School counselling for the gifted responding to the social-emotional needs of gifted students

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationSchool counselling in a Chinese context: Supporting students in need in Hong Kong
EditorsMing-tak HUE
Place of PublicationNew York
PublisherRoutledge
Pages94-105
ISBN (Electronic)9781317520726, 9781315721019
ISBN (Print)9781138365759, 9781138854598
DOIs
Publication statusPublished - 2017

Fingerprint

counseling
school
student
cognitive ability
Hong Kong
education
experience

Citation

Chung, E. Y.-H. (2017). School counselling for the gifted responding to the social-emotional needs of gifted students. In M.-T. Hue (Ed.), School counselling in a Chinese context: Supporting students in need in Hong Kong (pp. 94-105). New York: Routledge.