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COUNSELING-Gifted and Talented Children

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Jemerson Dominguez

on 17 April 2012

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Transcript of COUNSELING-Gifted and Talented Children

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consider that GT still needs the appropriate guidance to achieve their optimum capacities, inability to give guidance will lead to disparity/dysfunctionality.
•Alfred Binet
•J. P. Guilford
•R. B. Catell
Successful Gifted Child Personality Type
Challenging Gifted Child Personality Type
Underground Gifted Children Personality Type
Dropout Gifted Child Personality Type
Double-labeled Gifted Child Personality Type
Classic Views of Intelligence
PERSPECTIVES of Intelligence:
COUNSELING CONCERNS: Knowing Your Child’s Giftedness
6 Personality Types of Gifted Children
Parents Dealing with Different Subtypes of Giftedness
(cc) image by jantik on Flickr
Alfred Binet
the capacity for making the necessary adaptations to reach a definite end; and the power of self-criticism.
: “to act, think and deal effectively with his environment.”
: capacity for more association or connection.
: Two Factor Theory of intelligence (1904), the “g” factor (fundamental or group) and the “s” factor (specific).
: came up with a list of seven primary mental abilities (1938). These are: S – Spatial Ability, M – Memory, P – Perceptual Speed, W – Word Fluency, N- Numerical Ability, R – Reasoning, and V- Verbal Meaning
J. P. Guilford
: three basic kinds of mental ability: operations, the act of thinking; contents, the terms in which we think (such as words or symbols); and products, the ideas we come up with.
(1963): conceives of intelligence as the ability to adapt mentally to new situations. Viewed from a developmental perspective, namely: sensory-motor (0-2 years), pre-operational stage (2-7 years), concrete operational stage of development (7-11 years) and the formal operational stage (11 years and above).
R. B. Catell
: concept of Fluid and Crystallized General Abilities. He considers that intelligence is composed of two components – which he described as fluid (Gf) and crystallized (Gc) intelligence.
Renzulli’s Three-Trait
•Renzulli’s (1978) definition of giftedness is based on an interaction among three basic clusters of human traits:
(1)above-average general intelligence,
(2)a high level of task commitment, and
Piirto’s Concepts of Talent Development
Piirto’s pyramid model:
•a foundation of genetic endowment;
•personality attributes such as drive, resilience, intuition, perception, intensity, and the like;
•the minimum intelligence level necessary to function in the domain in which the talent is demonstrated;
•talent in specific domain such as mathematics, writing, visual arts, music, science, or athletics; and
•the environmental influences of five “suns”: (a) the sun of home, (b) the sun of community and culture, (c) the sun of school, (d) the sun of chance, and (e) the sun of gender.
Maker’s Problem-Solving Perspective
incorporates the three elements that appear most often within contemporary definitions of the gifted and talented (Maker, 1996):
- high intelligence, high creativity, and excellence problem-solving skills
•Renzulli’s Three-Trait Definition
•Piirto’s Concepts of Talent Development
•Maker’s Problem-Solving Perspective
•Sternberg’s Triarchic Model
•Howard Gardner’s Multiple Intelligences

Sternberg’s Triarchic Model
Three components or sub-processes:
(1)practical intelligence: how to get along in the world and adapt, select, and shape environments, includes the ability most often called common sense;
(2)creative ability: the ability to produce novel products, which are often made after a person learns something to the point at which it is automatic; and
(3)executive ability: the metacognitive ability to monitor one’s internal thinking processes
Howard Gardner’s Multiple Intelligences
Howard Gardner’s Multiple Intelligence Theory is at the nucleus and focus of the new intelligence transfer model, the underlying support.
The study of intelligence has been a topic of interest for many, but became most prevalent in this century, with Alfred Binet’s intelligence test, commonly referred to as IQ.
are those who by virtue of outstanding abilities are capable
of high performance, and an innate abilities in multiple domains.
described as "flow"--a state of intense concentration; a stream of consciousness in which people become completely absorbed, as well as fulfilled
is asserting a skill in a single domain which has been developed systematically, and can be acquired or innate.
(Rhythmical Intelligence)
This type of intelligence deals with the capacity of a person to respond readily to various rhythms and music.
by: H. Gardner
(Mathematical Intelligence)
A type of intelligence that deals with numbers, signs, and symbols and its interrelatedness.
(Spatial Intelligence)
A learner who is known to have a established skills and ability towards lines, spaces, and distance.
(Kinesthetic Intelligence)
This learner performs body movements with graces and coordination.
(Environmental Intelligence)
A person who can transform materials from nature into useful objects (recycled materials).
(Linguistic Intelligence)
This type of intelligence pertains with the ability of an individual to communicate linguistically (through chosen words).
(Ethical Intelligence)
It deals with the belief on the moral aspect as basis or guide for betterment.
(Spiritual Intelligence)
This type of learner deals with the belief on the existence of a divine spirit.
(Interactive Intelligence)
A type of learner who learns more with peer and a team player.
(Self-Reflection Intelligence)
This pertains with the ability of the person to internalize and communicate to himself (reflect).
Successful Gifted Child Personality Type
These children are usually successful academically, and identified as gifted at school. They are high achievers and perfectionists who seek for other people’s approval. The problem, however, is that with time they often get bored and devote minimum effort to achieving. At home these gifted children need independence and freedom of choice, as well as time for personal interests, and risk taking experiences.
Challenging Gifted Child Personality Type
This personality type includes very creative, but often frustrated or bored, gifted children. They question the systems around them and are often rebellious because their abilities are unrecognized. Impatient, direct, and competitive, such children have low self-esteem. They need acceptance, understanding, and advocacy from the parents. Family activities and positive examples of behavior are what the family should provide for such gifted children.
Underground Gifted Children Personality Type
Many of such children are never identified as gifted since they are usually quiet and insecure. They often hide their talents, resist challenges, and drop out of gifted school programs because of their shyness. These gifted children should be supported at home, and be given freedom to choose and to spend time with their friends of the same age. Ideally, parents should provide them with gifted role models of life-long learning.
Double-labeled Gifted Child Personality Type
This type of gifted child is often unrecognized because these children have a physical, emotional or learning disability. Adults fail to notice giftedness due to being focused on the areas where the child is less able. Parents of such children should provide them with recognition of their abilities, risk-taking opportunities, advocacy, and family activities to challenge the child. Family counseling may also be a good option.
Dropout Gifted Child Personality Type
These gifted children are angry and depressed because the school system does not recognize their abilities, and does not address their special educational needs. That is why they resist the system by refusing to complete school assignments or to attend school. Being considered average or below average, they have poor self-esteem, are defensive and self abusive. Professional counseling is recommended for such children.
Autonomous Gifted Child Personality Type
These are self-confident and independent children that are successful academically, motivated, goal-oriented, and responsible. At home, such gifted children need family support, advocacy, family activities and opportunities related to their interests. They should be allowed to have friends of all ages, and have no time or space restrictions.
Psychology Department
De La Salle University - Dasmariñas
Prof. Jemerson N. Dominguez, PhD
Prepared by:
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