in the area of interest.

Kerr, 1990

Early Emergence: College/Young Adult

• Help provide support for extended education and training.

• Encourage the development of knowledge of career ladders in the area of interest (auditions, gallery shows, inventor's conventions, etc.).

• Encourage a continuing relationship with a career counseling or guidance professional for support in decision-making and problem- solving.

Kerr, 1990

Relax, career exploration has already begun

• Nursery/Bedroom Décor • Imaginary play/friends• Favorite Subjects• Video Games• TV / Internet• Toys/Games• Free Time• Interests• Hobbies• Books

Career Planning: Step One

Self Assessment– Interests– Values– Roles– Skills & Aptitudes– Abilities

–Preferred Environments

–Developmental Needs

–Your Realities–Your Beliefs

Dawn Rosenberg McKay, 2011

Holland’s Theory of Career DevelopmentRealistic (R) – The R type usually has mechanical and athletic abilities, enjoys working outdoors, and likes to work with tools and machines. The R type generally prefers to work with things rather than people. People usually describe the R type as being: conforming, frank, genuine, humble, modest, practical, natural, persistent, and thrifty. “Likes to work with THINGS”

Investigative (I) – The I type usually has mathematical and scientific abilities, enjoys working alone, enjoys research, and like to solve problems. The I type generally favors working with ideas rather than people or things. People describe the I types as being: analytical, curious, methodical, rational, cautious, independent, precise, reserved, complex, intellectual and modest. “Likes to work with DATA”

Social (S) – The S type usually has social skills, is interested in human relationships, and likes to help people with problems. The S type likes to work with people rather than with things. People describe the S type as being: helpful, responsible, warm, cooperative, idealistic, sociable, tactful, friendly, kind, sympathetic, generous, patient, and understanding. “Likes to work with PEOPLE”

John Holland 1997

Holland’s Theory of Career Development

Conventional (C) – The C type enjoys working with words and numbers. People describe the C type as being conforming, practical, careful, obedient, thrifty, efficient, orderly, conscientious, and persistent. “Likes to work with DATA”

Enterprising (E) – The E type usually has leadership and speaking abilities, is interested in economics and politics, and likes to be influential. The E type likes to work with people and ideas rather than things. People describe the E type as being adventurous, energetic, optimistic, agreeable, extroverted, popular, sociable, self-confident, and ambitious. “Likes to work with PEOPLE & DATA”

Artistic (A) – The A type usually has artistic skills, enjoys creating original work, and has a good imagination. The A type usually enjoys working with ideas rather than things. People describe the A type as being open, imaginative, original, intuitive, emotional, independent, idealistic, and unconventional. “Likes to work with IDEAS & THINGS”

John Holland 1997

World of Work Map

U.S. Department of Education, 2003

Career Planning: Step Two

Options– Explore the occupations in which you are

interested – Research the industries in which you would

like to work – Research the Labor Market – O*Net.– Get more specific information after you

narrow down your options by: • Job Shadowing • Part time work, internships, or volunteer

opportunities• Written materials• Informational interviews

Dawn Rosenberg McKay, 2011

Career Planning: Step Three

Match– Identify possible occupations – Evaluate these occupations – Explore alternatives – Choose both a short-term and a long-term

option

Dawn Rosenberg McKay, 2011

Career Planning: Step Four

Action– Investigating sources of additional training

and education– Gathering company information – Developing a job search strategy – Composing cover letters– Writing your resume– Preparing for job interviews

Dawn Rosenberg McKay, 2011

Educational Career Plan

Career Choice

1. Explore Career Clusters/Pathways2. Make a list of occupations to explore3. Conduct informational interviews4. Continue narrowing list5. Set Goals6. Develop an Educational Career Plan 7. Train for new career

Dawn Rosenberg McKay, 2011

Career Planning Timeline,Grades 7 & 8

• Take time to learn about yourself. • Emphasize self-awareness, time management,

work/study skills & intro. to career awareness.• Develop 4-6 year academic plan & decision-making.• Participate in regional talent searches: JHU-CTY & C-

MITES; many students take the SAT or the ACT.• Plan a creative summer. Look for ways to investigate

career options and opportunities.• Explore and investigate new academic areas and

extracurricular activities. • Look for opportunities to do volunteer work.• Plan & prepare for advanced courses.• Read a wide variety of materials.

