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Counseling gifted students in schools : a guide for school counselors / Susannah M. Wood, PhD, Jean Sunde Peterson, PhD., editors.
- Format:
- Book
- Author/Creator:
- Wood, Susannah M., author.
- Language:
- English
- Subjects (All):
- Gifted children--Education--United States.
- Gifted children.
- Gifted children--Counseling of--United States.
- Educational counseling--United States.
- Educational counseling.
- Physical Description:
- 1 online resource (240 pages)
- Edition:
- 1st ed.
- Place of Publication:
- New York, New York : Springer Publishing Company, 2018.
- Summary:
- "Drs.Susannah Wood and Jean Peterson have combined forces to move the field of school counseling forward in its work on behalf of gifted students...This subtle regularizing into appropriate school counseling practice is actually quite radical as is makes it clear that the time has passed to consider whether we should be concerned with the nature.
- Contents:
- Cover
- Title
- Copyright
- Contents
- Contributors
- Preface
- Share Counseling Gifted Students: A Guide for School Counselors
- Chapter 1: Counseling Gifted and Talented Students
- The Rationale Behind Counseling Gifted Students, Part 1
- Common Mythology Surrounding Gifted Students
- The Rationale Behind Counseling Gifted Students, Part 2
- Next Steps
- Concluding Thoughts and Recommendations
- References
- Chapter 2: Aligning Service to Gifted Students With the ASCA National Model
- School Counseling and Gifted Students: What Do We Know?
- Research Related to School Counselors and Gifted Students
- The ASCA National Model and School Counselors' Work With Gifted Students
- Foundation
- Delivery
- Management
- Accountability
- School Counselor Skills and Dispositions
- Chapter 3: Characteristics and Concerns of Gifted Students
- Pertinent Research and Clinical Literature
- Heightened Sensitivity
- Intensity
- Overexcitabilities
- Asynchronous Development
- Perfectionism, Anxiety, and Concerns About the Future
- Existential Depression
- High Achievers
- Academic Underachievers
- Multipotentiality
- Hidden, Denied, and Controlled Emotions
- Potential Misdiagnosis
- Responding to Concerns
- A Developmental Lens
- Reframing
- Change-Loss-Grief
- Chapter 4: Diverse Gifted Students: Intersectionality of Cultures
- The Intersectionality of Michael's Identities
- Ability Status (Giftedness and Disabilities)
- Culture
- Gender
- Geography
- The Role of the School Counselor With Culturally Diverse Gifted Students
- Counselor
- Consultant
- Collaborator
- Coordinator
- Advocacy
- References.
- Chapter 5: Theories That Support Programs and Services in Schools
- Definitions and Distinctions
- The Role of Cultural Values
- A Study of Teachers' Nominating Language
- A Similar Study of Minority Culture
- Students Who Are Missed
- Conceptions of Giftedness
- Models and Theories Emphasizing Achievement
- Talent Development
- Total Cluster Grouping
- Models and Theories Emphasizing Affective Development
- Underachievers: Where Are They in the Picture?
- Chapter 6: Identifying Gifted and Talented Learners in Schools: Common Practices and Best Practices
- What is Known About Identifying Gifted Students?
- What Do School Counselors Need to Know About Identifying Talent?
- Principle 1: Multiple Measures and Qualified Teams are Necessary for Equitable Identification.
- Principle 2: Whole-Grade Screening Happens Early and Often. All Individuals in the School District are Talent Scouts.
- Principle 3: While Students May (or May Not) Have The Ability/Interest to Perform Well in Multiple Subject Areas, They are Likely to Display Their Talents in Specific Academic Domains. Valid and Reliable Assessments are Essential.
- Principle 4: Context, Experience, Program Goals, and School/Individual Values Affect Whether Students Are Identified.
- Principle 5: Services Provided Should Match the Talents Identified.
- Implications for School Counselors
- Chapter 7: Working With Classrooms and Small Groups
- Guidance for High-Ability Learners
- Classroom Guidance
- Affective Programming
- Forming Small Groups of Gifted Learners
- Determining Group Membership
- Logistics
- Rationale
- Determining Content
- Extending Programming: Connecting Groups and Classrooms
- Preparing Group Facilitators.
- Basic Counseling Skills, Tenets, and Ethics
- Chapter 8: Academic Advising and Career Planning for Gifted and Talented Students
- A Theory-Informed Career Counseling Framework
- Intervention Category 1: Optimizing Learning
- Intervention Category 2: Optimizing Experience
- Intervention Category 3: Optimizing Self-Insight
- Intervention Category 4: Optimizing Self-Investment
- Chapter 9: Personal/Social Counseling and Mental Health Concerns
- Circumstances and Needs
- Serious Concerns
- Underachievement
- High Achievement
- Andrew's Mental Health
- Counselor Posture
- Conceptualization
- Entering Andrew's World With Nonjudgment, Compassion, Curiosity, and Respect
- Self-Monitoring for Bias
- Boredom Versus Engagement
- Referral
- Chapter 10: Collaboration, Consultation, and Systemic Change: Creating a Supportive School Climate for Gifted Students
- School Climate and Gifted Students
- Connection With Teachers
- Educator Perceptions of Gifted Students
- Gifted Students' Need for a Safe Environment
- Facilitating Connections: Collaboration and Consultation
- Collaborating and Consulting With Classroom Teachers
- Collaborating With Building Administrators
- Concluding Thoughts and Recommendaitons
- Chapter 11: Empowering Parents of Gifted Students
- What Do School Counselors Need to Know?
- Unique Characteristics and Needs of Families of Gifted Students
- Talent "Spotting"
- Characteristics Associated With Giftedness at Home
- The Gifted Label
- The "Otherness" of Parenting Gifted Children
- Interactions With Schools
- Recommendations for Practice
- Concluding Thoughts and Recommendations.
- References
- Chapter 12: School Counselors as Leaders and Advocates for Gifted Students
- Leadership and Advocacy: Definitions and Concepts
- Characteristics of Leaders and Advocates
- Nurturing Dispositions
- Understanding School Culture
- Developing Strategic Relationships
- Leadership and Advocacy for Gifted Students in Action
- Identification of Allies, Resources, and Potential Barriers
- Creating a Plan
- Risk-taking and Counselors' Self-efficacy
- Assistance
- Follow-Up and Evaluation
- Chapter 13: Concluding Thoughts
- Appendix: Resources by Topic and Type
- Index.
- Notes:
- Includes bibliographical references at the end of each chapters and index.
- Description based on print version record.
- Description based on publisher supplied metadata and other sources.
- ISBN:
- 0-8261-3655-9
- OCLC:
- 1013827513
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