Counseling Gifted Students: Past Research, Future Directions

Abstract

This article discusses the evolution of research, and current issues dealing with counseling of gifted students. It also addresses the contributions of early and recent pioneers of the field including Terman, Hollingworth, and Goivan. Special problems of gifted students along with the future directions in counseling the ablest are introduced.

Counseling the Gifted: Past, Present, and Future Directions

“…In JCD 's 1986 special issue on giftedness, Myers and Pace () gave an overview of historical landmarks from Francis Galton to Lewis Terman and Leta Hollingworth to the rise of centers for talent development and where the field stood in terms of counseling the gifted up until that point. Building on Myers and Pace's article and incorporating other historical outlines (Sajjadi, ; St. Clair, ), we provide a synopsis of the history of counseling the gifted in Table . Although the table is not an exhaustive list of milestones in either the field of gifted education or the field of counseling, it is our hope that it illustrates how both fields have contributed to the scholarship and training pertaining to counselors who work with the gifted population.…”

“…Several centers in the United States that were established dedicated to the pursuit of excellence in talent development also offered counseling as a standard component of student services (Myers & Pace, ). Frequently, these centers' research studies suggested conceptualizing and serving the gifted child through specific developmental models and humanistic counseling approaches, all of which were and are theoretical models used in the counseling profession (Sajjadi, ). These centers served as active training centers for psychologists, therapists, and counselors to learn how to work successfully with gifted individuals (Myers & Pace, ).…”

Pola Isu, Persepsi, Serta Pengalaman Perkhidmatan Bimbingan dan Kaunseling dalam Kalangan Pelajar Pintar dan Berbakat

“…Walaupun perkhidmatan kaunseling tidak boleh dinafikan sebagai satu sistem sokongan penting bagi sesuatu program pendidikan pintar dan berbakat (VanTassel-Baska 2013, namun, hakikatnya, kajian-kajian ilmiah yang berpaksi kepada pelaksanaan perkhidmatan ini untuk populasi pelajar pintar dan berbakat amat terbatas serta jarang sekali dilakukan (Moon et al 1997;Shore et al 1991;Kerr 1991;Myers & Pace 1986). Natijahnya, populasi pelajar pintar dan berbakat memerlukan bentuk perkhidmatan kaunseling yang berbeza dan khusus disebabkan keunikan personaliti dan isu-isu yang lazim dihadapi mereka (Morawska & Sanders 2009;Peterson 2006;Ryan 2001Ryan , 1999Sajjadi 2000;Zaffrann & Colangelo 1977).…”

Counselling services for gifted students in Malaysia: A qualitative exploration

“…Even though counselling service is acknowledged as a vital support system for any particular gifted education programme [13,14], the fact is, academic studies that emphasise on the implementation of such programme are limited and seldom conducted [15,16,17,18]. As a consequence, the population of gifted students require a differentiated and specialized form of counselling service due to their unique personality and issues associated to them [19,20,21,22]. In the local context, since the gifted education has not really been recognised as a mainstream group in the national education system, studies on the implementation of counselling service on this students' population in school are limited.…”