Teacher identified giftedness qualities in a Ghanaian school setting: A brief report

This study explored the nature and indicators of giftedness in school children from the perspective of Ghanaian school teachers (n?=?30, females?=?40%; age range?=?24 to 60years). The teachers responded to semi-structured interviews. Results from thematic analysis of the data revealed that teachers perceive giftedness to be domain-specific and mostly identified by teachers during instruction of the learners. The teachers were of the view that parents/guardians of the learners are less helpful in the identification of giftedness in their children, as compared to teachers. The findings have some implications for giftedness research in Ghana and beyond.     

Haut potentiel intellectuel et développement social

The first part of this article presents a theoretical and empirical review on the issue of gifted children's social development. As a whole, data does not allow for straightforward conclusion as to whether gifted children may be socially at risk. Conflicting results may be due in part to heterogeneity across studies in sampling procedures and in assessing social adjustment. Next, we will examine how social skills development could be viewed as a potential domain for the expression of intellectual giftedness, in the light of theories that posit a multi-factorial view of intelligence or creativity. Accordingly, there may be a need to reconsider the notion of giftedness and thus take into account social giftedness, both for identification and education purposes.     

The origins and ends of giftedness

Five issues about giftedness are discussed. First, the origins of giftedness are explored. The view that giftedness is entirely a product of training is critiqued. There is indirect evidence for atypical brain organization and innate talent in gifted children: Many gifted children and savants have enhanced right-hemisphere development, language-related difficulties, and autoimmune disorders. Second, the intense motivation of gifted children is discussed. Third, it is argued that gifted children have social and emotional difficulties that set them apart. Fourth, evidence for the often uneven cognitive profiles of such children is presented. Finally, the relationship between childhood giftedness and "domain" creativity in adulthood is discussed. Few gifted children go on to become adult creators because the skills and personality factors required to be a creator are very different from those typical of even the most highly gifted children.     

督导重要事件对新手咨询师专业成长的影响

目的：了解个别督导过程中重要事件的类型、内涵及对新手咨询师专业成长的影响。方法：采用重要事件法,访谈4对受督者和督导师,并用共识性质性研究法分析。结果：有益重要事件包括督导关系、概念化、历程化、个人化4大类;督导促进了新手咨询师干预技巧能力、治疗计划目标等8个专业领域的成长。结论：督导对于新手咨询师专业成长非常重要。各类督导事件对于新手咨询师的促进作用并不均衡。     

督导重要事件对新手咨询师专业成长的影响

目的：了解个别督导过程中重要事件的类型、内涵及对新手咨询师专业成长的影响。方法：采用重要事件法，访谈4对受督者和督导师，并用共识性质性研究法分析。结果：有益重要事件包括督导关系、概念化、历程化、个人化4大类；督导促进了新手咨询师干预技巧能力、治疗计划目标等8个专业领域的成长。结论：督导对于新手咨询师专业成长非常重要。各类督导事件对于新手咨询师的促进作用并不均衡。     

Memory abilities in generally gifted and excelling-in-mathematics adolescents

This paper presents part of a multidimensional examination of mathematical giftedness. The present study examined the memory mechanisms associated with general giftedness (G) and excellence in mathematics (E) in four groups of 10th–12th grade students (16–18 years old) varying in levels of G and E. The participants first underwent the Raven test for general ability evaluation and SAT-M — the mathematical excellence tests in order to design the study groups. Afterwards, the students were tested on a battery of three memory tests including tests for short-term (STM) and working memory (WM). The results reveal that the G factor is related to high STM for both phonological loop and phonological central executive mechanisms. It was also found that the E factor is associated with high visual–spatial memory (VSM), in particular with the visual central executive mechanism. An interaction effect was found between G and E factors regarding WM. The central executive mechanism appeared to be related to both G and E factors. In addition, gender differences were shown within the groups. Male participants performed better than their female counterparts on a phonological storage task and a phonological central executive mechanism task. The results can contribute to the theoretical knowledge regarding similarities and differences in memory mechanisms in G and E groups.     

