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A qualitative, longitudinal, phenomenological case study explored how a gifted female experienced various life events and aspects of development during adolescence and young adulthood (ages 15–30 years), particularly as related to multiple traumatic experiences, which were revealed late in the first year of the study. Additional experiences, well into young adulthood, appear to have been precipitated by posttrauma phenomena, among them a sense of powerlessness, a need for control, extreme and confusing emotions and behaviors, disordered eating, and sensitivity to others’ responses. The control concern was manifested in a pervasive “sense of urgency,” which contributed to decisions that had particular impact on her development. Special attention is given to the intersection of giftedness and adversity, with reference to characteristics associated with giftedness. Method and findings begin to fill multiple gaps in the giftedness literature, but findings are generally supported by existing literature related to trauma and protective factors. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

Counseling concerns of highly able students may reflect characteristics associated with giftedness. Yet school counselor training programs give scant attention to this phenomenon and to the social and emotional development of these students. School counselors therefore may be unaware of and unequipped to respond to these concerns. Referencing scholarly literature related to giftedness as both asset and burden, the author explores school counselors' potential roles in responding to the needs of gifted students. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

A 15-year phenomenological case study of an exceptional female from age 15 through 30 was focused on exploring the subjective experience of development during adolescence and young adulthood, with attention to how giftedness and context interacted. The main focus became her response to trauma, which was revealed early in the study. Data, including recollected childhood experiences, were gathered through letters, e-mail, face-to-face interaction, and journals and essays from her troubled adolescence. The central phenomenon that emerged is given particular attention: that giftedness was both an asset and a vulnerability throughout these years, certainly as she struggled in the aftermath of trauma and developed strategies for surviving and healing. The struggles of the subject included dealing with posttraumatic stress disorder (PTSD). The concepts of overexcitability and positive disintegration are used to frame some findings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

School counselors facilitated group guidance for children from low-income families and assisted in classrooms with a full economic range during a summer academic program for young gifted children in order to increase knowledge about giftedness. This qualitative study explored how the counselors experienced being immersed with gifted children. The main theme in their language was that they had not expected such differentness. They viewed the children in new ways and considered how school counselors could support them. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

School counselors, when serving as consultants and assuming consultee roles, can contribute significantly to the well-being of gifted students at all school levels. This article summarizes pertinent current training of school counselors, social and emotional concerns of gifted children and adolescents, and the practice of consultation as it relates to school counseling. In addition, brief narratives describe consultations related to peer relations, underachievement, college and career decisions, assistance to classroom teachers and parents, small-group work, potential misdiagnosis, alternative and affective curriculum, and diversity. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

The issue begins with two articles that focus on strategies for identifying students for special education and gifted education services. First article focuses on cultural considerations and working with school psychologists and next focuses on twice-exceptional students. Then, two articles address families. One provides perspectives of parents who have children with disabilities, and second article provides a family-systems perspective on working with students with disabilities or students who are gifted. Final papers examines the impact of students' and educators' negative attitudes on students with disabilities, and discusses the effects of the No Child Left Behind legislation on school policies and practices related to gifted students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Professional school counselors are responsible for serving students across a wide range of cognitive ability, yet counselor educators may not attend to issues related to giftedness, such as how and when developmental phenomena may be experienced by highly able students, and the need to differentiate counseling approaches for this population. This study examined the extent to which CACREP-accredited school counseling programs addressed giftedness, as well as perceived barriers and supports that influenced whether programs included topics related to extreme ability in their preparatory curricula. Findings included that minimal attention was given to the implications of high ability for counseling practice, and that a lack of room in the curriculum, lack of funding, and absence of pertinent, mandated standards were some of the largest barriers to inclusion. Supports in the form of openness to including information, faculty expertise and experience, and perceived need were generally perceived to be low to moderate. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

