Counseling Gifted and Talented Students: Historical Perspectives and Contemporary Issues

Honors and Nonhonors Freshmen: Demographics, Attitudes, Interests, and Behaviors

“…T h e majority in both groups denied foreseeing obstacles that could prevent attainment of their first vocational goal. Although not directly testing the hypothesis that gifted students have more career indecision and career concerns (Myers & Pace, 1986;Schroer & Dorn, 1986), the present study does not support this notion. Our findings coincide more closely with Stephens and Eison's (1986-87) findings that honors students are similar to other students in their level of concern over career development issues.…”

“…Robertson (1966) recommends that an honors advisor know the interests and background of the gifted student and provide time for interaction beyond routine matters, to allow for discussions of ambitions and further study interests. In a review of research on gifted and talented students, Myers and Pace (1986) state that "the Terman studies left both professionals and the public with the belief that gifted persons had no problems" (p. 550). Challenging this myth, they list potential problem areas associated with gifted students: (a) peer relationships, (b) career development, (c) expectations of others, (d) need for guidance in long-range plans, (e) coping with the delayed gratification required for higher levels of education, (f) early career closure, and (g) early questioning of the values of peers, family, and society.…”

Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment

“…most beneficial to the development of gifted and talented individuals (Myers & Pace, 1986;Passow, 1991;Shore, Cornell, Robinson, & Ward, 1991). In this study 335 parents, school personnel, and related counseling professionals were surveyed to determine their perceptions of the specialized counseling needs of gifted children and adolescents as part of a needs assessment for a proposed university-based counseling center.…”

Pola Isu, Persepsi, Serta Pengalaman Perkhidmatan Bimbingan dan Kaunseling dalam Kalangan Pelajar Pintar dan Berbakat

“…Mereka juga mempunyai isu-isu psikologikal yang unik seperti isu perkembangan emosi yang tidak selari dengan usia mereka, isu perfectionism, dan isu tingkah laku anti-sosial (Noriah & Abu Yazid 2010a). Walaupun perkhidmatan kaunseling tidak boleh dinafikan sebagai satu sistem sokongan penting bagi sesuatu program pendidikan pintar dan berbakat (VanTassel-Baska 2013, namun, hakikatnya, kajian-kajian ilmiah yang berpaksi kepada pelaksanaan perkhidmatan ini untuk populasi pelajar pintar dan berbakat amat terbatas serta jarang sekali dilakukan (Moon et al 1997;Shore et al 1991;Kerr 1991;Myers & Pace 1986). Natijahnya, populasi pelajar pintar dan berbakat memerlukan bentuk perkhidmatan kaunseling yang berbeza dan khusus disebabkan keunikan personaliti dan isu-isu yang lazim dihadapi mereka (Morawska & Sanders 2009;Peterson 2006;Ryan 2001Ryan , 1999Sajjadi 2000;Zaffrann & Colangelo 1977).…”