Serving Gifted Students: A Talent Development Perspective

Frank C. Worrell, Paula Olszewski-Kubilius, Rena F. Subotnik

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Counselors have two broad roles in working with students, teachers, and families. They are trained to respond to and support students who are experiencing social-emotional distress, a role that is frequently activated in times of crises, which can be personal, school-related, or community-related. The role of the counselor will differ depending on a student’s level or stage in a talent domain trajectory. In the context of early schooling, the first hurdle to be overcome is that of identification for gifted programming. At this stage, the counselor may be an advocate, a gatekeeper, or both. Schools use a variety of criteria to identify students, including tests of cognitive ability, standardized achievement test scores and other achievement data, teacher nominations, portfolios, and rating scales on variables such as motivation and creativity completed by teachers and parents. The TDMM is a comprehensive model of talent development for youth that identifies both enhancers and delimiters of talent.

Original languageEnglish (US)
Title of host publicationHandbook for Counselors Serving Students with Gifts and Talents
Subtitle of host publicationDevelopment, Relationships, School Issues, and Counseling Needs/Interventions
PublisherTaylor and Francis
Pages29-44
Number of pages16
ISBN (Electronic)9781000499452
ISBN (Print)9781032144931
DOIs
StatePublished - Jan 1 2021

ASJC Scopus subject areas

  • General Social Sciences

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