School Counselors’ Knowledge and Involvement Concerning Gifted and Talented Students

Carlson, Nancy Naomi; Holcomb-McCoy, Cheryl; Miller, Ted R.

doi:10.1080/2326716x.2017.1294122

Cited by 13 publications

(31 citation statements)

References 13 publications

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“…The "Guidance needs" section consisted of a total of 39 five-point Likert-type items with four sub-dimensions (Academic, Social, Psychological and Opportunities Provided by the Family), which was written on the basis of the relevant literature [6,10,[16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32]33]. The option of the open-ended "other" was also added to the end of these items.…”

Section: Data Gathering Instrumentmentioning

confidence: 99%

Parents' Guidance Resources during the Identification Process for the Gifted and Talented Students at the Şanlıurfa BİLSEM

Belur¹,

Oğuz-Duran²

2017

ujer

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The purpose of this study is to investigate the guidance resources for parents whose children participated in the identification procedures for the gifted and talented students (GT), and as a result either did or did not qualified to enroll the Science and Art Center (BİLSEM) in Şanlıurfa, Turkey. With this purpose, a four-part survey developed by the researchers was carried out with a total of 261 parents whose children were qualified to enroll (PQE) or not qualified to enroll (PNQE) the BİLSEM. Socio-demographic findings revealed that both groups of parents of all the students who participated in the identification process had a high level of education; but, the PQE higher income and have fewer children than the PNQE. Results on parents' guidance sources and experiences indicated that the source the PQE received the most support at all stages of the identification procedure was class teachers. A third of the parents were involved in the identification procedures either with little or no information. The vast majority of parents stated that they did not benefit from school counseling. Furthermore, it was found that the rate of parents' benefiting from the provisions of other experts' mental health services were limited. Parents who used the school counseling services or the services of other experts reported that assistance was insufficient.

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Section: Data Gathering Instrumentmentioning

confidence: 99%

Parents' Guidance Resources during the Identification Process for the Gifted and Talented Students at the Şanlıurfa BİLSEM

Belur¹,

Oğuz-Duran²

2017

ujer

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“…As one way to decrease the difficulties of gifted students, Carlson (2004) recommended increased involvement of school counselors in the identification of gifted students, which might result in more thorough identification procedures, better understanding of test results, and more appropriate placement and programming. With these measures in place, it may be possible to avoid gifted students" underachievement and other negative outcomes and to facilitate services and positive academic and social outcomes.…”

Section: Underachievement and The Gifted Studentmentioning

confidence: 99%

“…Other factors are school counselors" understanding of advocacy competencies and school counselors" belief in their ability to perform as an advocate. Although some research has examined school counselors" perception of and involvement with gifted students (Carlson, 2004) and gifted students" experience with school counselors (Wood, 2009), the advocacy activity of school counselors with gifted students has not been addressed.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…3. Advocacy Activity: refers to school counselors" participation in activities prescribed by the professional literature pertaining to gifted and talented students, including advocating for equitable identification procedures for students from diverse backgrounds, such as ethnic, racial, disadvantaged, disabled, and cultural minorities (Carlson, 2004).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The subscale consists of 24 items based on the professional literature. Topics include general gifted knowledge, academic and social-emotional issues, and career development issues (Carlson, 2004).…”

Section: Knowledge Of Gifted Students Scalementioning

confidence: 99%

See 2 more Smart Citations

An exploration of school counselors' self-efficacy for advocacy of gifted students

Goldsmith¹

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gifted students and their needs when developing comprehensive school counseling programs. In addition, this increased knowledge may assist school counselors with becoming active participants in services for gifted students within the school environment.Future research should further explore the level of advocacy activity of school counselors with gifted students and the importance of self-efficacy for school counselors.Abstract Approved: __________________________________ Thesis Supervisor

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Policy, legal issues, and trends in the education of gifted students.

Stephens¹

2018

APA Handbook of Giftedness and Talent.

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School Counselors’ Knowledge and Involvement Concerning Gifted and Talented Students

Cited by 13 publications

References 13 publications

Parents' Guidance Resources during the Identification Process for the Gifted and Talented Students at the Şanlıurfa BİLSEM

Parents' Guidance Resources during the Identification Process for the Gifted and Talented Students at the Şanlıurfa BİLSEM

An exploration of school counselors' self-efficacy for advocacy of gifted students

Policy, legal issues, and trends in the education of gifted students.

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