"Drs. Susannah Wood and Jean Peterson have combined forces to move the field of school counseling forward in its work on behalf of gifted students This subtle regularizing into appropriate school counseling practice is actually quite radical as is makes it clear that the time has passed to consider whether we should be concerned with the nature and needs of students with gifts and talents, but rather need to move to serving them as a requirement of our profession... And fortunately for all of us, the authors provide a clearly articulated roadmap for helping us live up to our professional responsibilities." --Tracy L. Cross, Ph.D.
Created to fill a gap in both counselor education and gifted education, this is the only up-to-date text to provide a concise and practical overview of counseling services designed specifically for gifted and talented students. Grounded in the American School Counselor Association (ASCA) National Model for counseling programs, the book illuminates specific knowledge, awareness, and skills school counselors need to address concerns related not only to academics, but also to social and emotional development of this population.
The text delivers a theoretical and practical overview of gifted and talented education in the United States and the responsibilities of school counselors as they pertain to this unique population. Going well beyond the common call to provide academic challenge, the book considers special characteristics of gifted and talented students as it examines the complexities of career development, college readiness, and concerns related to social and emotional development. It discusses how counselors can advocate for gifted students, lead efforts to match programming and needs, and collaborate with school staff and families. Vignettes depicting critical incidents and epitomizing needs are used to illuminate differentiated counseling approaches that support this student population. Each chapter highlights a key concept, and curriculum guidelines and resources for professional development support the text.
- Interweaves school counseling and gifted education research and practice
- Considers characteristics and counseling concerns associated with giftedness
- Is based on the ASCA model for counseling programs
- Examines the complexities of career development, college readiness, and social/emotional development in this population
- Highlights key concepts and includes vignettes of critical incidents
Counseling Gifted and Talented Students in Schools is a complete handbook for understanding and meeting the needs of gifted students. Combining conceptual foundation, research, and relatable vignettes, Drs. Peterson and Wood teach us everything we need to know about creating gifted programs, identify gifted students, collaborating with educators, and equally if not more critical, understanding the unique developmental needs of gifted students. This book gets to the essence of the ""whole"" gifted student and how critical it is to not only foster intellectual and academic growth, but health identity developmental and mental well-being."" - Dan Peters, Ph.D; Licensed Psychologist; Co-founder/Executive Director, SUMMIT CENTER
PrefaceChapter 1: Counseling Gifted and Talented Students: A Guide for School CounselorsChapter 2: Aligning Service to Gifted Students with the ASCA National ModelChapter 3: Characteristics and Concerns of Gifted StudentsChapter 4: Diverse Gifted Students: Intersectionality of CulturesChapter 5: Theories that Support Programs and Services in SchoolsChapter 6: Identifying Gifted and Talented Learners in Schools: Common Practices and Best PracticesChapter 7 Working with Small Groups and ClassroomsChapter 8 Academic Advising and Career Planning for Gifted and Talented StudentsChapter 9 Personal/Social Counseling and Mental Health ConcernsChapter 10 Collaboration, Consultation, and Systemic Change: Creating a Supportive School Climate for Gifted StudentsChapter 11 Empowering Parents of Gifted StudentsChapter 12 School Counselors as Leaders and Advocates for Gifted StudentsChapter 13 Concluding Thoughts