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Thematic analysis of vocational identity among gifted young people using turning point narratives
Abstract
The career choices of gifted students are significant both in terms of their potential contributions to society and their personal happiness and life satisfaction. The aim of this study was to identify themes of the turning points that influence gifted young people’s career decisions and to reveal which factors influence their vocational identity from a Narrative Identity Approach. Data were collected using open-ended questions from 17 (52.94% female, n = 9) gifted young people (age; M = 20.47, SD = 3.69). Data were analysed with reflexive thematic analysis, which identified five major themes (1) individual factors, (2) social factors, (3) giftedness, (4) career goals, and (5) exploration opportunities. Considering the first retrospective study examining gifted students’ vocational identity, career guidance might benefit from tailored interventions that account for their unique characteristics, goals, personal and social factors as well as maximizing exploration opportunities
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This article reflects on several factors that influence the art and science of career counselling in different contexts. An adapted systematic literature review was implemented to examine developments in the career counselling field and to explore innovative career counselling strategies that have universal relevance and sustainability in the Anthropocene era. The continued relevance and functionality of career counselling in South Africa (as an example of a Global South, developing country reflective of the situation globally) is examined. I reflect on a possible theoretical and conceptual framework for career counselling in the ‘career Counsellocene’ era and I argue for an approach that contextualises career counselling in different contexts in the future workplace and meets the career-counselling needs of people in the Anthropocene era. A career-counselling approach is needed that emphasises the importance of eco-awareness in reversing the impact of human abuse on the environment.
This article focuses on how the concept of “turning points” can be used in narrative research when studying people’s (professional) identities and identity formation. By examining various understandings of turning points, we aim to show how they can be identified and used as analytical tools in different ways when conducting narrative analyses of (professional) identity formation. A case study from a research project on police identity is used to illustrate the application of various perspectives on turning points. The article offers guidance for researchers on choosing a context and focus for analysing turning points, as well as on the theoretical perspectives that come with these choices, and thereby suggests directions for analytical attention. The article shows how different perspectives on turning points have consequences for the understanding of professional identities.
One of the key developmental tasks in adolescence is to develop a coherent identity. The current review addresses progress in the field of identity research between the years 2010 and 2020. Synthesizing research on the development of identity, we show that identity development during adolescence and early adulthood is characterized by both systematic maturation and substantial stability. This review discusses the role of life events and transitions for identity and the role of micro‐processes and narrative processes as a potential mechanisms of personal identity development change. It provides an overview of the linkages between identity development and developmental outcomes, specifically paying attention to within‐person processes. It additionally discusses how identity development takes place in the context of close relationships.
Successful navigation of the social environment is dependent on a number of social cognitive processes, including mentalizing and resistance to peer influence. These processes continue to develop during adolescence, a time of significant social change, and are underpinned by regions of the social brain that continue to mature structurally and functionally into adulthood. In this review, we describe how mentalizing, peer influence, and emotion regulation capacities develop to aid the navigation of the social environment during adolescence. Heightened susceptibility to peer influence and hypersensitivity to social rejection in adolescence increase the likelihood of both risky and prosocial behavior in the presence of peers. Developmental differences in mentalizing and emotion regulation, and the corticosubcortical circuits that underpin these processes, might put adolescents at risk for developing mental health problems. We suggest how interventions aimed at improving prosocial behavior and emotion regulation abilities hold promise in reducing the risk of poor mental health as adolescents navigate the changes in their social environment.
The American ethos that you can be whatever you want to be has not always been a helpful adage for gifted students. Gifted students require career counseling to understand the world of work, and to identify their interests and values in addition to their already‐identified talents. Academic planning and career development for gifted students is an important and complex process that requires thoughtful consideration. School psychologists have the skills and abilities to provide valuable career development services to gifted students. The authors explore the unique challenges and career development needs of gifted students and provide suggestions for interventions.
Introduction
Traumas refer to relatively discrete, negatively valanced, events causing physical, economic, spiritual, and/or psychological harm with life‐altering impacts. These impacts include widely varied effects on the identity functioning of adolescents/emerging adults.
Methods
The array of possible impacts of traumatic events was considered with particular attention devoted to the identification of variables that may be predictive of particular identity‐related outcomes.
Results
A taxonomy of possible developmental impacts of traumatic events on identity functioning is developed: (a) identity resilience, (b) identity affirmation, (c) identity delay, (d) identity threat, (e) identity loss, (f) identity alteration, (g) identity replacement, (h) trauma‐shaped identity, and (i) trauma‐centered identity. A series of 11 propositions regarding the predictors of various developmental impacts is advanced. The propositions involve variables related to the nature of the traumatic event, variables related to the effects of trauma (other than identity‐related effects), person‐related variables, and variables related to the social context in which the person is functioning.
