Career Explorations for Gifted Students

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Presentation transcript:

Career Explorations for Gifted Students Presented by: Emily E. Bullock, Ph.D. September 2008

Outline of Presentation General Career Development Issues Gottfredson’s Theory Career Development Issues Specific to a Gifted Population Determining the Interests of a Gifted Student Holland’s Theory Approach by which to Intervene in the Career Development Process and Decision-Making Cognitive Information Processing Approach Resources and References

How Career Development Occurs in Everyone Many theories and factors (Niles & Harris- Bowlsbey, 2005) Gottfredson’s theory (Gottfredson, 2005) Stage 1: Orientation to Size and Power Stage 2: Orientation to Sex Roles Stage 3: Orientation to Social Valuation Stage 4: Orientation to Internal, Unique Self

Stage 1: Orientation to Size and Power Stage 2: Orientation to Sex Roles (elementary school) Stage 1: Size and Power (preschool) Male roles Firefighter Truck driver Doctor Female roles Nurse Teacher Secretary Big, powerful Adult roles Worker Parent Little, Child

Stage 3: Orientation to Social Valuation (middle school) High prestige Doctor Teacher Nurse Firefighter Secretary Low prestige Truck Driver Male Neutral Female

Stage 4: Orientation to Internal, Unique Self (high school and beyond) High Doctor I A Artist Sales manager E R Miner Doctor Social S worker Teacher C File clerk Nurse Secretary Truck Driver Low Male Neutral Female

So what can teachers do to intervene? Intervening at Orientation to Size and Power Orientation to Sex Roles Orientation to Social Valuation Orientation to Internal, Unique Self

Career Development Issue Unique to Gifted Students Multipotentiality (Milgram & Hong, 1999) Perfectionism Expectations of Others Decision-Making Difficulties Early Cognitive Maturity and Vocational Identity Special issue of Female Gifted Students http://www.gifted.uconn.edu/; G:\gifted Students.mht

Holland’s RIASEC Theory of Careers

Welcome to the Holland Party Game

More Formal Assessment of Holland Types Self-Directed Search (SDS) SDS Form R: High School, College, and Adults SDS Form E: High School Students and Adults with Limited Reading (4th grade level) SDS Career Explorer: Middle School and Junior High Students Multiple translated versions available Paper-and-pencil, Computer, Internet-based versions

What do we do once we have our Holland Codes? O*NET http://online.onetcenter.org/ Click on find occupations Go to drop box under O*NET descriptor Choose Interests http://online.onetcenter.org/find/descriptor/browse/Interests/ Choose a RIASEC type to begin search

How do we know where to start to intervene? Cognitive Information Processing (CIP) approach to career problem solving and decision making http://www.career.fsu.edu/ http://www.career.fsu.edu/techcenter/ Sampson et al. (2004)

Pyramid of Information Processing Domains Executive Processing Domain Meta-cognitions Decision-Making Skills Domain CASVE Cycle Self Knowledge Options Knowledge Knowledge Domains

CASVE Cycle Communication Identifying the problem - the gap Execution Taking action to narrow the gap Analysis Thinking about alternatives Valuing Prioritizing alternatives Synthesis Generating likely alternatives

Resources CIP Career Choice and CASVE Decision Making Handout: http://www.career.fsu.edu/documents/cognitive%20information%20processing/What's%20Involved%20in%20Career%20Choice.DOC Interactive version of CASVE cycle: http://www.acrnetwork.org/decision.htm Presentation slides found at: http://ocean.otr.usm.edu/~w313873/research.htm My Email Address: Emily.Bullock@usm.edu

Key References Achter, J. A., & Lubinski, D. (2005). Blending Promise with Passion: Best practices for counseling intellectually talented youth. In S. Brown, & R. Lent, Career development and counseling: Putting theory and research to work (pp. 600-624). Hoboken, NJ, US: John Wiley & Sons. America’s Career Resource Network retrieved at http://www.acrnetwork.org/decision.htm FSU Career Center retrieved from http://www.career.fsu.edu/ FSU Center for the Study of Technology in Counseling and Career Development retrieved from http://www.career.fsu.edu/techcenter/ Gottfredson, L. S. (2005). Applying Gottfredson's theory of circumscription and compromise in career guidance and counseling. In S. Brown, & R. Lent, Career development and counseling: Putting theory and research to work (pp. 71-100). Hoboken, NJ, US: John Wiley & Sons. Milgram, R. M., & Hong, E. (1999). Multipotential abilities and vocational interests in gifted adolescents: Fact or fiction? International Journal of Psychology, 34, 81-93. Neag Center for Gifted Education and Talent Development at the University of Connecticut. Retrieved from: http://www.gifted.uconn.edu/; G:\gifted Students.mht Sampson, J.P., Jr., Reardon, R.C., Peterson, G.W., & Lenz, J.G. (2004). Career counseling & services: A cognitive information processing approach. Belmont, CA: Brooks/Cole. U.S. Department of Labor’s O*NET online retrieved at http://online.onetcenter.org/