Social-Emotional Needs Of Gifted Students

2021 ◽  
pp. 77-91
Author(s):  
Kari Lockhart
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional

Improving Education for African American Gifted Students Through African American Intellectualism

2022 ◽  
pp. 120-134
Author(s):  
Pamela Lovett
Keyword(s):  
African American ◽  
Gifted Education ◽  
Culturally Relevant ◽  
Learning Experiences ◽  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Culturally Relevant Practices ◽  
Curricular Models

Researchers have consistently advocated for more culturally relevant and responsive practices in gifted education to better meet the academic and social-emotional needs of Black gifted students. This chapter provides overviews of contemporary views of culturally relevant practices but also provides alternative perspectives of the elements that comprise culturally relevant experiences for Black gifted students by exploring the lives and work of early Black gifted scholars. Recommendations for designing culturally relevant and responsive learning experiences by utilizing elements of African American intellectualism along with curricular models from gifted education will be discussed and shared.

scholarly journals An analysis of the impact of school closings on gifted services: Recommendations for meeting gifted students’ needs in a post-COVID-19 world

2021 ◽  
pp. 026142942110542
Author(s):  
Charlton Wolfgang ◽  
Daniel Snyderman
Keyword(s):  
School Districts ◽  
Emotional Health ◽  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Qualitative Research Study ◽  
School Closings ◽  
Teachers And Parents ◽  
The Impact ◽  
Depth Interviews

Gifted support services were directly impacted by the COVID-19 shutdown in Spring 2020. This qualitative research study consisting of parents ( n = 110) and gifted support teachers ( n = 53) explored the impact on gifted students’ services and instruction. Utilizing surveys, open-ended response questions, and in-depth interviews, teachers and parents shared their thoughts and perceptions about challenge, enrichment, and students’ social-emotional health throughout the shutdown. Data analysis found that gifted services were directly impacted by the COVID-19 shutdown and parents and teachers shared that challenge and enrichment were lacking. However, data collected also showed that there is much potential to meet students’ academic and social-emotional needs virtually. Utilizing the data collected, a model was created to help teachers, parents, and school districts provide challenge, enrichment, and acceleration, as well as address social-emotional concerns in a virtual environment.

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.

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.

Social/Emotional Needs: Changing Times

2000 ◽  
Vol 23 (4) ◽  
pp. 42-43 ◽  
Author(s):  
Tracy L. Cross
Keyword(s):  
Gifted Students ◽  
Growing Up ◽  
Emotional Needs ◽  
Social Emotional ◽  
Changing Times

In my last column in GCT, I attempted to illustrate some of the salient ways in which the lives of gifted students today are significantly different from previous generations. Later in the column, I made a plea to adults to understand that growing up in a time not experienced by previous generations requires us to act in ways that are not necessarily the ways we think we should.

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

Lived experiences of Puerto Rican university students displaced to South Florida after Hurricane Maria

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tunde Szecsi ◽  
Hasan Aydin ◽  
Debra Giambo
Keyword(s):  
Puerto Rico ◽  
University Students ◽  
The United States ◽  
South Florida ◽  
Education Administration ◽  
Emotional Needs ◽  
Structured Interviews ◽  
Social Emotional ◽  
Community Agencies ◽  
Qualitative Phenomenology

Abstract The purpose of this study is to document the experiences, services, and programs provided to displaced university students from Puerto Rico and to offer recommendations to educational and community agencies regarding effective integration after a natural disaster. Through in-depth semi-structured interviews, this qualitative phenomenology study consisted of collecting oral histories of six displaced university students from Puerto Rico who relocated to Southwest Florida after Hurricane Maria. The analysis of the data indicated three themes, including (1) trauma after hurricane, (2) challenges and needs during relocation, and (3) conflicting feelings about the homeland and the United States. Although immediate, basic needs were met soon after relocation, in-depth, social-emotional needs, such as dealing with trauma and becoming acculturated in the new culture, remained unanswered. Recommendations are provided to higher education administration, professionals in education, and community agencies.

Service Animals and Pet Therapy in Schools: Synthesizing a Review of the Literature

2021 ◽  
Vol 31 (1) ◽  
pp. 1-23
Author(s):  
Virginie Abat-Roy
Keyword(s):  
Program Implementation ◽  
Cultural Context ◽  
Study Data ◽  
Pet Therapy ◽  
Emotional Needs ◽  
Negative Effects ◽  
Social Emotional ◽  
Current State ◽  
The Social ◽  
State Of Research

As the academic and social-emotional needs of students in schools continue to increase, so too does the presence of dogs in educational spaces. This article aims to present an overview of past and present animal-assisted intervention practices in school settings. This comprehensive literature review examines the current state of research within this field of study. Data from 29 publications were selected according to strict inclusion and exclusion criteria. The results highlight three categories in which the presence of dogs in schools have an impact: social-emotional, cognitive, and physiological. Challenges to program implementation include health risks, cultural context, and negative effects on the animal. Due to the lack of school-based research, more study is needed, especially in order to understand the effect of dogs on the social-emotional learning of students. Finally, the welfare and training of the animals involved should be taken into consideration, and regulations regarding handler and animal training should be enforced.

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