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School Counselors and Gifted Kids: Respecting Both Cognitive and Affective
Author(s) -
Peterson Jean S.
Publication year - 2015
Publication title -
journal of counseling and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.805
H-Index - 78
eISSN - 1556-6676
pISSN - 0748-9633
DOI - 10.1002/j.1556-6676.2015.00191.x
Subject(s) - psychology , affect (linguistics) , developmental psychology , cognition , academic achievement , gifted education , clinical psychology , neuroscience , communication
Giftedness can be both an asset and a burden when gifted students respond to developmental challenges. Characteristics associated with high intellectual ability likely affect how gifted students experience social, emotional, and career development, regardless of level of academic achievement. Counselors' lack of awareness of such qualitative differences, as well as positive and negative biases, may interfere with the therapeutic relationship. Characteristics related to giftedness, vulnerabilities, concerns, and counseling strategies are the focus of this article.