At the culmination of an 11-year qualitative, cross-sectional study of life events, 48 high-ability high school graduates fitting common stereotypes associated with giftedness completed an open-ended questionnaire, part of which focused on positive life experiences and sources of support. Findings included that intense investment in academics, activities, and service contributed to new perspectives, vision and direction, confidence in competence, social connections, spiritual growth, and additional opportunities. Some experiences were considered life-changing. Participants' language reflected individual accomplishment, a dominant-culture value, but the main themes reflected fulfillment, validation, satisfaction, and, unexpectedly, many values associated with nonmainstream cultural groups. Findings are presented within a core-values framework associated with positive psychology. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The purpose of this chapter is to provide an overview of the current state of the art regarding counseling gifted students. The chapter begins by giving clinicians an overview of the developmental issues facing gifted students and the typical presenting problems of this population when they seek assistance from counselors. Then counseling models that have been described in some depth in the literature are reviewed in three categories: individual, family, and group. Finally, implications for practice, training, and research are discussed. It is hoped that the chapter will serve as a rough guide for practicing clinicians and encourage university-based counselors and psychologists to initiate programmatic research to test interventions with this population. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

“Gifted Bullies, Targets, and Bystanders: A Mental Health Perspective” introduces the characters and their roles in bullying within gifted programming. Peterson explains that due to the potential impact on the mental health of bullies, targets, and spectators, the bullying of and by gifted young people deserves attention. This chapter explores motivation and vulnerability; types and effects of bullying; prevention and intervention; and school responsibilities. Peterson points out attributes associated with giftedness that can con tribute to gifted students’ vulnerability to anxiety, depression, post-traumatic stress, and suicide. Legal options and example court cases are discussed as a last resort for addressing bullying. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Mental health providers in schools and the community are likely to see gifted clients who have high ability in one or more domains, and who represent a range of achievement levels, concerns, and contexts. This chapter underscores the importance of not only being knowledgeable about the potential impact of giftedness on a presenting issue, development, or wellbeing, but also of approaching practice accordingly. When giftedness is involved, providers should communicate respect for cognitive and affective aspects (Peterson, 2015). However, other areas are also discussed, such as therapist postures and biases, perspectives related to case conceptualization, clinically based theories important for practice, and approaches. Throughout, counseling refers to what helping professionals do, whether they are school psychologists, school or mental health counselors, counseling or clinical psychologists, psychiatrists, family therapists, or social workers. The phrase characteristics associated with giftedness refers to heightened sensitivity to environmental stimuli because of rapid information-processing (Mendaglio, 2007), anxiety (Tsui & Mazzocco, 2006), overexcitabilities (Probst & Piechowski, 2012), intensity (Daniels & Piechowski, 2009), and asynchronous development (Silverman, 2013), all of these are especially pertinent to social and emotional development and counseling practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

My perspective on an affective curriculum in education for gifted students is colored by my clinical experiences as a counselor, including those as a counselor of gifted children, adolescents, and adults. During my last 5 years as a teacher in K-12 education, I directed a complex program for gifted high school students, which included an emphasis on affective concerns (Peterson, 1990). Ten discussion groups per week, geared almost entirely to social and emotional development and involving 115 students per year, taught me a great deal about nonacademic concerns of highly able students. The program actively sought out gifted underachievers, who became approximately 30% of total participants and were articulate contributors in the groups as well. Later, I facilitated several similar groups for diverse gifted middle school students, counseled gifted children and adolescents and their families in a clinic geared to giftedness, and also worked with medical students and others with high ability in private practice. The individuals I met while doing ethnographic research on perceptions of giftedness in nonmainstream cultures educated me further. I also sometimes encountered gifted individuals as a counselor in two substance-abuse treatment centers, in an alternative school for expelled high school students, and as a substance-use evaluator in a K-12 school district. Currently I prepare counselors for work in K-12 schools and advise and supervise many highly capable graduate students. These varied clinical experiences with gifted individuals inform this chapter. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)