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.

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 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 Validity of Cognitive Behaviour Play Therapy Module (DBPT Module)

2021 ◽  
Vol 6 (3) ◽  
pp. 396-400
Author(s):  
Nor Hamizah Ab Razak ◽  
Abdul Rashid Abdul Aziz ◽  
Mohd Zaliridzal Zakaria
Keyword(s):  
Decision Making ◽  
Play Therapy ◽  
Gifted And Talented ◽  
Content Validity ◽  
Gifted Students ◽  
Cognitive Behavior ◽  
Social And Emotional ◽  
Cognitive Behaviour ◽  
Emotional Issues ◽  
Talented Students

Decision making and resilience are the most important element in addressing social and emotional issues among gifted and talented students (GTS). Therefore, Cognitive Behavior Play Therapy Module (CBPT Module) is conceived as an intervention to improve the decision-making skills and resilience among GTS. The purpose of this research is to assess the content validity of this module. The content validity of CBPT Module analyzed by five experts in the field of module construction, gifted students and play therapy. The findings indicated that the coefficient value of the content validity was .92 and based on the sub module and activities was .909.  The research proves that CBPT Module has a high content validity hence it is suitable to apply for the GTS that encloses an inadequate and mediate decision-making skills and resilience level.

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 THE NECESSITY OF GIFTED EDUCATION IN GREEK SCHOOLS

2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Eirini Papachristou
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Legal Framework ◽  
Gifted Children ◽  
Social And Emotional ◽  
High Intelligence ◽  
Wide Group ◽  
Teachers And Parents ◽  
Educational Treatment ◽  
Talented Students

Questions about gifted and talented students have from time to time concerned the scientific community, teachers and parents. It is widely accepted that additionally to high intelligence, characteristics such as creativity, but also social and emotional characteristics had to be taken into account in order to identify gifted students. Today the wide group of disabled people includes also gifted children or “high ability children”. In Greece the legal framework for gifted children is incomplete. It was not until 2003 and then 2008 that a low was passed, which states that people with special skills and talents could be given special educational treatment. However, this reference has never been applied. The role of a teacher in observing, recognizing and developing the giftedness and the talent of the students is particularly important. The aim of this article is to define the gifted, talented or “high abilities” students, to describe their positive and negative characteristics, as they emerge from the recent literature and finally to report the situation that has been formed in Greece as well as the steps that need to be taken. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0712/a.php" alt="Hit counter" /></p>

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.

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.

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