Family therapy with the intellectually gifted

Wendorf, Donald J.; Frey, Joseph

doi:10.1080/01926188508250208

Cited by 14 publications

(5 citation statements)

References 6 publications

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“…At the same time, there is evidence that inappropriate environments can create affective stress and adjustment problems for gifted and talented youth (Colangelo, Assouline, & Gross, 2004;Gross, 1993;Neihart et al). For example, like other young people, gifted youth can have adjustment diffi culties when their families are dysfunctional (Moon & Thomas, 2003;Sowa & May, 1997;Wendorf & Frey, 1985).…”

Section: Affective Needs Of Gifted Studentsmentioning

confidence: 99%

A Study of Well-Being and School Satisfaction Among Academically Talented Students Attending a Science High School in Korea

Jin

Moon

2006

Gifted Child Quarterly

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The purpose of this study was to examine whether academically talented adolescents attending a residential science high school in Korea had different levels of psychological well-being or school life satisfaction than their high-ability peers in regular high schools. The participating high-ability students ( n = 299) were in their second year of high school and were attending either a science high school ( n = 111) or a regular high school ( n = 188) in the same province in Korea. Both groups completed the Psychological Well Being scales (Ryff, 1989a) and a researcher-constructed Satisfaction With School Life scale. In addition, the science high school students responded to open-ended questions about their experiences in the science high school. No statistically significant differences were found in psychological well-being, but there were statistically significant differences in school life satisfaction favoring the science high school group. The responses of the science high school sample to the open-ended questions indicated that they appreciated the advanced curriculum and the expertise of their teachers. They also reported satisfactory relationships with teachers and peers. Overall, the study suggested that the residential science high school was meeting the educational needs of these talented Korean students, at least better than traditional high schools. However, this study could not confirm its primary expectation that the specialized schooling for gifted students would enhance psychological well-being. Implications of the study for research and practice are discussed.

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Section: Affective Needs Of Gifted Studentsmentioning

confidence: 99%

A Study of Well-Being and School Satisfaction Among Academically Talented Students Attending a Science High School in Korea

Jin

Moon

2006

Gifted Child Quarterly

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“…Parents were not recruited within the protocols of survey methodology. In addition, it has been found from other studies and from clinical information that parents can respond with frustration and anger at having to "convince" educators by pursuit of testing (Alsop, 1994;Hackney, 1981;Wendorf & Frey, 1985). Their willingness to cooperate or to respond to questions about behavior may have been marginal.…”

Section: Discussionmentioning

confidence: 88%

“…In studies of able girls, they have been found to give up their hopes and dreams (Kerr, 1991(Kerr, ,1994Silverman, 1986). There is also a robust clinical and anecdotal literature that adds further credence to this discouraging picture (Morelock, 1996;Silverman, 1993;Webb;Wendorf & Frey, 1985).…”

Section: The Content Of Self-learningmentioning

confidence: 93%

Asynchrony:Intuitively valid and theoretically reliable

Alsop¹

2003

Roeper Review

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“…As noted above, several attempts have been made in the field of marriage and family counseling to integrate gifted concerns (Moon & Hall, 1998;Moon, Nelson, & Piercy, 1990;Thomas, 1995Thomas, , 1999Wendorf & Frey, 1985). However, these were largely presented in terms of traditional marriage and family counseling approaches.…”

Section: Postmodern Collaborative Counselingmentioning

confidence: 99%

Counseling Gifted Clients and Their Families: Comparing Clients' and Counselors' Perspectives

Bourdeau

Thomas

2002

Journal of Secondary Gifted Education

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The literature on counseling the gifted comes mainly from an individual-and pathology-based approach with roots in clinical psychology. This study investigated the application of a systemic and resource-based approach with roots in a postmodern orientation to counseling for gifted families. Two sets of participants were interviewed: three counselors and three families who had recently completed counseling using a postmodern approach. A multiple case study was conducted, using constant comparison of the transcripts of interviews to develop themes describing the experience of participants in counseling. Readings of the transcripts produced categories of themes related to roles and goals of counseling. The themes indicated that counselors saw a process of negotiating expectations, while client family members felt that they received the type of service they expected when they began counseling. The findings suggest that clinicians may want to be overt in their theoretical orientation with clients and be aware of how they are meeting or not meeting the clients' expectations.

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Family therapy with the intellectually gifted

Cited by 14 publications

References 6 publications

A Study of Well-Being and School Satisfaction Among Academically Talented Students Attending a Science High School in Korea

A Study of Well-Being and School Satisfaction Among Academically Talented Students Attending a Science High School in Korea

Asynchrony:Intuitively valid and theoretically reliable

Counseling Gifted Clients and Their Families: Comparing Clients' and Counselors' Perspectives

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