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giftedness of girls and women is examined in terms of both general intellectual ability and specific extraordinary talents / examines career development issues in the lives of women with specific extraordinary talents in the areas of verbal, mathematical, spatial-visual, musical, and kinesthetic performance gifted girls / adolescence of gifted girls / gifted young women in college / adulthood of gifted women (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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In our experience, it is common in career counseling to hear clients talk about wanting to discover and live out a calling. The term calling means different things to different people. Typically, calling refers to a personally or socially meaningful engagement with one’s work, sometimes linked to one’s religious or spiritual perspective, sometimes to a sense of passion or giftedness, and sometimes to a deeply held set of values for making a difference or leaving a legacy. Whatever the particulars, the concept seems very powerful when expressed through a client’s tone of despair, longing, or hope. We have worked with many objectively successful but subjectively miserable middle-career adult clients who have fantasized about what it would be like to experience work as a calling rather than as an obligation to which they felt chained (sometimes with “golden handcuffs”). Interactions with clients such as these are part of what has driven us to devote much of our careers to better understanding what it means to have a calling, the difference it makes (in work and life) for people who approach work as a calling, and strategies for discerning and living out a calling. Although much has yet to be learned, what is clear from research is that a sense of calling provides, for many people, a key pathway for experiencing work and life as meaningful and satisfying (e.g., Dik, Eldridge, Steger, & Duffy, 2012; Dik, Sargent, & Steger, 2008; Duffy & Sedlacek, 2007; Hirschi, 2012). How, then, might career development practitioners help clients discern and live out a calling? In this chapter, we offer some suggestions that address this question. We begin with an overview of the historical and conceptual context for the recent surge of scholarly interest in calling. We then summarize the rapidly accumulating research on the construct and explore implications for career interventions that target discerning and living out a calling. To close the chapter, we use a case study to demonstrate the use of calling in career counseling. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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This chapter illustrates the connection between cognitive abilities, careers, and giftedness through two approaches: prospective and retrospective. Using these approaches, it also illustrates that people identified as gifted when young end up in highly select and diverse careers and that people who end up at the pinnacle of career achievement largely are gifted. The chapter further notes that this does not mean that having high cognitive ability or being gifted is the sole criterion for ending up in a highly prestigious career, only that increasing cognitive ability typically does increase the likelihood of all kinds of positive outcomes. In practice, career counseling of the gifted—namely, helping match them in regard to ability level, ability pattern, interests, personality, lifestyle preferences, and other factors—is quite important for the full talent development and flourishing of these students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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