Conclusion
These propositions can serve as a research agenda for furthering our understanding of the range of effects of trauma on identity functioning.
This study aims to find out the problems of gifted students, who are educated at Science and Arts Centre (SAC), for their career choices and impact of digital media they use on the choices in the process of 'Special Skills Development Program'. The career choices of gifted students in a digital perspective constitute the basic framework of this research. Semi-structured interviews based on purposive sampling were conducted with a total of 20 students, 10 of whom were girls and 10 boys, who continued their 'Special Skills Development Program' at İzmit Science and Arts Centre in Turkey by using case study from qualitative research approach. In the study it was concluded that gifted students used digital media to investigate occupations they had previously determined; however the right guidance would be very significant because of their worries through career choices and thus social media literacy would be needed at SAC.
Although exact incidences of depression and suicide among the gifted remain unknown, they are most likely in line with that of the larger student population. In the present chapter, we invoke two theoretical frameworks—person–environment fit theory and the Differentiated Model of Giftedness and Talent Development—to understand how intrapersonal, interpersonal, environmental, and developmental risk and protective factors manifest uniquely for gifted student populations. To better reflect the current status of gifted student development in the twenty-first century, we place special emphasis on two recent trends: social media use and cyberbullying, in addition to reviewing traditional literature as it relates to risk and protective factors. We place much emphasis on understanding possible unique contributors to the development of depression and suicide ideation among gifted students, but also on providing strategies for helping parents, teachers, and other caregivers. Implications of this chapter are for those who are interested in developing intervention strategies that consider developmental as well as epidemiological factors when exploring depression and suicide among the gifted.
Everybody dreams of a bright future. A future career determines the direction and quality of an individual`s life. Achieving positive career development is one of the most crucial tasks during adolescence. In both national and personal perspectives, the vocational identity of science-gifted students provides some important points to discuss. The purpose of this study is to examine the vocational identity of science-gifted students. Participants included 103 science-gifted students who have received an acceptance letter from a science-gifted school. The modified VISA (Vocational Identity Status Assessment) model was used to analyze the vocational identities of gifted students with `a letter to myself in the future`. The study found that vocational identity status of the science-gifted students was determined as Foreclosed and Searching Moratorium. The science-gifted students demonstrated more Commitment than Exploration and Reconsideration. They also showed higher levels in Career Identification, In-Narrow Exploration, and Career Flexibility. In addition, they shared common orientations in vocational identity such as strong enthusiasm, challenging limits, and responsibility towards humanity. We expect that this study will contribute to the social interest of science-gifted students in the area of career education. In order for science-gifted students to nurture their full potential with a deeper awareness of education, follow-up studies have to be conducted to provide greater and ideal career education.
Narrative identity is a person's internalized and evolving life story, integrating the reconstructed past and imagined future to provide life with some degree of unity and purpose. In recent studies on narrative identity, researchers have paid a great deal of attention to (a) psychological adaptation and (b) development. Research into the relation between life stories and adaptation shows that narrators who find redemptive meanings in suffering and adversity, and who construct life stories that feature themes of personal agency and exploration, tend to enjoy higher levels of mental health, well-being, and maturity. Researchers have tracked the development of narrative identity from its origins in conversations between parents and their young children to the articulation of sophisticated meaning-making strategies in the personal stories told in adolescence and the emerging adulthood years. Future researchers need to (a) disentangle causal relations between features of life stories and positive psychological adaptation and (b) explore further the role of broad cultural contexts in the development of narrative identity.
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
The aim of this study was to develop a model of identity formation comprising three structural dimensions: commitment, in-depth exploration and reconsideration of commitment. A new tool, the Utrecht-Management of Identity Commitments Scale, was designed to assess these processes. Early and middle adolescents (N=1952) participated in this study. Confirmatory factor analyses revealed that the three-factor model provided a better fit than alternative one- and two-factor models. The model applied not only to the whole adolescent sample, but also to male and female subsamples and to early and middle adolescent age groups. Additionally, we established interethnic equivalence of the model, in that it also fit well for ethnic minority adolescents. In accordance with hypotheses, regression analyses showed that commitment, in-depth exploration and reconsideration of commitment were significantly related to measures of self and personality, psychosocial problems and parent-adolescent relations. Implications and suggestions for future research are discussed.
