Psychosocial Development of the Gifted: Implications for a Counseling Intervention for Gifted Students

Traditional approaches to the education of gifted children and youth have focused on cognitive dimensions, with a program emphasis of enriched and accelerated education, providing services in special classes, special schools, and in the regular classroom. In the current public school environment in...

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Bibliographic Details
Published inGifted education international Vol. 19; no. 3; pp. 213 - 225
Main Author Sisk, Dorothy
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.04.2005
Sage Publications Ltd
Subjects
Academic achievement
Academically Gifted
Accelerated education
Classrooms
Cognitive development
Counseling
Counselling
Counselling services
Disputes
Gifted children
Gifted students
Intervention
Legislation
Psychology
Psychosocial development
Psychosocial factors
Public Schools
School environment
Social development
Special Classes
Special needs children
Special schools
Students
Testing Programs
USA
Youth
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Summary:Traditional approaches to the education of gifted children and youth have focused on cognitive dimensions, with a program emphasis of enriched and accelerated education, providing services in special classes, special schools, and in the regular classroom. In the current public school environment in the United States, considerable attention is being placed on raising standards and testing students. No piece of educational legislation in the past decade has stirred as much comment and controversy as the No Child Left Behind Act that includes a mandate for an extensive testing program across major subject areas (Gallagher, 2004). Academic success and cognitive development have become the focus of educational programs, especially for gifted students. Gifted students feel pressure to succeed; consequently, their emotional and social development is being neglected by the school (Fleith, 2001). This paper examines the critical importance of developing the emotional, social and personal self of the exceptional child who needs to understand the intensities and challenges of functioning fully as a gifted person. The paper includes a summary of the essential counseling interventions for Gifted students.
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ISSN:0261-4294
2047-9077
2407-9077
DOI:10.1177/026142940501900304