Career Counseling Is Personal Counseling: A Constructivist Approach to Nurturing the Development of Gifted Female Adolescents

Abstract

Gifted individuals face many concerns when contemplating their futures. Often hindered by career indecision; perfectionism; and multiple personal, familial, and societal pressures, some gifted young people flounder when they have the ability to flourish. Many counselors and educators trust that a wealth of talents will propel these adolescents to automatic life success, and the unique needs of this population can go unmet. This article considers the complexity of challenges facing gifted young women, presents current and potential interventions, and encourages integrating developmental and constructivist theories with objectivist techniques. Implications for practitioners and future research suggestions are highlighted.

Counselors' Perspectives on Using the Career Style Interview With Clients

“…Bujold (2004) stated that the constructivist perspective "has to do with the way individuals know, and by implication, find meaning in what they come to know and experience" (p. 474). It seeks to expand and integrate quantitative modes of gathering information, such as traditional career assessments, with divergent qualitative career assessments seeking to integrate the best of both (Maxwell, 2007). According to Gysbers (2006), this holistic approach assists people in gaining insight into the roots of their career concerns by focusing upon the context of their lives.…”

Mathematically gifted adolescent females’ mixed sentiment toward gender stereotypes

“…We can reflect on whether we have done enough to create a gender-equity environment for mathematically gifted female students. All too often, these special students are expected to pursue a career tantamount to their superior abilities and, at the same time, are expected to behave in gender-typed ways (Maxwell 2007;Willard-Holt 2008). Gender stereotypes represent popular views on gender differences (Best 2009;Kurtz-Cortes et al 2008).…”

“…The under-representation of women in math and science domains is mainly attributed to the detrimental effects and ramifications of gender stereotypes favoring males over females (Davis and Rimm 2004;Kerr 2000;Maxwell 2007;Preckel et al 2008;Schmader et al 2004). The stereotypic belief that females are inferior to males in math especially dampens gifted girls' confidence in their ability to master math and in turn their plans to pursue math-related professions.…”

High-Ability Students: New Ways to Conceptualize Giftedness and Provide Psychological Services in the Schools

“…Multipotentiality is a popular construct in the gifted field; it is defined as "the ability to select and develop any number of career options because of a wide variety of interests, aptitudes, and abilities" (Kerr, 1990, p. 1). Although multipotentiality among high-ability students is often viewed as a blessing, it can complicate career planning because of the increased range of choices that bright and high-achieving students face (Delisle, 1982;Maxwell, 2007). For many exceptionally bright students, career planning can begin early-as early as late middle school or beginning high school, when course selection, acceleration options, service learning, and research and volunteer experiences can all influence subsequent college (and career) options.…”