This article reports on how intervention research based on integrative career counselling enhanced the existential experience of a gifted learner. The participant of this study was a purposively selected gifted 17-year-old girl learner in search of a career that would help her experience meaning, purpose, and hope in and through her career-life. An explanatory (QUALITATIVE-quantitative) research design was used together with qualitative career construction counselling-based methods. A new standardised test was used to generate quantitative data. Savickas’ guidelines for analysing career construction-elicited data were implemented to identify themes and subthemes in the outcomes. The intervention helped the participant decide on a career through which she could experience meaning, purpose, and hope in her career-life. Longitudinal research is needed to determine the medium- and long-term influence of the type of intervention discussed here with gifted learners in individual as well as group contexts across the diversity spectrum.
This review of literature introduces Erikson’s psychosocial theory in relation to identity development and fidelity. It explores the intrapersonal and interpersonal determinants of fidelity and identity development as described by Erikson, with a specific focus on the role of schools and the challenges faced by students with gifts and talents (SWGT). It explores the unique challenges faced by SWGT in their identity development journey, such as boredom, underachievement, and social isolation. The social aspects of identity construction and the influence of educational institutions on students’ identity development have been highlighted. It emphasizes the significance of creating a supportive learning environment that fosters students’ psychosocial needs, including positive peer relationships, mentorship, and academic challenge. The paper also explores some of the intrapersonal determinants of fidelity and identity development, such as hope, willpower, purpose, and curiosity. These factors have been found to be essential in guiding individuals towards Eriksonian fidelity and play a crucial role in their pursuit of goals and success. The interplay between the interpersonal and the intrapersonal factors is discussed, emphasizing their dynamic nature and their impact on an individual’s sense of agency and pathways. Finally, based on the reviewed literature a conceptual framework has been proposed to understand the holistic development and application in educational settings.
From a developmental perspective, gifted girls could benefit from the life experience shared by gifted women about what influenced them to make life choices. This study focuses on Dutch gifted women to explore what were facilitating or hindering factors in making those decisions in education, personal life, and career. Interviews with 10 participants, from ages 18 to 62, provided in-depth descriptions of participants’ personal experiences. They clearly stated what they wanted to achieve and how, whether it was in school, career, or in personal life. Overall, this study is in line with previous research. When making career choices, gifted women valued intrinsic motivation, differentiation, and the quality of the work. When they made choices, significant adults, a supportive partner, and active behaviours in seeking guidance were helping factors whereas the feeling of being different, lack of suitable education, and others’ judgment were hindering factors. Some implications are also given.
Gifted students differ from their peers in many areas, and require additional effort and skills from their teachers in regular schools. Teachers in regular education play a critical role in the identification of gifted students and education. Therefore, considering their attitudes toward these students and gifted education in general will provide a deeper understanding of teachers' needs regarding the quality of gifted education. The present study aims to examine teachers' perceptions about gifted students through the use of metaphors and attitudes toward gifted education. Qualitative data were collected from 136 teachers utilizing two open-ended questions. Teachers used metaphors based on three categories: gifted education, the social value and various characteristics related to giftedness. The results were discussed in terms of practical implications, teachers' training needs, educational strategies for gifted students and challenges endemic to the identification process in Turkey.
Underachievement of gifted students has been a great concern for the field of gifted education. The current study reviewed 14 recent empirical studies concerning the effectiveness of underachievement interventions on gifted students’ achievement outcomes and psychosocial outcomes. Overall, there was no evidence that underachievement interventions significantly improved academic performance of gifted underachievers ( g = .09, p = .387), especially in terms of course grades. Gifted underachievers receiving interventions significantly outscored their comparison peers on psychosocial outcomes ( g = 0.22, p = .001), which consisted of a variety of measures on self-efficacy, goal valuation, environmental perceptions, self-regulation/motivation, and psychosocial functioning. Qualitative studies generally reported that gifted underachievers benefited from the interventions in terms of increased motivation for learning, improved self-regulation, and finding school more meaningful. Findings need to be viewed in light of the relatively low quality of the evidence from recent research on underachievement interventions.
The purpose of this study is to determine how gifted and talented students think about future careers with regard to both the awareness and especially process of such career decision-making. Particular attention is given to their perceptions about having the best career they can imagine. A qualitative research model is used in this study. The study group consists of eleven gifted and talented high school students, studying in congregative gifted class in a private college. Students were contacted via phone or email, and appointments for interviews were arranged. The interviews were conducted by the researcher within a two-month period. Participation in the study was voluntary. A semi-structured interview form was used as data-collection tool, and data analysis was conducted through a content analysis. According to the results of the research, occupation that gifted and talented students want to have mostly expressed as doctor. As factors influencing their decisions regarding preferred occupation, gifted and talented students stated that their families, academic achievements, sense of social responsibility, and desire to manage the world, are the factors affecting their career decisions. Expectations of gifted and talented students regarding the countries in which they want to work were: feeling secure, offering business environment and opportunity, being developed, economically stable, a rich history, and affordability. The meaning of having good career for gifted and talented students was stated to be spending money and having prestige. Gifted and talented students visualise themselves in terms of their career ten years later as being tortured by their occupation, becoming the leader of their occupations and working oversees. © 2017, South African Journal Of Education. All rights reserved.
