Difficult Cases in Career Counseling: III—The Multipotentialed Client

Pask-McCartney, Claudia; Salomone, Paul R.

doi:10.1002/j.2161-0045.1988.tb00491.x

Cited by 15 publications

(5 citation statements)

References 19 publications

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“…Leisure activities very often play a large role in the life of a multipotentialed individual, and such activities should be considered. Because the multipotentialed are unlikely to find occupations that use all of their talents (Fredrickson, 1986;Kerr, 1991;Tyler, 1958), leisure activities can help to supplement careers and provide for expression of a variety of interests (Herr & Watanabe, 1979;Pask-McCartney & Salomone, 1988;Roper & Berry, 1986). These activities can be a forum in which interests are explored and prioritized (Milgram, 1991): Leisure activities pursued by adolescents have been found to be valid predictors of adult occupational choice (Milgram & Hong, 1993).…”

Section: Specific Recommendations and Considerationsmentioning

confidence: 99%

Multipotentiality, Giftedness, and Career Choice: A Review

Rysiew¹,

Shore²,

Leeb³

1999

Jour of Counseling & Develop

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The giftedness and career‐choice literatures have traditionally spoken in different terms about the same phenomenon, multipotentiality. Multipotentialed individuals have numerous and diverse abilities and interests. Appropriate interventions are necessary to help them cope successfully with the abundance of career choices available to them. This review links the giftedness and career‐choice literatures through a discussion of the concept of multipotentiality and explores ensuing practical implications and challenges to the overall idea.

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Section: Specific Recommendations and Considerationsmentioning

confidence: 99%

Multipotentiality, Giftedness, and Career Choice: A Review

Rysiew¹,

Shore²,

Leeb³

1999

Jour of Counseling & Develop

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“…It is reasonable to expect that the existence of multiple interests, abilities, skills and motivation in each person may cause problems or to some extent function as important factors in career indecision (Pask-McCarthney & Salomone, 1988), but not all multipotentialed persons suffer from career indecision or other related problems. Multipotentiality is a problem only for those gifted persons who feel their career plans are out of control and who see no way to combine or reconcile diverse abilities and interests (Kerr, 1981).…”

Section: Introductionmentioning

confidence: 99%

Is Multipotentiality a Problem or Not? A New Look at the Data

Sajjadi¹,

Rejskind²,

Shore³

2001

High Abil. Stud.

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“…some life cycle theorists portray the act of choosing a defined professional role as a positive resolution to the "ego diffusion" that results from prolonged role uncertainty (Huberman, p. 33;see also erikson, 1950;gould, 1978;and White, 1952). But for some individuals, particularly those with multiple interests, talents, skills, and options, choosing one career path may provoke such anxiety that they resist sacrificing their options (Pask-McCartney & salamone, 1988). What is perhaps more specific to McKenzie's case, and relevant to our argument, his choice to teach bumped up against that tension between public perceptions of teaching and his own educational achievements and professional options.…”

Section: Shortcut To Teachingmentioning

confidence: 86%

Reframing the Conversation: Insights from the Oral Histories of Three 1990 TFA Participants

Rogers

Blumenreich

2013

Teachers College Record: The Voice of Scholarship in Education

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Background/ContextResearchers have examined the challenges of staffing urban, underserved classrooms primarily through large-scale data sets; policymakers have responded with strategies intended to recruit more or “better” teachers into the classroom through programs such as the popular Teach for America. Yet there is little qualitative evidence regarding the experiences of such teachers, which could enhance existing understandings of such challenges and current attempts to solve them.PurposeThis research examines the professional choices and trajectories of Teach for America participants over a 20-year period, attending especially to individuals’ perceptions of their urban teaching experiences, their beliefs, and their reasons for staying in or leaving the urban classroom, with the aim of better understanding the experiences of such teachers and the implications for staffing urban schools.Participants/SubjectsResearch subjects included thirty participants from the inaugural cohort of Teach for America (1990–1992); this article focuses on the life stories of three such individuals.Research DesignThis study draws on oral histories conducted with 30 individuals who participated in the first cohort (1990–1992) of Teach for America. It analyzes their stories within the context of scholarly literature on teachers and teacher policy, urban teaching, and the historical period of the late 1980s and early 1990s.Conclusions/RecommendationsThis study suggests the nature of the contributions that nuanced, qualitative methodologies such as oral history can make. We found that, despite their initial differences from traditional-entry teachers, TFA participants’ reasons for staying in or leaving the urban classroom looked very similar to those of observed among the population of urban teachers at large. Our data thus raises a question of focus: is attending to the conditions under which all urban teachers work perhaps just as important as attracting new or purportedly better candidates into urban teaching?

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Difficult Cases in Career Counseling: III—The Multipotentialed Client

Cited by 15 publications

References 19 publications

Multipotentiality, Giftedness, and Career Choice: A Review

Multipotentiality, Giftedness, and Career Choice: A Review

Is Multipotentiality a Problem or Not? A New Look at the Data

Reframing the Conversation: Insights from the Oral Histories of Three 1990 TFA Participants

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