Social/Emotional Needs: Gifted Sensitivity to Criticism

1994 ◽  
Vol 17 (3) ◽  
pp. 24-25 ◽  
Author(s):  
Tracy Cross ◽  
Sal Mendaglio
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Third ◽  
The Social ◽  
University Of Calgary ◽  
The University

Welcome to the third column focusing on the social and emotional needs of gifted students. As I indicated in the first column, I have asked a friend, Dr. Sal Mendaglio from the University of Calgary, to share some of his thoughts and experiences counseling gifted students. Sal has been working on the topic of sensitivity for some time. Having talked at length with him about his ideas, I felt that this column would be an ideal vehicle for him to put forth his ideas. Enjoy.

Working on Behalf of Gifted Students

1998 ◽  
Vol 21 (3) ◽  
pp. 21-22 ◽  
Author(s):  
Tracy Cross
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Professional Experiences ◽  
The Third ◽  
The Social

The following is the third column in a series on meeting the social and emotional needs of gifted students. In this series, I have provided a number of ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Some of the ideas are reasonably well researched, while others are rooted in my professional experiences.

Developing Relationships, Communication, and Identity

1998 ◽  
Vol 21 (5) ◽  
pp. 28-29 ◽  
Author(s):  
Tracy L. Cross
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Average Ability ◽  
Social And Emotional ◽  
The Social

The following is the fourth in a series of columns on meeting the social and emotional needs of gifted students where I provide a number of ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Many of the ideas are equally applicable to gifted students and students of average ability.

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

2005 ◽  
Vol 25 (1) ◽  
pp. 51-63
Author(s):  
Jeannine Ryser ◽  
Peg Alden
Keyword(s):  
Learning Disabilities ◽  
Emotional Needs ◽  
Students With Learning Disabilities ◽  
Developmental Advising ◽  
Social Emotional ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Advising Model

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.

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.

scholarly journals Problems Affecting Gifted Children In Jordanian Schools

2012 ◽  
Vol 3 (4) ◽  
pp. 301-310
Author(s):  
Ibrahim Al Shihab
Keyword(s):  
Family Therapy ◽  
Personal Development ◽  
Mental Health Problems ◽  
Empirical Studies ◽  
Gifted Students ◽  
Gifted Children ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Working Together

It is clear that there is a need for more attention to the social and emotional needs of the gifted students, as well as for increased attention to the affective needs of special populations of gifted students, such as underachievers, who are at risk for failure to achieve their potential. There is also a need for more empirical studies on the needs of these students, both in terms of preventative strategies such as affective curricula, and with regard to more intensive interventions such as individual, group, or family therapy. Good counseling models have been developed, but they need to be rigorously evaluated to determine the conditions under which they are most effective. In fact, researchers in the field of gifted education need to collaborate with researchers from affective fields such as personal and social psychology, counseling psychology, family therapy, and psychiatry, working together so the society can learn how to intervene most effectively with gifted individuals who have mental health problems and how to help all gifted persons achieve optimal social, emotional, and personal development.

Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond

2021 ◽  
pp. 001312452110625
Author(s):  
Karen Stansberry Beard ◽  
Joanne Baltazar Vakil ◽  
Theodore Chao ◽  
Cory D. Hilty
Keyword(s):  
School Counselors ◽  
Well Being ◽  
Emotional Learning ◽  
Future Research ◽  
Emotional Needs ◽  
Social Emotional ◽  
Preparation Programs ◽  
Social And Emotional ◽  
The Social ◽  
Black Bodies

