The author works with professionals and college students as a career coach certified in both the CliftonStrenths and the Myers-Briggs Type Indicator.
During my time as a school psychologist, I learned that in many situations, the significant amounts of time and money invested in helping to improve a student’s area of weakness — e.g., social skills, executive functioning, processing speed, etc. — often only result in modest gains, if any.
Too often the process for helping twice-exceptional students stems from psychoeducational and neuropsychological assessments. These summaries, while initially useful for identifying areas of need and academic strengths, can be overlooked and/or misunderstood by students, parents, and educators.
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