A framework for understanding the social and emotional development of gifted and talented adolescents

Buescher, Thomas M.

doi:10.1080/02783198509552919

Cited by 52 publications

(32 citation statements)

References 10 publications

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“…However, they are also characterized by a need to fulfill their potential (Feldhusen, 1991), to find true peers (Buescher, 1985), and to cope with their giftedness realistically (Buescher, 1991). The intensity of their feelings and responses (Freeman, 19S5~ Roedell, Jacl<son, & Robinson, 1980) and the earlier timing of these feelings (Janos & Robinson, 1985) further distinguish gifted children from their nonidentified age peers.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Summer Residential Programs: Academics and Beyond

Enersen

1993

Gifted Child Quarterly

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Every summer, bright students participate in highly challenging residential programs on university campuses. Since many students return year after year, they must be finding something of great value. Although we have confirmation of their academic achievement, little has been done to ascertain the students' own perceptions of the total program experience. This study employed the qualitative research tool of interview and the principles of phenomenology to discern how a group of students saw and interpreted the value of the summer programs. Twelve students who attended Purdue University's residential programs for at least 3 years were interviewed to discover what stood out in their minds as important events during the programs; how they interpreted the effect of the programs on their academic, social, and emotional lives; and what brought them backyear after year. A telephone interview was also conducted with a parent of each student to collect their perceptions of the value of the programs for their children.The interviews revealed the importance of summer program experiences for these students. The satisfaction of challenging course work taught by caring, expert teachers and the opportunity to live on a university campus were significant to them; making friends and gaining confidence in their own abilities were equally vital.

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Section: Review Of Related Literaturementioning

confidence: 99%

Summer Residential Programs: Academics and Beyond

Enersen

1993

Gifted Child Quarterly

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“…Researchers interested in the experience of gifted students have reported that many gifted students have feelings of differentness (Buescher, 1985;Cross, Coleman & Terharr-Yonkers, 1991;Jenkins-Friedman & Murphy, 1988;Robinson, 1989). For example, Janos, Fung, and Robinson (1985) found that subjects who identified themselves as "different" when reporting about peer relations "...showed more signs suggesting difficulties..." (p. 78).…”

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confidence: 94%

Psychosocial diversity among gifted adolescents:An exploratory study of two groups

1995

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“…By using all four issues to build the curriculum, natural interactions within the adolescent process and passage can be exploited to enhance learning. Important resources for a counselor or teacher guiding the process might include: an overview of the adolescent process (Offer, Ostrov, and Howard, 1981;Elkind, 1984;Buescher, 1985); systematic examination of the landscape of adolescent life (Csikszentimihalyi and Larson, 1984); young people's own experiences and responses to being gifted (Galbraith, 1983;Delisle, 1984b); clinical information about problems encountered by adolescents (McCoy, 1982;Buescher and Higham, 1984); and descriptions of changes that occur .in relationships between adolescents and their families and friends (Montemayor, 1984;Youniss and Smollar, 1985).…”

Section: Important Aspects Of Coming To Knowmentioning

confidence: 99%

Counseling Gifted Adolescents: A Curriculum Model for Students, Parents, and Professionals

Buescher¹

1987

Gifted Child Quarterly

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AbstcactProviding appropriate counseling for gifted and talented students requires deliberate effort to increase knowledge about self-development, awareness of social realities, and understanding about the interaction of conflict and intimacy in adolescence. This article presents an overview of a two-tiered curriculum mod el used to proactively counsel and support the growth o f y o u n g g i f t e d a d o l e s c e n t s . K e y d e v e l o p m e n t a l i s s u e s form the core of the curriculum, while integrated learning strategies are applied to two audiences: gifted adolescents themselves, and their parents, teachers, and counselors. Features of the model, a sample unit design, and suggestions for implementing the curriculum conclude the article.

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A framework for understanding the social and emotional development of gifted and talented adolescents

Cited by 52 publications

References 10 publications

Summer Residential Programs: Academics and Beyond

Summer Residential Programs: Academics and Beyond

Psychosocial diversity among gifted adolescents:An exploratory study of two groups

Counseling Gifted Adolescents: A Curriculum Model for Students, Parents, and Professionals

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