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https://cleos.ku.edu/sites/cleos.drupal.ku.edu/files/docs/resources/chap5.pdf

They're talking about how multipotentialites have difficulty choosing an appropriate career.

After graduation from high school, the multipotential student may vacillate between career choices, "delaying career decisions until financial need and the end of a nonfocused education drive the student to take a job by default. As an adult, the multipotential gifted individual may dabble in a series of jobs, finding success but little satisfaction in any. Parents, teachers, and counselors are puzzled throughout the disappointing and spotty career of the multipotential individual.
They continue to insist. "But you could be anything you want to be!" not understanding that this is precisely the problem. Too often, multipotential students make misinformed, misguided, or just plain wrong career choices.


Another part I noted with irony because I know far too many people who have had it happen to them:

Counselors and teachers need to be alert to the appearance of unusual talent and interests not only in traditional academic areas, but also in such areas as inventiveness and leadership. They should also be aware that a child's passion and brilliance at such recreational activities as Nintendo, Dungeons and Dragons, or skateboarding may be a sign of early emerging spatial-visual genius, verbal creativity, and athletic excellence, respectively. Ignoring these abilities because they emerge in play may be costly to the student's career development.

Destroying the early emerger's passion may not be easy, but it is done by belittling the talent or interest ("Who cares about someone who doodles and draws all the time instead of listening?" "So what makes you think you will ever be able to get a job as an anthropologist'?"). It can also be done by insisting on "well-roundedness." Although the concept of the "well-rounded" person is deeply embedded in American educational tradition, research does not support the notion that eminent adults are knowledgeable in all fields or competent in all skills. Too often teachers and parents mistake a specialized interest as evidence of imbalance or poor adjustment when there is no basis for this evaluation. Sometimes parents or schools actively disallow needed training (e.g., refusing to allow a mathematically precocious child to accelerate in math), causing a talent to wither. Finally, overly enthusiastic encouragement and pressure may also remove the intrinsic pleasure the child feels in the interest talent area. When a child's first, tentative explorations of piano playing _ show precocious ability, too intense a practice schedule and concentrate _ parental focus may kill the child's natural desire to play well.


So, "Tiger Moms" need to lighten up and let their kids play D&D! ;)

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