Teacher as Counselor: Enhancing the Social, Emotional, and Career Development of Gifted and Talented Students in the Classroom

2005 ◽  
Vol 19 (3) ◽  
pp. 226-235
Author(s):  
Meredith J. Greene
Keyword(s):  
School Counselors ◽  
Career Counseling ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Social Emotional ◽  
Gifted Learners ◽  
Gifted Program ◽  
The Social ◽  
Affective Curriculum ◽  
Talented Students

Two of the guiding principles of gifted program standards are that gifted learners must be provided differentiated guidance efforts and affective curriculum (Nevitt, 2001), yet many gifted and talented students are receiving inadequate social, emotional, and career counseling. There are many reasons for this, including a shortage of personnel trained in working with gifted students, emphasis on academic achievement and tests scores, and the belief that gifted students can manage on their own. In many schools, guidance or counseling of students is the sole domain of professional counselors; however, most school counselors do not have training in gifted education and because they are burdened with large caseloads, administrative duties (i.e., scheduling), and crisis counseling, they often must function in a triage mode, attending to only the most serious problems with little time left for anything else.

scholarly journals A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students

2021 ◽  
Author(s):  
Nadire Gülçin Yıldız
Keyword(s):  
School Counselors ◽  
Gifted And Talented ◽  
Relevant Literature ◽  
Intervention Strategies ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Issues ◽  
Talented Students

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child’s needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.

scholarly journals Content Analysis of Stories for Preschoolers About Honesty

2021 ◽  
Author(s):  
Sibel Dal ◽  
Cemil Öztep
Keyword(s):  
School Counselors ◽  
Gifted And Talented ◽  
Relevant Literature ◽  
Intervention Strategies ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Issues ◽  
Talented Students

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child’s needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.

scholarly journals A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Nadire Gülçin Yıldız ◽  
Keyword(s):  
School Counselors ◽  
Gifted And Talented ◽  
Relevant Literature ◽  
Intervention Strategies ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Issues ◽  
Talented Students

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child’s needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.

Helping Build Lives: Career and Life Development of Gifted and Talented Students

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001 ◽  
Author(s):  
Meredith J. Greene
Keyword(s):  
Personality Traits ◽  
School Counselors ◽  
Career Counseling ◽  
Gifted And Talented ◽  
Career Planning ◽  
Gifted Students ◽  
Superior Performance ◽  
Cognitive Levels ◽  
Performance Career ◽  
Talented Students

Gifted individuals are capable of or demonstrate superior performance. Career counseling of gifted and talented students must acknowledge the unique career and life development issues that may impact their career planning. Common issues are multipotentiality, early emergence and foreclosure, personality traits, the overemphasis on academics, and the expectations of others. School counselors should consider adjusting the timing, pace, complexity, and intensity of career activities to suit the advanced cognitive levels and/or issues of gifted students.

Purposeful Professional Development: Planning Positive Experiences for Teachers of the Gifted and Talented

2003 ◽  
Vol 26 (4) ◽  
pp. 34-64 ◽  
Author(s):  
Melinda Wycoff ◽  
William R. Nash ◽  
Joyce E. Juntune ◽  
Laura Mackay
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Development Planning ◽  
Emotional Needs ◽  
Social And Emotional ◽  
The Social ◽  
Positive Experiences ◽  
Talented Students ◽  
And Training

Maximum academic achievement for gifted and talented students can only be accomplished when teachers are given the tools, support, and training needed to strengthen instructional skills and develop knowledge of the social and emotional needs of the students they serve (Feldhusen, 1997). Providing meaningful professional development to develop or enhance these skills is a challenge for administrators responsible for the planning and implementation of training experiences for teachers of gifted students.

Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

2021 ◽  
pp. 001698622098830
Author(s):  
E. Jean Gubbins ◽  
Del Siegle ◽  
Karen Ottone-Cross ◽  
D. Betsy McCoach ◽  
Susan Dulong Langley ◽  
...  
Keyword(s):  
Language Arts ◽  
Gifted And Talented ◽  
English Language Arts ◽  
Grade Level ◽  
English Language ◽  
Gifted Students ◽  
Intervention Strategies ◽  
Gifted Program ◽  
Talented Students ◽  
State 1

The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 ( n = 115) and State 2 ( n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.

scholarly journals Exploration of Challenges Among Gifted and Talented Children

2021 ◽  
Vol 6 (4) ◽  
pp. 242-251
Author(s):  
Abdul Rashid Abdul Aziz ◽  
Nor Hamizah Ab Razak ◽  
Rezki Perdani Sawai ◽  
Mohd Faizal Kasmani ◽  
Mohamad Isa Amat ◽  
...  
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Learning And Development ◽  
Peer Attitudes ◽  
Social And Emotional ◽  
The Social ◽  
Talented Students ◽  
Regular Classes ◽  
Difficult Subjects ◽  
Do So

Most gifted students love to study, work hard to complete cognitive tasks, and wanted to have more difficult subjects for enhancing their intellectual capability. However, they are unable to do so in their regular classes even in their special gifted group. Some of the challenges faced by gifted and talented students are teachers’ stigma, negative peer attitudes, difficulty understanding others, problems related to perfectionism, as well as impatience and intolerance. Thus, there is a dire need to cater the social and emotional issues of these students. Counselors may be unaware and unable to respond to these concerns because they are not well-trained to counsel this unique population. Therefore, this study aims to investigate the characteristics of gifted and talented students, challenges that they face and the need for counseling approaches to address all these issues to unleash the learning and development of gifted students.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

scholarly journals Peran Pemahaman Karakteristik Siswa Cerdas Istimewa Berbakat Istimewa (Cibi) dalam Merencanakan Proses Belajar yang Efektif dan Sesuai Kebutuhan Siswa

Humaniora ◽  
2011 ◽  
Vol 2 (1) ◽  
pp. 269
Author(s):  
Dwi Kencana Wulan
Keyword(s):  
Learning Process ◽  
Gifted And Talented ◽  
Group Discussion ◽  
Gifted Students ◽  
Thinking Skills ◽  
Accelerated Program ◽  
Effective Learning ◽  
Emotional Aspects ◽  
Talented Students ◽  
Different Characteristics

This study focused on the importance of the process to understand the characteristics of Gifted and talented students (CIBI) with special needs, in planning and implementing effective learning process that will be able to facilitate the development of student’s ability optimally. The reseach samples are teachers of acceleration class in one of government senior high school (X) in Bekasi West Java. Data collection was done through the method of Focus Group Discussion (FGD) and interviews. The data  indicate, in general,  teachers have learned  hat gifted and talented students have different characteristics in thinking skills than other students have in general.  However, this has not been followed by  the planning and delivering an appropriate learning process that met the gifted students’ needs. It appears that an accelerated program for gifted students only facilitates the development of cognitive aspect and accelerates the delivery of appropriate curriculum materials provided, while the socio-emotional aspects of students have given less attention. 

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