It is increasingly recognized in the field of gifted education that giftedness is asynchronous development, which posits that the combination of advanced cognitive abilities and heightened intensity and sensitivity in the gifted population creates inner experiences and awareness that are qualitatively different from the norm. The asynchronous development of the gifted renders them vulnerable particularly in the social-emotional aspects (Silverman, 1993). The purpose of this chapter is to look into the social-emotional characteristics of gifted students. It is further asserted that the social-emotional challenges or inner conflicts experienced by the gifted students were actually the driving force of the personal development for the gifted students. Implications on effective counselling for the gifted are also discussed with the aim to facilitate an optimal personal development of the gifted in a Hong Kong school context. Copyright © 2016 Taylor and Francis.
|Title of host publication||School counselling in a Chinese context: Supporting students in need in Hong Kong|
|Place of Publication||New York|
|ISBN (Electronic)||9781317520726, 9781315721019|
|ISBN (Print)||9781138365759, 9781138854598|
|Publication status||Published - 2017|