Career Counseling for the Gifted and Talented

1. Career Counseling for the Gifted and Talented Created by Todd Surloff and Kara Derry Millersville University

2. Did you know? Today's Student

3. 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 As professionals, we know that knowledge and skills may be out of date in three years or less.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.

4. 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 students Green, M.J.

5. 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

6. Two Main Factors:Early Emergence & Multipotentiality • Early Emergence: • Focused • Driven • Too decisive? • Multipotentiality: • Unfocused • Delaying • Indecisive 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. Early Emergence Early 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Career Planning: Step One Self Assessment Preferred Environments Developmental Needs Your Realities Your Beliefs • Interests • Values • Roles • Skills & Aptitudes • Abilities Dawn Rosenberg McKay, 2011

19. Holland’s Theory of Career Development Realistic (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

20. 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

21. World of Work Map U.S. Department of Education, 2003

22. Career Planning: Step Two Options • Explore the occupationsin which you are interested • Research the industriesin 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

24. 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

25. 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

26. Educational Career Plan

27. Career Choice • Explore Career Clusters/Pathways • Make a list of occupations to explore • Conduct informational interviews • Continue narrowing list • Set Goals • Develop an Educational Career Plan • Train for new career Dawn Rosenberg McKay, 2011

28. 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

29. 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)

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 11th grade • Discuss college plans with your parents and counselor • Begin the college search process. AttendCollege Nightat 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

37. SAT and ACT Score Comparison SAT ACT 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 sciencereasoning section math sections include trigonometryreasoning 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

38. SAT and ACT Score Comparison ACT 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

39. SAT vs. ACT

40. SAT vs. ACT

41. 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 1 Sandra Berger, 2006

42. 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

43. 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

44. 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.