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Social and Emotional Needs of Gifted Students
Peterson, J. S. (2006). Addressing counseling needs of gifted students. Professional School Counseling, 10(1), 43-51.
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.
Colangelo, N. (2002). Counseling Gifted and Talented Students.
This monograph provides research-based information on the counseling needs of gifted and talented students, as well as effective counseling approaches to meeting those needs. Following an historical overview of counseling programs for the gifted, sections specifically address the self-concept of gifted and talented students, at-risk students, career counseling with gifted students, multipotentiality, counseling with families (addresses sibling relationships and the label "gifted"), parent-school interactions, underachievement, and school counseling programs for gifted students. A developmental approach to counseling with gifted students is strongly recommended. Required components for a developmental counseling program are listed and include: (1) an articulated and coherent rationale; (2) a program of activities based on the affective and cognitive needs of youngsters; (3) trained counselors who are well grounded not only in counseling but also in giftedness; (4) a minimum of attention to rehabilitative therapy services, but a strong component of individual, family, and teacher consultations; (5) input and participation from teachers, administrators, parents, and the youngsters who are served; and (6) a component for the continued professional development of the counselor so that he or she may keep pace with the latest research and practices on the counseling needs of gifted students.
Ford, D. Y., Harris, J. J., & Schuerger, J. M. (1993). Racial identity development among gifted Black students: Counseling issues and concerns. Journal of Counseling & Development, 71(4), 409-417.
A review of the literature suggests that a paucity of information exists regarding how culture-specific issues such as being both Black and gifted influence the psychological needs and personality development of gifted Black students. Stellar attempts, however, are currently underway to develop theories and perspectives of racial identity development among Black students. These theories and perspectives are discussed in an attempt to understand and address the psychological and social needs of gifted Black students.