Socio-Emotional Guidance and Counseling
Gifted education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted learners. Resistance to doing so can be strong and primarily stems from a lack of knowledge and valuing of the affective nature and needs of gifted individuals. In many cases, teachers may be reluctant to sacrifice "academic time" for "affective time." Additionally, school counselors and psychologists do not always recognize or appreciate differences in the socio-emotional make-up of gifted learners, and subsequently often do not differentiate their services for these unique individuals. Because the outcomes produced by good socio-emotional guidance and counseling services for gifted learners are much less visible than those resulting from good identification practices, program design, etc., these services do not get the public attention so helpful in instigating progressive change in student services.
For more information, read the official NAGC position statement, "Addressing the Affective Needs of Gifted Children."
"The best of Pine View's unique guidance programs for its gifted population have resulted from observing students' needs and difficulties; and from open discussions and focus groups with students, teachers, and parents. The deeper and more complex emotions of gifted students require social skills training and many lessons can be presented earlier with greater understanding and retention of information. Our best advice would be observe, try approaches, and tune them up."
- Principal, Pine View School for the Gifted
Sarasota County Public Schools, Florida
Explore the Five Guiding Principles of Socio-Emotional Guidance and Counseling
1. Gifted learners must be provided with differentiated guidance efforts to meet their unique socio-emotional development.
2. Gifted learners must be provided with career guidance services especially designed for their unique needs.
3. Gifted at-risk students must be provided with guidance and counseling to help them reach their potential.
4. Gifted learners must be provided with affective curriculum in addition to differentiated guidance and counseling services.
5. Underachieving gifted learners must be served rather than omitted from differentiated services.
Applying the Socio-Emotional Guidance and Counseling Standards
Guiding Questions
These questions are designed to help you reflect upon effective Socio-Emotional Guidance and Counseling practices as you explore the five guiding principles within the NAGC Pre-K--Grade 12 Gifted Program Standards.
One District's Story
Find out how the socio-emotional guidance and counseling standards translate into high quality gifted programming at the Pine View School for the Gifted, Sarasota County Public Schools, Florida.
Advice from the Field
So, what can you learn about Socio-Emotional Guidance and Counseling from successful gifted programming? Read advice from our experts who have rolled up their sleeves and made it work for gifted kids in their districts.
Print your own copy of The NAGC Pre-K -- Grade 12 Gifted Program Standards Brochure (pdf)
Return to Designing a Gifted Program Related Resources
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