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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 outlines a cross-disciplinary, evidence-based approach to developmental assessment in school-age children and youth based on each of the five domains of development. Children should be assessed when parents report significant developmental concerns in infancy or early childhood and/or the school team is concerned about a child’s daily functioning at school. Assessment is also necessary when a student appears to be developmentally advanced. Guidelines are provided for using the developmental profile in Figure 8.1 to (a) diagnose pervasive developmental disabilities (PDDs) and specific developmental disabilities (SDDs) or giftedness and (b) take the five developmental domains into account when planning student interventions and giving parents feedback. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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Have you heard the saying, "All children are gifted. They just open their packages at different times and in different ways"? Yeah, well, that may be simplifying the notion of giftedness just a tad. In fact, although teachers and parents might identify giftedness in children by the differences that they demonstrate in a classroom, the definition of giftedness is a challenging one. There is no "one-size-fits-all" program or practice that is guaranteed to work. Often, a teacher just wants to keep a gifted child busy and out of trouble, so she or he may end up using materials that are marketed "for gifted kids," are attractive, and yet have no real substance. According to a project sponsored by the U.S. Department of Education and described in the book Best Practices in Gifted Education, there are 29 strategies that have been proven effective in identifying and serving gifted students. These research-grounded strategies offer specific guidance to teachers, administrators, policy makers, and parents. While many educational practices and packaged programs employ these strategies, there are even more that are based in pseudoscience, reputation, or just busywork with no substance. This chapter will take many of these research-based strategies and make them "real" for you. I'm sure that you want to meet ALL of your students' needs; let's not let any group of students lag behind in their educational growth. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This chapter considers three standpoints on rural giftedness. By "standpoint" we indicate a grounded way of reading the world: based on a place in it and, in our case, an articulated position (i.e., writing the world) about being there. Our particular standpoint for writing the world—given previously in many venues—is that rural is best understood as a set of meanings related to the land, to family, to rural sorts of work, and to local communities. Such meanings as these inform our overall position as rural educators: that rural schooling should encourage, support, and actively facilitate rural adulthoods for rural students. The dominant position, however, suggests instead that most rural children, especially bright ones, should abandon their home places for opportunities elsewhere to pursue college, medical school, and metropolitan careers, and who abandon rural places altogether, are viewed as successful-Among not only rural school professionals, but among influential rural community members—and indeed, by everyone else. However we want to explain a contrary and largely disparaged position (a position unusually appreciative of the educational potential of rural cultures and places); that is, rural life is not limiting and restrictive, but is instead inclusive and generative. In articulating this position, though, we often—almost always—encounter bafflement among education faculty. To be clear: We are not opposed to any individual leaving or indeed, arriving anywhere. Instead, we ask why the American culture is disparaging of rural locality. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Rural places are unique. There are defining characteristics of rural individuals and especially those who ate gifted and live in rural areas. However these characteristics, beliefs, and values differ based on the rural region in which a student resides as well as his or her ethnicity, income status and experiences. Educators need to understand the context of their specific rural locale and match identification methods to their students' needs. The use of a variety of measures, flexibility of methods used, understanding the context and community in which a rural gifted student resides, and challenging preconceived notions of giftedness through professional development are essential in crafting appropriate identification systems for rural gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)