Counseling Gifted Students
"Counseling for the gifted bears no mark of distinction in most typical school settings. Could this be due to the underlying misconceptions found in the often-stated and now tired and worn out concept that 'the gifted can make it on their own?'" (Jackson & Snow, 2004, p. 191).
Emotional Concerns
Gifted children experience the same emotional turmoil as other children their age, but their unique characteristics may cause them additional trouble. For example, "being able to deal with problems at a higher cognitive level than one's peers may cause many misunderstandings...just simply seeing things from a different perspective through superior or unique reasoning powers may cause a conflict between a gifted student and the classroom teacher" (Jackson & Snow, 2004, p. 195). When you add in the issues of asynchrony, underachievement or multipotentiality, it is easy to see why gifted students need dedicated counselors.
Academic Concerns
"Gifted students need basic guidance on issues like developing study skills, effective time management, and dealing with stress" (Jackson & Snow, 2004, p. 198). They may also need support in attaining appropriate educational placement, like curriculum compacting options or accelerated instruction.
Emotional Concerns
Gifted children experience the same emotional turmoil as other children their age, but their unique characteristics may cause them additional trouble. For example, "being able to deal with problems at a higher cognitive level than one's peers may cause many misunderstandings...just simply seeing things from a different perspective through superior or unique reasoning powers may cause a conflict between a gifted student and the classroom teacher" (Jackson & Snow, 2004, p. 195). When you add in the issues of asynchrony, underachievement or multipotentiality, it is easy to see why gifted students need dedicated counselors.
Academic Concerns
"Gifted students need basic guidance on issues like developing study skills, effective time management, and dealing with stress" (Jackson & Snow, 2004, p. 198). They may also need support in attaining appropriate educational placement, like curriculum compacting options or accelerated instruction.