Sandra Berger, 2006

Career & Technical Education (CTE)

• A viable alternative to traditional secondary schools, especially for students with strengths in nontraditional academic domains

• Students who do excel at CTE are generally not recognized as G&T because their strengths are in nontraditional domains

Gentry, M., Hu, S., Peters, S.J., & Rizza, M. (2008)

CTE should be a serious consideration as one component within a continuum

of services for G&T Students• “challenging and meaningful opportunities” to

develop their talent• Personal and professional growth• Additional G&T students may be identified (pay

particular attention to underachieving students, especially the visual and spatial learners)

• Differentiated educational program and services are provided (Greene, 2006)

• “Rich variety of educational experiences” (Gentry 2006)

Gentry et al

Benefits of CTE• Individualization with no ceiling

– Independent study– Mentorship– Apprenticeship– Course compacting– Acceleration– Provides hands-on, real world applications

• Student-centered meaningful choices meet their individual needs– Dual enrollment– Certification– Advanced study

Gentry et al

Benefits of CTE cont’d• Instructors as developers of talent

– Experience in careers in which they are now educating the students

– Adds credibility from students’ perspectives– Able to give “insider” tips about career fields– Students explicitly counseled on career planning

• Students more apt to participate in career-oriented student organizations resulting in personal & professional growth– Competitions– Leadership opportunities– Camaraderie– Recognition

Gentry et al

9th Grade• Review 4-year educational career plan• Look for activities that include community service or

leadership opportunities• Pursue any hobbies or sports that interest you • “Get Involved”• Explore internet and college planning programs• Read widely. Exposure to different kinds of material

will improve your vocabulary and language skills• Decide if you can handle highly challenging courses

the following year

Sandra Berger, 2006

What really matters to colleges• Courses taken - AP, IB, Honors, Rigor• GPA - Grades received • Class rank – Declining in significance • Standardized test scores – ACT / SAT• Personal statements & essays – experiences,

challenges, original projects • Recommendations – Who knows you best• Extracurricular activities – Specific & in depth• Interviews – Be yourself

Sandra Berger, 2006

10th grade• Take the PLAN test (practice for the ACT)• Become familiar with college reference material• Visit a nearby college and take a tour or virtual

tour• Plan a meaningful summer activity. Consider an

internship, volunteer work, travel, or spend time with someone who works in a career that interests you

• Get more involved in your favorite extracurricular activity. Look for leadership opportunities. Colleges look for depth of involvement

• Continue reading a wide variety of materials• Review & adjust 4-year plan

Sandra Berger, 2006

11th grade• Discuss college plans with your parents and counselor• Begin the college search process. Attend College Night at

your school and go to an area college fair• Sign up for the October PSAT; National Merit Scholarship • Take SAT &/or ACT second semester• If you are taking AP courses and doing extremely well,

consider taking AP tests• Keep up a good level of academic achievement• Athletes register for NCAA clearinghouse• Request financial aid bulletins from all of your target schools• Begin scholarship search• Review & adjust your 4-year plan

Sanra Berger, 2006

SAT and ACT Score ComparisonSAT

• no science section• no trigonometry section• vocabulary emphasized• non multiple-choice questions

included• guessing penalty• no English grammar• math accounts for 1/3 of your

score• questions go from easy to

hard in most sections• all your SAT scores reported to

colleges

ACT• science reasoning section• math sections include

trigonometry reasoning section• vocabulary less important• entirely multiple choice• no guessing penalty• English grammar tested• math accounts for 25% of your

score• easy and hard questions mixed

within sections• report scores only from the test

dates you choose

SAT and ACT Score ComparisonACT Old SAT New SAT

• 36 1600 2400• 35 1560-1590 2340• 34 1510-1550 2260• 33 1460-1500 2190• 32 1410-1450 2130• 31 1360-1400 2040• 30 1320-1350 1980• 29 1280-1310 1920• 28 1240-1270 1860• 27 1210-1230 1820• 26 1170-1200 1760• 25 1130-1160 1700• 24 1090-1120 1650• 23 1060-1080 1590• 22 1020-1050 1530• 21 980-1010 1500• 20 940-970 1410