This column introduces the school-based psychosocial curriculum model. The model incorporates Erik Erikson’s theory of psychosocial development and applies it to a planned program of talent development.
In this study, the influence of career exploration and commitment, life-role salience, and chronological age on identity development in gifted female adolescents was examined. A set of factors, including vocational exploration and commitment, commitment to the role of work, and participation in the role of studying, explained 43.3% of the variance in the identity development of the gifted females who participated in the study. Of these factors, vocational exploration and commitment contributed the most to identity development. Based on results of this investigation as well as past research, the authors emphasize the need to expand efforts to enhance career exploration opportunities for all adolescents, especially gifted females.
The purpose of this research is to examine whether the career development of those gifted and talented primary school students attending Science and Art Centres (SAC) varies according to their gender, grade, income, the educational level of parents and field variables. The participants consisted of 136 gifted and talented students (76 females and 60 males) attending SAC. The age of students ranged between 12 and 15 years. The research data were gathered by applying the “Career Development Scale for Childhood,” and personal information form. In this research, the data were analyzed using t-test, analysis of variance (ANOVA) and Kruskal-Wallis Test. The study revealed those results; the curiosity/exploration scores of the gifted and talented female students were significantly higher than the scores of the male ones. The information and planning subscales and career development scale scores of sixth grade students were significantly higher than scores of the seventh grade students. The time perspective scores of gifted and talented students with middle income-level are significantly higher than scores of the ones with higher income-level. Scores of the curiosity/exploration, planning subscales and career development total of the students attending SAC for art education are significantly higher than the scores of the ones attending SAC for general mental talents. The findings were discussed in the light of previous studies. The limitations of the study were defined and some recommendations were provided to teachers, guidance services in schools, families and further researches. Değerli Bilim İnsanları,
Turkish Studies dergisi Mart 2016 sayısını, özelde ‘Türkçe Eğitimi’ genelde ise ‘Sınıf Öğretmenliği Eğitimi’ alanında çalışan, eserleri ve yetiştirdiği öğrencileriyle Türkiye’de bu alanların gelişmesinde çok önemli rol oynayan Prof. Dr. Hayati AKYOL hocamıza armağan olarak çıkarma kararı almıştır. Bu sayımızın misafir editörlüğünü Prof. Dr. Mehmet Dursun ERDEM, Doç. Dr. Mustafa YILDIZ, Doç. Dr. Seyit ATEŞ ve Yrd. Doç. Dr. Mustafa TAHİROĞLU, Doç. Dr. Çetin ÇETİNKAYA ve Doç. Dr. Kasım YILDIRIM yapacaklardır. Son yazı gönderim tarihi 15.02.2016 olarak belirlenmiştir. Bu sayımıza sınıf öğretmenliği ve Türkçe eğitimi akademisyenlerinin makaleleriyle katkılarını bekliyor, saygılar sunuyoruz.
Prof. Dr. Mehmet Dursun ERDEM
Doç. Dr. Mustafa YILDIZ
Doç. Dr. Seyit ATEŞ
Doç. Dr. Çetin ÇETİNKAYA
Doç. Dr. Kasım YILDIRIM
Yrd. Doç. Dr. Mustafa TAHİROĞLU
Despite their high intellectual caliber, gifted high school students may experience very unique barriers and challenges in their career exploration and planning. As such, this group of students need much help when it comes to career guidance and counseling in the school setting. Being cognizant of this reality, the current article attempts to apply key tenets of career development and career counseling theories to the helping context of career guidance and counseling for gifted high school students. It examines the unique career-related barriers and challenges faced by this student population, drawing attention to the complexity of the issue in the context of intellectual giftedness as experienced by the target group. It then proposes theory-informed career guidance and counseling interventions for the target group.
