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For professional school counselors and clinical mental health counselors to serve students with disabilities and adequately advocate within the comprehensive school and community contexts, they must first understand the legislation that exists. Congress set these legislations in place to protect the rights of students with disabilities and assure them access, inclusion, and a free and appropriate public education. This chapter includes a delineation of federal mandates and the identification, assessment, placement, services, and postsecondary transitions pertaining to this youth population. It presents myriad ways that counselors may promote the personal, social, emotional, academic, career, and developmental growth of children and adolescents with disabilities and those designated as gifted. Gifted students, like all others, reflect uniqueness and do not demonstrate giftedness in the same areas. In fact, sometimes, their gifts present in ways that schools do not always value. Our schools and communities need counselors to serve the needs of advanced and gifted students. The prosperity of our nations depends on this. Gifted students can be an asset or a detriment to themselves or our society if not properly cared for. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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“Gifted and Bullied: Understanding the Institutional Victimization of Identified, Unidentified, and Underserved Gifted Students” introduces a more-in-depth look at the relationship between giftedness and bullying. In this chapter, Collins expands discussion of victimization beyond peer-to-peer bullying to include institutional programmings’ role in creating isolating environments that foster this phenomenon. A current, public event and two case studies highlighting twice exceptional American boys are provided, and important implications, accountability, and recommendations for G/T administrators and educators are offered. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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“Covert Bullying in Education of Gifted Students at School” reminds the reader that gifted students have, does, and will always represent a small sub population of individuals within the school environment. The author offers facts and links between social dynamics and giftedness within the class setting that may not be explicit or readily detectable, and that can be as much as surprising for many readers. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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In this chapter, the authors highlight that many gifted children and adolescents are targets of teasing and bullying more than peers with typical development. The initial findings from a case-study at LabTalento, The Italian Laboratory of Research and Development of Potential, Talent and Giftedness at the University of Pavia is presented. The authors affirm that typical risk factors for bullying victims are similar to many traits prevalent within the intellectually gifted population—gifted children are usually felt and perceived as different from their peers; often stand out as “quirky,” “strange,” or “weird,” and they may have unusual interests for their age that further isolate them. A call for further research and implications for practitioners are highlighted. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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In this chapter, Gatto-Walden incorporates decades of qualitative research on therapeutic interventions with gifted children. She explains how distinctive traits of giftedness coupled with feelings of isolation distinguishes gifted children from their classroom peers, make it difficult to find and maintain friend ships, and become likely targets for antagonistic bullies. (PsycInfo Database Record (c) 2022 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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The interest in music and musical abilities of autistic children have been observed since the earliest descriptions of the condition. Music is a universal language known for millennia and music-based interventions including music therapy have found several applications in the fields of developmental psychology and mental health over the last decades. This group of complementary therapies aims to help the clients to optimize their health, using various facets of musical experience and the relationships formed through them. Several psychological theories and neurobiological models may explain the specific mechanisms through which music-based interventions work for autistic individuals. The present chapter aims to describe the sensorimotor, attentional, emotional, and social processes underpinning the potential effectiveness of music therapy in this population and to provide an overview of the most recent literature findings. At the end of the chapter, an account of the autistic giftedness and talent for music is presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)