Abstract
School counselors are to leverage purposeful interventions to support the career development of gifted and talented students. This study investigated school counselors’ experiences and self-efficacy in providing career counseling to high-ability visual artists (HAVAs). Participants reported feeling confident in their ability to provide career counseling to HAVAs. Qualitative analyses yielded four themes: giftedness across disciplines, under-preparedness, willingness to learn, and willingness to collaborate. We share recommendations for school counselor practice and training.
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