During the COVID-19 pandemic, the approximately 3.2 million teachers serving 50.8 million students in U.S. schools were positioned, along with school counselors, as de facto first responders for student well-being. Teachers across the country, already struggling to transition their teaching to online platforms, had to simultaneously implement recently adopted Social and Emotional Learning (SEL) Standards. While prioritizing the social and emotional needs of children is of course a necessity, we wondered about the support needed for teachers who shouldered this work? Of particular interest were the supports for teachers operating in urban schools and with communities of color disproportionately impacted. And within this timeframe, global uprisings protesting police murders of Black bodies revealed the crucial importance of anti-racist educational practices. While we contend that teacher well-being is a key determinate of student well-being, we also explored the ways teachers innovated and created online communities (e.g., Twitter, Facebook) to support one another’s SEL and anti-racist pedagogy. The connection between these practices to research-supported online teacher support structures that influence teacher emotions (e.g., efficacy) was further explored. We conclude with implications from learnings from this crisis for practitioners, educator preparation programs, policy, and future research while adding to the limited literature concerning teacher SEL, anti-racism, and teacher-created communities.

Twice Exceptionality and Social-Emotional Development

2018 ◽  
Author(s):  
Judy Galbraith
Keyword(s):  
Gifted Students ◽  
Learning Disorders ◽  
Social Emotional Development ◽  
Emotional Needs ◽  
Social Emotional ◽  
Learning Differences ◽  
Twice Exceptional ◽  
Emotional Challenges ◽  
Hyperactivity Disorder ◽  
The Social

The purpose of this chapter is to discuss the common social-emotional challenges and needs of gifted students who also experience one or more learning differences such as learning disorders, attention deficit hyperactivity disorder, or dyslexia (twice exceptional, or 2e students). The social-emotional needs of these students merit mindful attention because when these needs are addressed, 2e students are more likely to feel supported and succeed in school and in life. This fact is well documented in literature and through surveys conducted by the author. The surveys reviewed in this chapter cover topics related to students’ experiences at school, with peers, and at home and in terms of how they felt about themselves growing up.

Practical Advice for Guiding the Gifted

1998 ◽  
Vol 21 (1) ◽  
pp. 26-27 ◽  
Author(s):  
Tracy Cross
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Practical Advice ◽  
Social And Emotional ◽  
The Social ◽  
Research Findings ◽  
Published Research

The following was originally intended to be the second installment in a two-part series on the social and emotional needs of gifted students. Instead, it has become the second in a series. In this series, I have broken with my past practice of trying to only forward ideas that have emerged from published research findings.

Exploring social inclusivity within the University of the Third Age (U3A): a model of collaborative research

2015 ◽  
Vol 36 (8) ◽  
pp. 1580-1603 ◽  
Author(s):  
REBECCA PATTERSON ◽  
SUZANNE MOFFATT ◽  
MAUREEN SMITH ◽  
JESSICA SCOTT ◽  
CHRISTOPHER MCLOUGHLIN ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Collaborative Study ◽  
Later Life ◽  
Structured Interviews ◽  
Third Age ◽  
Social And Emotional ◽  
The Third ◽  
North East ◽  
The Social ◽  
The University

ABSTRACTLifelong learning is believed to have physical, social and emotional benefits for older adults. In recognition of this, numerous programmes encouraging learning in later life exist worldwide. One example is the University of the Third Age (U3A) – a lifelong learning co-operative rooted in peer-support and knowledge sharing. This article is based on a collaborative study conducted by university researchers and members of a U3A in North-East England (United Kingdom) investigating the social inclusivity of the group in light of low attendance levels among those from social housing and non-professional backgrounds. A qualitative approach comprising semi-structured interviews and focus groups was adopted to explore knowledge and experience of lifelong learning and the U3A. Sixty individuals aged 50+ were interviewed. The demographic profile of participants largely reflected the socio-economic make-up of the area, with the majority living in areas of high socio-economic deprivation. Several barriers to lifelong learning were revealed, including: poor health, insufficient transport and caring responsibilities. Regarding U3A participation, three exclusionary factors were outlined: lack of knowledge, organisational name and location. Poor comprehension of the purpose and remit of the U3A can result in the development of ‘middle-class' myths regarding membership, perpetuating poor participation rates among lower socio-economic groups. Such perceptions must be dispelled to allow the U3A to fulfil its potential as a highly inclusive organisation.

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