Two distinct patterns associated with making career choices have been observed among high ability youth. Some students develop an early passion, decide upon a career related to this passion while relatively young and never deviate from this decision. All subsequent decisions and many experiences appear to be geared towards accomplishing this goal or are directed towards enhancing the chosen career or lifestyle associated with the student's career aspiration. With a clear primary focus to guide these students' academic efforts throughout their education, many students remain clear-sighted, self-directed learners who pursue their goals without significant distraction. Most of these students eventually achieve their career goal, even if there are a few twists, turns or obstacles to be overcome before accomplishing their goal.
With multiple talents and varied interest areas, other students tend to pursue a very different path towards making career choices. Each area of ability or interest seems to tempt the student to focus on this particular area, exclusively. Such students tend to vacillate between talent areas, reluctant to abandon one, in order to focus exclusively upon another. When a student has many areas of talent, it is difficult to determine a clear direction towards selecting a career focus. These students tend to meander between various possibilities, with many experiencing difficulties committing to completion of a required tertiary course.
It is not necessary to focus exclusively upon one area of talent in order to develop a career. Multitalented youth may consider combining their abilities and interests by identifying or creating a niche career, utilising a unique combination of talents and interests. The pattern of lifelong adherence and development of a single career focus is rapidly changing. Many of today's youth are likely to make career adjustments and significant directional changes throughout an extended working life. This sequential career structure allows for multi-talented individuals to pursue different interests and talents, over time. Not all talent areas need to be abandoned when a primary career is selected; some talents may be pursued as passionate hobbies, as evidenced by participation in Doctors' Orchestras.
In order for multitalented students to identify a career direction that is a good 'fit', authentically reflecting who they are and what they want to accomplish, it is essential for high-ability students to undertake a carefully structured career selection process. This process ideally incorporates an analysis of abilities, talents, personality characteristics and (most importantly) the values that motivate a student together with discussion about lifestyle preferences and aspirations. An exploration about how to combine talent areas and identify tertiary courses that may act as a stepping stone towards achieving career goals may be undertaken with family, friends and specialist career guidance personnel.
© Michele Juratowitch
michele@clearingskies.com.au