• In many cases, the choice of major is made solely based on school records, GPA, test scores, parental opinions, recommendations from others, or societal conditions.
• Some non-specialized or online tests also suggest a field or career to an individual with just a few general questions; while academic talent and success cannot be determined by a single test, a single score, or a specific characteristic.
• A high score in a subject does not necessarily mean deep talent in that area. Subject scores may be influenced by the quality of instruction, amount of practice, teaching methods, family circumstances, test anxiety, or student motivation.
• Interest alone is not enough to choose a major. A student may be interested in a major, but may not yet have a clear understanding of the content of that major, the skills required, and the career paths it offers. Conversely, sometimes a prominent ability has not yet become an interest due to a lack of experience and familiarity.
• Imposing parental wishes, paying excessive attention to the social prestige of certain fields, comparing the teenager with friends and relatives, or choosing solely based on possible future income can lead the student to embark on a path that is not in line with his or her true characteristics.
• Such methods may lead to reduced motivation, academic failure, major change, anxiety, feelings of incompetence, and dissatisfaction with the educational path and future career. For this reason, educational guidance should be based on a multidimensional, scientific, and individual-centered assessment.

At the Hooshbahr Center, talent identification and academic guidance are carried out based on a comprehensive assessment from three main perspectives:

• Cognitive abilities and talents

In this section, the student's mental and cognitive capacities, including general, verbal and non-verbal intelligence, analytical ability, creativity, specific mathematical abilities, etc., are examined. This assessment shows how the student receives, processes and analyzes information, in what types of activities he learns faster, and what capacities he has for success in each field of study. In the center's report, the individual's cognitive abilities are compared with the criteria required by different fields and orientations.

• Interests, tendencies, and educational and career preferences

Interest by just asking sentences like "What field do you like?" It is not measured. Adolescent interests may change with increasing experience and knowledge; For this reason, the outcome of academic guidance should not be based only on current interest. Interest is most valuable when interpreted alongside the adolescent's abilities, personality traits, and real-life circumstances. In the evaluation of Hushbahr Center, the pattern of student's interests and preferences in a set of activities and educational and occupational fields is examined. In this section, the following items are specified:

1. Level of interest in major fields of study
2. Orientation to various scientific, technical, artistic, social and professional fields
3. Preferred activities and work environments
4. The type of issues and topics that are most interesting to the student
5. The degree to which interests match personality traits
6. The degree to which interest matches cognitive abilities
• Psychological abilities and characteristics

Success in a field is not just about intelligence and talent. Two students with similar cognitive abilities may perform quite differently due to differences in motivation, perseverance, emotion management, decision-making, or communication skills. In this section, characteristics such as personality traits, motivation to achieve, confidence in one's abilities, perseverance and responsibility, emotional abilities, self-awareness and social awareness, relationship and conflict management, etc. are assessed.

Examining these characteristics helps to determine whether the student, in addition to academic ability, has the necessary psychological preparation to succeed in the desired path, or in which areas he/she needs training, support and intervention.

1. Academic evaluation and guidance process
2. Conducting specialized assessments

A series of standardized, age-appropriate tests are administered to assess the student's cognitive abilities, talents, interests, preferences, and psychological characteristics.

تحلیل یکپارچه نتایج

Integrated analysis of results

The results of no single test are used as the basis for making a decision. The findings of all tools are analyzed together and the degree of congruence or mismatch between ability, interest, personality, and the requirements of different disciplines is determined.

مقایسه با همسالان

Comparison with peers

Each trait is ranked in comparison to peers. This way, the family doesn't just get a raw score, but can see the teen's true position in their age group.

تهیه نیمرخ جامع

Preparing a comprehensive profile

The results are presented in a detailed and understandable report. This report includes strengths, areas for improvement, priority fields and educational and career trends, the degree to which abilities match each path, and practical suggestions.

جلسه تفسیر و مشاوره

Interpretation and consultation session

In the specialist meeting, the results are explained to the student and family. In this meeting, not only is the name of a major announced; but the reasons for the recommendations, alternatives, limitations, growth potential, and necessary actions for better decision-making will be reviewed.