Counseling Considerations for the Twice-Exceptional Client

Abstract

Counselors can be pivotal in helping families to understand the identification of twice‐exceptionality and related implications, including developing successful interventions for the school years and beyond. There are many potential counseling concerns, including bullying and peer interactions, social and emotional development, career guidance, college transition planning, and functioning in adulthood. Learning how to work with twice‐exceptional clients regarding these concerns needs to begin during training and progress throughout one's career. Recommendations for best practice are provided.

Translating Interdisciplinary Research on Language Learning into Identifying Specific Learning Disabilities in Verbally Gifted and Average Children and Youth

“…Instructional programs in inclusive settings should also take into account the social emotional needs of students with SLDs. The twice exceptional have lower self-esteem than gifted students without SLDs [61]. Students with SLDs-WL, of average to very superior verbal abilities, may also experience more internalizing and externalizing disorders than students without SLDs-WL [62].…”

High-performing general practice registrars, the gifted and the talented: Helping them to reach their potential

“…24,25 The gifted person may not know, for example, how to function socially. 19,26 Some struggle with perfectionism and pressure to succeed.…”

The influence of perfectionism on mental health in gifted and twice-exceptional students

“…Accurate diagnosis of twice-exceptional students often presents challenges for clinicians given the difficulties noted surrounding identifying characteristics of twice-exceptionality (Assouline & Whiteman, 2011;Leroux & Levitt-Perlman, 2000). A primary difficulty stems from the fact that twice-exceptionality can encompasses a wide range of diagnoses, including physical and emotional disability in addition to learning or developmental disabilities (Foley Nicpon et al, 2010;Foley Nicpon & Assouline, 2015;Morrison & Rizza, 2007). Because this creates such a broad definition, identification of specific strategies that can be used to identify twice-exceptional students vary substantially depending on which diagnosis is being considered (Foley Nicpon et al, 2010;Foley Nicpon & Assouline, 2015).…”

“…A primary difficulty stems from the fact that twice-exceptionality can encompasses a wide range of diagnoses, including physical and emotional disability in addition to learning or developmental disabilities (Foley Nicpon et al, 2010;Foley Nicpon & Assouline, 2015;Morrison & Rizza, 2007). Because this creates such a broad definition, identification of specific strategies that can be used to identify twice-exceptional students vary substantially depending on which diagnosis is being considered (Foley Nicpon et al, 2010;Foley Nicpon & Assouline, 2015). Based on a search of the extant literature, Foley Nicpon and colleagues (2010) found it difficult to make conclusions regarding consistent identification strategies used to identify twice-exceptional students due to the differing opinions on the use of IQ scores and wide variation in state requirements for identification of gifted students.…”

“…A primary reason for the difficulties encountered when diagnosing twice-exceptional students results because the student's disability often masks their strong cognitive skills (Assouline & Whiteman, 2011;Foley Nicpon et al, 2010;Foley Nicpon & Assouline, 2015).…”