Social/Emotional Issues, Underachievement, and Counseling of Gifted and Talented Students

The expert guide to the major issues and chief trends in studies of underachievement and affective needs of gifted students!

Focusing on the social and emotional characteristics of gifted students in general, and underachievers in particular, the sixteen articles in this ready-reference also provide an introduction to appropriate counseling methods for the gifted.

Key features include:

• Expert Sidney M. Moon′s comprehensive analysis of some of the most influential research on underachievement, social/emotional issues, and counseling approaches for the gifted
• Effective educational and personal interventions designed to reverse underachievement
• Recommendations for addressing the specialized and differentiated counseling needs of gifted students

With the guidance and insight of the field′s top authorities, educators will learn how to intervene more effectively with high-ability individuals experiencing social/emotional difficulties, and will discover how they can help all gifted students achieve optimal social, emotional, and personal development.

The ERGE Series:

The National Association for Gifted Children series Essential Readings in Gifted Education is a 12-volume collection of seminal articles from Gifted Child Quarterly. Put the knowledge and power of more than 25 years of research on giftedness and talent into your hands with the leading theories, studies, and findings the experts in the field have to offer.

Sidney M. Moon is a professor of Gifted Education and director of the Gifted Education Resource Institute at Purdue University. She has been active in the field of gifted education for more than 25 years as a parent, counselor, teacher, administrator, and researcher. In that time, she has contributed more than 60 books, articles, and chapters to the field. Her most recent book is a co-edited volume, The Social and Emotional Development of Gifted Children: What Do We Know? Sidney is active in the National Association for Gifted Children where she currently serves on the board of directors, the publications committee, and the affective curriculum task force. Her research interests include talent develop­ment in the STEM disciplines (science, technology, engineering, and mathematics) and personal talent development. Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports.  Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.