Introduction | p. ix |
Theoretical Foundations/Conceptions of Giftedness | |
Differentiated Model of Giftedness and Talent | p. 3 |
Achievement-Based Conceptions of Giftedness | p. 21 |
Talent Development: From Theoretical Conceptions to Practical Applications | p. 39 |
Overexcitabilities and Temperament | p. 53 |
The Use of Intelligence Tests in Gifted Identification | p. 75 |
Neuroscience and Giftedness | p. 89 |
Introduction to Programming for Gifted Learners | p. 105 |
Special Populations | |
Counseling the Rural Gifted | p. 121 |
Gifted Children in Urban Settings | p. 137 |
Counseling Gifted GLBT Students Along Paths to Freedom | p. 153 |
Serving Artistically Gifted Children and Youth | p. 179 |
Counseling for Young Gifted Children | p. 195 |
Social-Emotional Needs of Gifted Students of Color | p. 209 |
More Is Different: Understanding and Engaging the Exceptionally Gifted Child | p. 227 |
Twice-Exceptional Students | p. 245 |
Developmental Issues | |
Asynchronous Development: A Key to Counseling the Gifted | p. 261 |
Identity Development and Multipotentiality | p. 281 |
Self-Concept of Gifted Students: A Multitheoretical Perspective | p. 297 |
Developmental Issues for Gifted and Creative Girls: Milestones and Danger Zones | p. 315 |
Addressing the Counseling Needs of Gifted Boys | p. 333 |
The Optimal Moral Development of the Gifted: Interdisciplinary Insights About Ethical Identity Formation | p. 351 |
Relationships | |
Lived Experience, Mixed Messages, and Stigma | p. 371 |
Family Relationships | p. 393 |
Peer Relationships | p. 409 |
Gifted Students and Their Teachers: Relationships That Foster Talent Development | p. 427 |
The Counseling Relationship | p. 443 |
School-Related Issues | |
School-Related Issues: Identifying Students With Gifts and Talents | p. 463 |
Academic Planning for Gifted Students | p. 477 |
The Importance of Teaching Strategies in the Education of the Gifted | p. 495 |
Understanding and Addressing Under achievement in Gifted Students | p. 511 |
Career Planning | p. 529 |
Talent Search | p. 543 |
The Role of Central Office and Building Administrators in Serving Gifted Students | p. 555 |
: Role of the School Psychologist Working With the School Counselor | p. 569 |
Counseling Needs/Interventions | |
Misdiagnosis and Missed Diagnosis of Gifted Children: The Importance of Accurate Assessment | p. 555 |
Perfectionism: A Counselor's Role in a Recovery Process | p. 597 |
Anxiety, Depression, and Resilience | p. 615 |
Suicide and the Gifted Adolescent: Advice for Counselors | p. 631 |
Counseling Needs and Interventions for Gifted Students: Personality Considerations and Social-Emotional Development | p. 649 |
Social Coping | p. 665 |
Differentiating Counseling Approaches for Gifted Children and Teens: Needs and Strategies | p. 681 |
About the Editors | p. 699 |
About the Authors | p. 701 |
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