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Over a period of 5 years, faculty members from the North Carolina State University's Counselor Education Program have integrated a curriculum enhancement to promote collaboration behaviors among program graduates across the master's degree options for training school, college, and community counselors. The School-College-Community Collaboration (SC3) idea was integrated into a 48-credit master's degree curriculum accredited by the Council for Accreditation of Counseling and Related Educational Programs. The authors present the rationale for the training program, historical background, program enhancement content, evaluation findings and faculty responses, and future plans for the SC3 enhancement program.

Gifted individuals face many concerns when contemplating their futures. Often hindered by career indecision; perfectionism; and multiple personal, familial, and societal pressures, some gifted young people flounder when they have the ability to flourish. Many counselors and educators trust that a wealth of talents will propel these adolescents to automatic life success, and the unique needs of this population can go unmet. This article considers the complexity of challenges facing gifted young women, presents current and potential interventions, and encourages integrating developmental and constructivist theories with objectivist techniques. Implications for practitioners and future research suggestions are highlighted.