Social-Emotional Curriculum With Gifted and Talented Students: (Critical Issues in Gifted Education Series)

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Overview

Social-Emotional Curriculum With Gifted and Talented Students provides a thorough introduction to methods for developing social-emotional curricula for use with gifted and talented learners in the school setting.

Including overviews of strategies that work for addressing social-emotional needs in the everyday curricula, this book is part of The Critical Issues in Equity and Excellence series, a joint publication project of the National Association for Gifted Children and Prufrock Press. The book combines research and experience from leading scholars in the field of the affective needs of gifted students in a convenient guide for teachers, administrators, and gifted education program directors.

The book covers theories to guide affective curricula, the needs of minority students, models to develop social-emotional curricula, tips for counseling gifted students, and strategies to promote the social-emotional needs of gifted students, along with discussions of suicide prevention among this population, the use of bibliotherapy and discussion groups, and the teacher-counselor connection in affective curricula. This handy guide to developing social-emotional curricula for gifted students is a necessity for anyone serving and working with this population.

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Product Details

Meet the Author

Joyce VanTassel-Baska is Professor Emerita at The College of William and Mary, where she founded the Center for Gifted Education. Formerly she initiated and directed the Center for Talent Development at Northwestern University. Joyce has also served as state director of gifted programs in Illinois, a regional director, a local coordinator of gifted programs, and a teacher of gifted high school students. Her major research interests are in the talent development process and effective curricular interventions with the gifted.

She is the author of 22 books and has written more than 500 other publications on gifted education. She was the editor of Gifted and Talented International for several years and received the Distinguished Scholar Award in 1997 from the National Association for Gifted Children and the Outstanding Faculty Award from the State Council of Higher Education in Virginia in 1993. She received the Distinguished Alumna Achievement Award from the University of Toledo in 2003, the President's Award from the World Council on Gifted and Talented in 2005, and the Collaboration and Diversity Service Award from CEC-TAG in 2007.

Tracy L. Cross, Ph.D., holds an endowed chair, the Jody and Layton Smith Professor of Psychology and Gifted Education, and is the executive director of the Center for Gifted Education at The College of William and Mary. He has published more than 150 articles, book chapters, and columns, as well as four books, and has made more than 200 presentations at conferences.

Having served in numerous teaching and administrative roles in education, Richard Olenchak is a professor and psychologist at the Center for Gifted and Talented in the Department of Curriculum and Instruction at The University of Houston. As an active researcher, he particularly enjoys working with and studying gifted students who have accompanying special educational and developmental concerns. A featured speaker at numerous parent and professional conferences addressing gifted and talented education, Dr. Olenchak is interested in creating alternative strategies that concurrently develop both social and emotional skills as well as individual talent.

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Table of Contents

1 Introduction Joyce VanTassel-Baska 1

2 Theories to Guide Affective: Curriculum Development Sidney M. Moon 11

3 Creating a Life: Orchestrating a Symphony of Self, a Work Always in Progress F. Richard Olenchak 41

4 Operation Houndstooth: A Positive Perspective on Developing Social Intelligence Joseph S. Renzulli 79

5 Affective Curriculum and Instruction for Gifted Learners Joyce VanTassel-Baska 113

6 Counseling Gifted Students From Non-White Racial Groups: Conceptual Perspectives and Practical Suggestions Kwong-Liem Karl Kwan Wayne J. Hilson, Jr. 133

7 Addressing Social-Emotional and Curricular Needs of Gifted African American Adolescents Norma L. Day-Vines James M. Patton Chwee G. Quek Susannah Wood 153

8 Focusing on Where They Are:A Clinical Perspective Jean Sunde Peterson 193

9 The Role of the Arts in the Socioemotional Development of the Gifted Joyce VanTassel-Baska Brandy L. E. Buckingham Ariel Baska 227

10 Guiding Gifted Teenagers to Self-Understanding Through Biography Thomas P. H├ębert 259

11 Discussion Groups as a Component of Affective Curriculum for Gifted Students Jean Sunde Peterson George Betts Terry Bradley 289

12 Preventing Suicide Among Students With Gifts and Talents Tracy L. Cross Andrea D. Frazier Samantha M. McKay 321

13 Professional Development for Promoting the Social and Emotional Development of Gifted Children Elissa F. Brown 345

14 Creating Gifted Lives: Concluding Thoughts Tracy L. Cross Joyce L. VanTassel-Baska F. Richard Olenchak 361

About the Editors 373

About the Authors 375

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  • Anonymous

    Posted July 19, 2013

    Go to student res 1

    To either be student president or vote!

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  • Anonymous

    Posted July 19, 2013

    Skylar

    Umm... i just kinda broke down. Im good now. *wipes away tears*

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  • Anonymous

    Posted July 20, 2013

    Ree to headmistress

    Heyyloo :o .lolz :) I have a question..when do our classes start? And where will they be?

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  • Anonymous

    Posted July 19, 2013

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