counseling gifted and talented students

Counseling gifted and talented children:

Counseling gifted and talented children By Carmen Vega TEG 505 Fall II

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Counseling programs are a vital component to any school. For gifted and talented students, counselors play a very important role. Since most gifted and talented students struggle with their giftedness, counselor’s roles are to provide students with resources, support, and nurturance. Counseling gifted students and their families is one of the most challenging and rewarding functions for a counselor. The business of school counselors is to help young people recognize who they are, make decisions, and develop their potential (Colangelo, 2002).

Most common counseling needs of gifted students are coping with stressors::

Most common counseling needs of gifted students are coping with stressors: Feeling misunderstood by others- parents, teachers, and peers. Feeling out of place socially, academically, and emotionally Feeling different- they don’t know what they don’t fit in or why they get others upset. Feeling rebellious or unmotivated- their lack of insecurity and fear could be confused by deviant behavior. Feeling isolated -since they don’t have a sense of belonging they opt to isolate themselves (isolation is used as a shield).

Counseling Issues and Concerns::

Counseling Issues and Concerns: Poor preparatory curricula for new counselors -Lack of training in the area related to high ability and in the area of social and emotional needs of gifted students. Not enough counselors- many schools have a short supply of counselors servicing Gifted students. Not enough time to meet with all students- since there are no or little counselors not all children are serviced. Limited counseling methods and approaches- There is little in the research literature, in terms of approach, to guide the process of counseling for gifted students, although advocates have argued for differential counseling approaches (Colangelo, 2003; Moon et al., 1997; Silverman, 1993), including considering the overlay of giftedness in the areas of academic planning, life and career planning, and psychosocial counseling (Van Tassel-Baska, 1998).

Counseling Issues and Concerns::

Counseling Issues and Concerns: Several proactive, school-based, affective-curriculum approaches have been developed for gifted students, (though without empirical support). Two dimensions of the Autonomous Learner Model -attend to affective concerns of gifted adolescents (Betts & Kercher, 1999) Multifaceted affective curriculum for gifted adolescents , including weekly small-group discussion focusing on developmental tasks, guest lectures by community professionals on developmental concerns, and regularly encouraging self-reflection after special program and academic activities. (Peterson 2003). Developmental Model for Counseling the Gifted , career development, skills for conflict resolution, and realizing talent potential. (Silverman's (1993) The Gifted Identity Formation Model (Mahoney, 2005). The model aids with assessment and helps deliver counseling related interventions that explore and strengthen the identity and identity formation of gifted people, in turn enhancing the health and development of the self.

What counselors should know and do::

What counselors should know and do: Have a strong theoretical base and knowledge of the characteristics of gifted children. Be aware of the resources available for gifted children: support groups, parent organizations, educational opportunities, bibliographies, etc. Be creative in the approach to counseling. Conventional counseling methodologies may not be the best choice for relatively unconventional clientele. Remember that gifted children have exceptional abilities. It is easy to be fooled by exceptional intellect and interpersonal abilities. Ask for help . Exceptional cases require exceptional help. One of the main characteristics of gifted children is their strong sense of independence. Model interdependence and seek the insight of more knowledgeable colleagues. Gifted children often demonstrate deviant behavior. Counselors should be mindful of their value structures for deviant behavior and be conscious of their real feelings. Be an advocate. This may require you to expand the role as counselor by educating others involved with the child and coordinating services for them (Mahoney, 1995).

Counselors could help alleviate and perhaps prevent many of the issues gifted students may experience.:

Counselors could help alleviate and perhaps prevent many of the issues gifted students may experience. Depression Isolation Accepting their own Giftedness Poor grades Lost of interest in school Other unwanted behaviors

More education and support is needed to address the social and emotional troubles of Gifted and talented Students.:

More education and support is needed to address the social and emotional troubles of Gifted and talented Students.