December 4th, 2009 by El Ed Mom

Although parents and teachers may be concerned about academic planning for gifted and talented young people, they often assume that career planning will take care of itself. Students may have many choices available because of multiple gifts or a particular talent, and a career choice in that area seems inevitable. There is no need for career planning: The student is simply expected to make an occupational decision around the sophomore year of college and then follow through on the steps necessary to attain that goal.

Unfortunately, evidence is mounting that youthful brilliance in one or more areas does not always translate into adult satisfaction and accomplishment in working life. Studies with such diverse groups as National Merit Scholars (Watley, 1969), Presidential Scholars (Kaufmann, 1981), and graduates of gifted education programs (Kerr, 1985) have shown that the path from education to career is not always smooth, and it may be complicated by social-emotional problems and needs of gifted students that differ from those of more typical students.

Recognition of these problems has produced counseling models that address student needs (e.g., Berger, 1989; Buescher, 1987; Silverman, 1989; VanTassel-Baska, 1990). Some factors that can contribute to problems with career planning are presented here, along with ways of preventing and intervening with career development problems.

Click Here to read more…