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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)
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“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)
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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)
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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)
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