Transcript Career Planning & Goal Setting

Career Planning &
Goal Setting
By Carina N. Lindsey
Career Counseling
 Helps students develop attitudes for planning
their careers and for exploring careers.
 Helps students with self reflection
 Helps with restructuring their beliefs,
 Helps deepening their personalities to
answer the big question of “Who am I?”
Who Am I? Activity
 Form groups of 2
 Ask these questions:
 Who Am I?
 Who do I pretend to
be?
 Who I think you are?
Career Planning
 Most high school and college programs
for gifted students focus mainly on their
academic needs.
 Stages of Career Awareness and
Maturity
 Decision making
 Development of identity
 Exploration
Career Awareness
 Additional Psychosocial issues
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Asynchrony
Early cognitive maturation
Moral sensitivity
Emotional giftedness
Multipotentiality
Perfectionalism
Stress from high expectations of significant
others
Career Indecision
 Multipotentiality
 Lack of decision-making skills
 Pressure to make the perfect career
choice
 Delaying decision making about career
choices
 Frequent changes in majors
 May result in being the professional
student or disappointed college dropout.
Career Maturity
 Gifted students are
more certain of
career choices
earlier than other
students
 This may limit the
further exploration of
career possibilities.
Suggested Activities
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Job site visits
Classroom speakers
Job Shadowing
Dress-up Day
Career Portfolios
Job/Career Fairs
College Prep/
Recruiters
 Internships
Goal Setting
 Few gifted
students are
good goal setters
 Most do what
they are told or
what is expected
of them
Goal Setting Guidelines
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Make your goals specific
Keep goals realistic
Include enjoyment among your goals
Don’t set too many goals at once
Be prepared to achieve some of your
goals but not all of them
 Revise goals as circumstances
change
Goal Setting Guidelines
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Be honest with yourself
Trust your intuition
Practice, Practice, Practice
Share your goals with a friend
Be prepared to hold fast to our
convictions
 Don’t compare yourself to anyone but
yourself.
Remember
 Guidance Counselors are not the only
adults responsible for career education
for gifted students
 Career Planning should start before
high school
 Students need time to explore and sort
through their interests and abilities.
Holland Code
 Used in a variety of career assessments
 Occupational Codes:
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Realistic :Things
Investigative: Things and Ideals
Artistic : Ideals and People
Social: People
Enterprising: Data and People
Conventional: Data and Things
Group Activity
 Choose three careers that relate to
your Holland Code and your interests
 Research these Careers
 Present to the group your top
interests
References
• Neihart, M., Reis, S. M., Robinson, N. M., &
Moon, S. M. (2002).The social and emotional
development of gifted children. p.223- 235.
• Galbraith, J., Delise, J. (1996). The Gifted Kids’
Survival Guide. A Teen Handbook. p.84-89
• A Year of School Counseling. Youth Light, Inc.
November: Career Development
• www.hollandcodes.com