School Counselors and Gifted Kids: Respecting Both Cognitive and Affective

Peterson, Jean Sunde

doi:10.1002/j.1556-6676.2015.00191.x

Cited by 45 publications

(45 citation statements)

References 41 publications

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“…Además, aunque parezca sorprendente, estos alumnos son especialmente vulnerables al fracaso escolar, mostrando unos resultados inferiores a los esperados según su madurez cognitiva. Parece que podría estar relacionado con algunas variables como la presión y las exigencias que reciben por parte del profesorado y sus padres y por problemas interpersonales y sociales (Peterson 2015). Por tanto, es especialmente importante investigar en este ámbito para conocer las características emocionales del alumnado de altas capacidades y luego diseñar programas curriculares específicos que se adapten a su grado de competencia social y emocional (Zeidner y Matthews 2017).…”

Section: Altas Capacidades Y Talentososunclassified

Inteligencia emocional y altas capacidades cognitivas. Un estudio empírico

Gavidia¹,

Sánchez-Gómez²,

Esteve³

2019

AgoraSalut

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Studies that have observed emotional competencies in gifted children with high abilities have offered contradictory results (Patty, Brackett, Ferrándiz & Ferrando 2011). While some authors indicate that subjects with high abilities have greater emotional intelligence (EI) than normal subjects, others claim that they have greater emotional adjustment problems. The objective of this study was to empirically prove whether there are statistically significan differences in EI levels between subjects with high abilities and normal students. To examine the EI levels of the subjects, the MEIT skill test was answered by a sample of 226 students ages 8 to 12 (28 with high abilities and 198 normal students from the Province of Castellón). Using a T-test for two independent samples, it can be ob served that the group with high capacities has a statistically significant higher mean in total EI, management and perception of emotions. However, the differences found in understanding emotions has not been statistically significant. Our data indicate that students with high abilities score higher in EI than normal students and, therefore, show a greater ability to perceive and manage emotions. For future research, it would be interesting to perform a longitudinal study to see if these differences vary with age.

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Section: Altas Capacidades Y Talentososunclassified

Inteligencia emocional y altas capacidades cognitivas. Un estudio empírico

Gavidia¹,

Sánchez-Gómez²,

Esteve³

2019

AgoraSalut

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“…Of note, while we outlined an emerging discourse that emphasizes process and posits that everyone "can" transact their gift profile and become gift-ed, it is not our intention to discount the unique social-emotional challenges associated with exceptional cognitive development. As shown by research, some cognitively high-functioning individuals do exhibit social-emotional maladjustment in school settings (see, e.g., Adelson, 2007;Gross, 2002;Neihart, 1999;Webb, 2013) and/or demonstrate issues related to asynchronous development (see, e.g., Peterson, 2012Peterson, , 2015Robinson, 1996;Roeper, 2012). However, these findings were confined to cases studies and clinical studies that only pertained to a subpopulation among students conventionally identified as gifted (Richards, Encel, & Shute, 2003).…”

Section: Closing Remarksmentioning

confidence: 99%

Giftedness in the Making: A Transactional Perspective

Porath

et al. 2018

Gifted Child Quarterly

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Over the past century, strong applications of psychometrics have resulted in an ideology and practices of identification in the field of gifted education. In recent years, an alternative ideology that construes giftedness in an inclusive light and promotes democratic practices has emerged. This ideology posits a new meaning-making system of giftedness that is process-based rather than person-based. In this article, we elaborate some conceptual principles of this emerging ideology. First, we reflect on the nature of giftedness as a social construct using a symbolic interactionist perspective and articulate the dialectical evolution of collective meanings of giftedness. Second, we address the interdependency between an individual and a context when it comes to helping students realize their giftedness. Third, we accentuate a growth orientation and outline the importance of considering giftedness as a process-based entity. Furthermore, we provide a T:CAD conception of giftedness along with ideas for transaction-focused practices that aim to encourage the rendering of this emerging ideology in practice.

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“…School counselors need to understand the unique concerns embodied by gifted students in order for talent development to be further facilitated (Olszewski-Kubilius, Subotnik, & Worrell, 2015;Peterson, 2015;Silverman, 2012). Effective talent development begins with a talent search process in order to identify students with high potential (Lupkowski-Shoplik, Benbow, Assouline, & Brody, 2003).…”

Section: Gifted Studentsmentioning

confidence: 99%

“…Many researchers assert that school counselors are ideally situated in the school setting to address the unique academic, career, and social-emotional needs of gifted students (Goldsmith, 2011;Peterson, 2015;Peterson & Ray, 2006;Wood, 2010).…”

Section: History Of School Counseling and Gifted Educationmentioning

confidence: 99%

“…As part of their role, school counselors are responsible for the academic, career, and social-emotional needs of all students (ASCA, 2012). Literature has shown that school counselors also experience different roles when working with specific populations such as gifted students (Peterson, 2015;Wood, 2010), middle school students (ASCA, 2012), or students from rural schools (Morissette, 2000;Wood & Lane, 2015). The current emphasis on college and career readiness within school counseling (ASCA.…”

Section: Summary Of Literature Reviewmentioning

confidence: 99%

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It takes a village

Lane¹

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, the Ihle's, the Lane's, Lucie Laurian, the Mason's, and the Watson'swho provided laughter, reminders to breathe, encouragement, and the occasional editing throughout this process. In particular, I would like to thank my mom, Janet, for teaching me to value education and reminding me throughout my life that there was nothing I couldn't accomplish. I would also like to thank Doug and Carol Watson for never hesitating to show love and support from the moment I proposed beginning this crazy doctoral journey. And, last but not least, I want to acknowledge the amazing support from my husband, Michael, and daughters, Morgan and Kendall. There is nothing more motivating than hearing one of your children say, "You can do this, Mom!" Finally, I would like to acknowledge my fellow doctoral students at the University of Iowa. Each of you has pushed me to think about subjects in a different way, to question what I "know", and wrestle with my own place in the system. I would especially like to thank, Dan Liwho started this journey with me and continues to serve as my check point, Taryn Richardsonwhose quick check-ins mean more than she will ever know, and

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School Counselors and Gifted Kids: Respecting Both Cognitive and Affective

Cited by 45 publications

References 41 publications

Inteligencia emocional y altas capacidades cognitivas. Un estudio empírico

Inteligencia emocional y altas capacidades cognitivas. Un estudio empírico

Giftedness in the Making: A Transactional Perspective

It takes a village

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