Counseling the Gifted: Past, Present, and Future Directions

Abstract

In the 29 years since the last special issue in the Journal of Counseling & Development focusing on gifted individuals, there has been considerable research regarding giftedness. However, meeting the counseling needs of gifted individuals has not been on the national agenda in counselor preparation. This article outlines the status of counseling the gifted from the standpoint of both the counseling and the gifted education professions and includes recommendations for future directions for both fields.

The Peterson Proactive Developmental Attention Model: A Framework for Nurturing the Rest of the Whole Gifted Child

“…During recent decades, several gifted education scholars and educators (e.g., Colangelo, 2003;Colangelo & Wood, 2015;Coleman & Cross, 2001;Dai & Speerschneider, 2012;Mahoney et al, 2007;Reis & Moon, 2002;Silverman, 1993;VanTassel-Baska, 1998) have argued that high-ability students have common developmental tasks, but giftedness affects how they experience them. Colangelo and Wood (2015) referred to "navigating the traditional developmental milestones from that unique experience" (p. 133). Various contributions to developmental literature have suggested that interaction between environments and characteristics associated with giftedness affects gifted students' development in positive and negative ways (Peterson et al, 2015).…”

Affective Interventions for High-Ability Students From 1984-2015: A Review of Published Studies

“…First, the words "gifted," "high ability," and "talented" were used in the search process of identifying the participants of these studies and combined each of these three words with "social intervention," "emotional intervention," and "affective curriculum/intervention" to create the search keywords in the database of ERIC (Educational Resources Information Center), Education Full Text, Education Source, Educational Administration Abstracts, PsycARTICLES, PsycCRITIQUES, and PsycINFO (the American Psychological Association database). Second, the author completed manual searches of the principal empirical journals in the field of gifted education-Gifted Child Quarterly (GCQ;1984-2015, European Journal of High Ability (1991)(1992)(1993)(1994)(1995), High Ability Studies , Journal for the Education of the Gifted (JEG;1987-2015, Roeper Review (RR;1984-2015, Journal of Secondary Gifted education (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006), and Journal of Advanced Academics (JOAA;-2015. Finally, the author scanned the reference section of each selected piece to identify if there was any missed article.…”

Conceptualizations of Giftedness and the Development of Talent: Implications for Counselors

“…Later, many individuals, including Paul Witty (), began to advocate for a broader conception of giftedness and intelligence than the type of convergent, analytical thinking predominantly measured on IQ tests (Colangelo & Wood, ; Passow, ). Psychologist J. P. Guilford (, ) proposed 120 components of intelligence in his Structure of the Intellect model, including many forms of divergent thinking.…”