SAT vs. ACT

SAT ACT Length

3 hours, 45 minutes 3 hours, 25 minutes

(includes optional 30-minute Writing Test)

Sections

10 Sections: 3 Critical Reading, 3 Math, 3 Writing (including Essay), 1

Experimental (not scored)

4 Sections (plus optional Writing Test):

English, Math, Reading, Science, Writing

Subjects

Critical ReadingMath

Writing

EnglishMath

ReadingScience

Writing (optional)

ReadingReading passages with questions pertaining to comprehension and

sentence completion 4 passages, 10 questions per passage

Science N/A Science (analysis, knowledge, problem solving)

Math

Arithmetic, geometry, algebra, and algebra II

Arithmetic, algebra, geometry, and trigonometry

SAT vs. ACT

Essay SATRequired

ACTOptional (final section)

Score Composition 1/3 Math1/3 Reading1/3 Writing

¼ Math¼ English¼ Reading¼ Science

ScoringAggregate score 600 - 2400 based on total of 3 scores 200- 800 (Reading,

Math, Writing) Score of 0-12 for Essay

Composite score 1-36 based on average of 4 sections (English Math, Reading Science)

Score 0-12 for Optional Essay.

Penalties Penalties (typically ¼ point deducted) for wrong answers

No penalties for incorrect answers

Additional Information www.collegeboard.com

www.act.org

12th Grade• Review your list of colleges. You should have a file

on each college you are considering• Visit the colleges you are seriously considering• Review admissions criteria for the schools that

interest you• Take ACT &/or SAT• Check out: www.commonapp.org• Carefully review your high school transcript• Continue scholarship search• Complete and mail the FAFSA or submit it

electronically after January 1Sandra Berger, 2006

Average Yearly Income by Educational Attainment

• Professional degree - $119,009 • Doctoral degree - $92,863 • Master's degree - $67,898 • Bachelor's degree - $54,689 • Associate's degree - $37,990 • Some college - $31,421 • High school graduate - $29,448 • High school dropout - $19,915

U.S. Census Bureau, 2005 data

Career Planning Resources• ACT – www.act.org• Campus Tours – www.campustours.com• SAT College Board – www.collegeboard.com• College Net – www.collegenet.com• Common Application – www.commonapp.org• Education Planner – www.educationplanner.org• Fast Web – www.fastweb.org• Peterson’s Guide – www.petersons.org• PHEAA – www.pheaa.org• Princeton Review –

www.princetonreview.org/college• O*Net – www.onetonline.org

References

Berger, Sandra L. College Planning for Gifted Students 2006.Gentry, M. (2006). No child left behind: Gifted children and school counselors. Professional School Counseling,

10(1), 73-81. Gentry, M., Hu, S., Peters, S.J., & Rizza, M. (2008). Talented students in an exemplary career and technical

education school: A qualitative inquiry. Gifted Child Quarterly, 52(3), 183-198. Greene, M.J. (2006). Helping build lives: Career and life development of gifted and talented students.

Professional School Counseling, 101(1), 34-42.Green, M.J. (2002). Career counseling for gifted and talented students. In M. Neihart, S.M. Reis, N.M. Robinson,

& S.M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 223-235). Washington, D.C.: Prufrock Press.

Holland, J. L. (1997). Making Vocational Choices: A Theory of Vocational Personalities and Work Environments. Psychological Assessment Resources Inc.

McKay, Dawn R. (2011). The Career Planning Process: Taking It Step-By-Step.McKay, Dawn R. (2011). How to Make a Career Choice When You Have No Idea What You Want to Do: Your

Step-by-Step Guide to Choosing a Career.Paula Kosin, M.S., L.C.P.C. and William Tirre, Ph.D (2010) Early Career Planning is Essential for Gifted

Adolescents Paula Kosin is both Marketing Manager for Career Vision, the career services and consulting division of the Ball Foundation in Glen Ellyn, Illinois, and a Licensed Clinical Professional Counselor.