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

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

School counselling in a Chinese context: Supporting students in need in Hong Kong

• Chung, Yin Han Eva The Education University of Hong Kong

• Hue, Ming Tak The Education University of Hong Kong

New York

Routledge

2017

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development
• E Special Education
  • EC Education for the Gifted & Talented Learners

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

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.

• English

Book Chapters

• 9781317520726

https://bibliography.lib.eduhk.hk/bibs/d3ce4e5e

2017-07-27