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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)
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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)
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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)
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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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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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