Discusses how career educators can help gifted students in three areas of conflict: (1) making a single career choice despite multipotentiality; (2) making long-range career plans before having necessary emotional maturity; and (3) reconciling personal career goals and societal expectations. (CT)
This study identified a set of factors, including vocational exploration and commitment, commitment to the role of work, and participation in the role of studying, which explained 43.3 percent of the variance in the identity development of 95 gifted female adolescents. Of these factors, vocational exploration and commitment contributed the most to identity development. (Contains references.) (DB)
Used a retrospective method to obtain information about the career aspirations of gifted high school juniors (69 boys and 125 girls). The Occupations List instrument by L. W. Harmon (1971) was administered to Ss to obtain information about career alternatives (CAs) considered by each S at ages 0–8 yrs, 9–23 yrs, and 14+ yrs. The CAs considered in an early life period were compared with those considered later in terms of their prestige level and gender traditionality. The career and educational aspirations of gifted boys and girls were also compared. There was no difference between the boys and girls in the prestige level of career aspirations in the 1st and 2nd life periods. Girls were less likely than boys to aspire to a doctoral or professional degree, yet were more likely to aspire to a master's or bachelor's degree. This suggests the influence of traditional sex-role attitudes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The present study examined aspects of identity development in a sample of adolescent boys from two approaches: individuation and narrative. To extend the more recent research on narrative identity development, we also examined relations between narrative identity, well-being, and age. Narrative meaning making was predicted by themes of individuation in the narratives, specifically the interaction of autonomy and connectedness. Well-being was predicted by different aspects of meaning depending on the kind of meaning and the stage of adolescence. Finally, results showed an age-related increase in meaning-making processes, particularly meaning related to perceiving the self as changing. Results are discussed in terms of the processes of narrative identity development for adolescent boys.
Being gifted and talented is a set of evolving characteristics that are an asset or limitation depending on the situation.
These characteristics vary widely and impact the career choices of adolescents and young adults in high school and college.
On the surface, it might appear that the more gifted and talented one is, the easier it is to make occupational, educational,
and employment decisions. Unfortunately, giftedness does not always translate into effective career decision making. The same
giftedness and talent that can make it easy to succeed academically can also contribute to more difficult career choices.
This chapter examines the career development challenges and related career interventions designed to assist gifted and talented adolescents and young adults in making informed and careful career choices. After discussing the key terms presented above, the theoretical approach used to examine challenges and interventions is
described. The majority of the chapter is devoted to a theory-based examination of specific challenges and career interventions
associated with the career choices of gifted and talented students.
The current study explored the relationship of the presence of, and search for, a calling to the career development of 3091 first year college students. The presence of a calling correlated positively with decidedness, comfort, self clarity and choice-work salience and correlated negatively with indecisiveness and lack of educational information. The search for a calling correlated negatively with decidedness, comfort, self clarity, and choice-work salience and correlated positively with indecisiveness and lack of educational information. Hierarchical regression analyses revealed that for both career decidedness and choice comfort, the calling variables taken together added 8% and 5% variance, respectively, above and beyond that accounted for by self clarity, choice-work salience, indecisiveness, and lack of educational information. It is suggested that future research investigate the potential sources of a career calling and counselors be open to exploring this construct with individual clients.
This study examined identity development in a 5-wave study of 923 early-to-middle and 390 middle-to-late adolescents thereby covering the ages of 12-20. Systematic evidence for identity progression was found: The number of diffusions, moratoriums, and searching moratoriums (a newly obtained status) decreased, whereas the representation of the high-commitment statuses (2 variants of a [fore]closed identity: "early closure" and "closure," and achievement) increased. We also found support for the individual difference perspective: 63% of the adolescents remained in the same identity status across the 5 waves. Identity progression was characterized by 7 transitions: diffusion→moratorium, diffusion→early closure, moratorium→closure, moratorium→achievement, searching moratorium→closure, searching moratorium→achievement, and early closure→achievement.
This study set out to investigate which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and what were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Their average age was 34.4 years (SD = 8.8) and all had obtained IQ scores equal to or higher than the 98th percentile. The study was designed as a survey operationalized as an Internet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire. Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aesthetic work. Work satisfaction for all these fields was shown to be average. However, for individuals choosing to start their own company and, or assume leading managerial positions, satisfaction with work and career is very high. This article focuses on possible reasons for differences between subgroups in the sample and discusses a possible way forward to improve work satisfaction for intellectually gifted individuals at work, where needed.
The nursing shortage of registered nurses in Canada is expected to worsen, making recruitment a concern for nursing organizations. Also, many reports have outlined the need for improved leadership in nursing. Therefore, the study purpose was to describe the findings of a systematic review of studies examining the career influences and aspirations of gifted high school students and to make recommendations for further research. Results indicate gifted students choose careers that fit their personal self-concept and their perceptions of traits needed to succeed in a profession. Family members, particularly mothers, had the greatest influence on career decision making and these students were more likely to indicate a desire for a profession with high prestige, high levels of education and higher pay. These students were not likely to indicate nursing as a career choice. Efforts to improve the image of nursing with this group of students are needed.
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