The Impact of Supervision Training on Genetic Counselor Supervisory Identity Development

Supervision is critical to the training of genetic counselors. Limited research exists on the influence of supervision training and experience on the development of genetic counseling supervisors. The purpose of this study was to investigate the impact of supervision training in addition to supervisory and clinical experience on supervisory identity development, and the perceived confidence and competence supervisors have in their own supervisory skills. In addition, we explored genetic counselors’ (N?=?291) interest in and barriers to training as well as perspectives on requirements for supervisors. Results indicated clinical experience, supervision experience, and formal supervision training are positively associated with genetic counselors’ supervisory identity development as measured by the Psychotherapy Supervisory Development Scale (PSDS) (p?ρ?=?0.42, p?p?相似文献   

The Role of the School Counselor in Facilitating Sexual Development

Because there is a trend in the helping professions toward recognizing sexuality as an integral and important dimension of healthy personality development, school counselors and other school personnel have become committed to assisting students in understanding and dealing with their sociosexual needs and concerns. Yet school counselors need to be better prepared to meet these needs. This article suggests skills and attitudes that are necessary for accomplishing the goals of counseling on issues of human sexuality, and how counselors can acquire these skills and attitudes.     

Teaching Genetic Counseling Skills: Incorporating a Genetic Counseling Adaptation Continuum Model to Address Psychosocial Complexity

Genetic counselors are trained health care professionals who effectively integrate both psychosocial counseling and information-giving into their practice. Preparing genetic counseling students for clinical practice is a challenging task, particularly when helping them develop effective and active counseling skills. Resistance to incorporating these skills may stem from decreased confidence, fear of causing harm or a lack of clarity of psycho-social goals. The author reflects on the personal challenges experienced in teaching genetic counselling students to work with psychological and social complexity, and proposes a Genetic Counseling Adaptation Continuum model and methodology to guide students in the use of advanced counseling skills.     

Publishing a Master’s Thesis: A Guide for Novice Authors

Publication of original research, clinical experiences, and critical reviews of literature are vital to the growth of the genetic counseling field, delivery of genetic counseling services, and professional development of genetic counselors. Busy clinical schedules, lack of time and funding, and training that emphasizes clinical skills over research skills may make it difficult for new genetic counselors to turn their thesis projects into publications. This paper summarizes and elaborates upon a presentation aimed at de-mystifying the publishing process given at the 2008 National Society of Genetic Counselors Annual Education Conference. Specific topics include familiarizing prospective authors, particularly genetic counseling students, with the basics of the publication process and related ethical considerations. Former students’ experiences with publishing master’s theses also are described in hopes of encouraging new genetic counselors to submit for publication papers based on their thesis projects.     

Creativity in Teaching Case Conceptualization Skills: Role-play to Show the Interconnectedness of Domains

Case conceptualization is an important skill for counselors to master in order to meet treatment needs of clients. Some students struggle while learning this skill, as it requires advanced cognitive complexity, reflection skills, and affective awareness. Further, it is difficult for developing counselors to understand the interconnectedness of clients’ presenting problems, history, and strengths to form a holistic case conceptualization. The authors of this article describe a role-play for teaching the complexity of case conceptualization, in which students role-play various perspectives of psychosocial information and process the experience to create a holistic conceptualization. Activity steps are outlined with examples, and process questions to facilitate classroom discussion are included. Suggestions for implementation are also provided.     

Naturalistic Inquiry and Counseling: Contemplating Commonalities

Drawing on the recognized or developed skills of the counselor and adapting them to the research context can improve both research and the practice of counseling. The similarities between conducting naturalistic inquiry and providing counseling are contemplated. The values, skills, and characteristics of counselors as practitioners and as naturalistic inquirers are discussed.     

Counselors' Evaluation of Rogers-Perls-Ellis's Relationship Skills

Twenty-two participants (12 employment counselors and 10 counselor supervisors) attended a three-week workshop on enhancing relationship skills, after which each participant evaluated the Rogers, Perls, and Ellis film, Three Approaches to Psychotherapy, on 15 skills. Results indicate that there was general agreement between the counselors and the supervisors when judging levels of therapist functioning by the relationship skills. However, they also show that within each group there is wide divergence of judgment. Neither counselors nor supervisors agree among themselves on their evaluation of the relationship skills of Rogers, Ellis, and Perls. Implications are drawn for the use of the film as a training/evaluation aid for employment counselors and supervisors.     

Créativité, haut potentiel et talent

Creativity (the capacity to realize original productions that fit the problem at hand) is increasingly considered as an important part of giftedness and talent. In this article, we first examine different points of view concerning the role of creativity in the phenomenon of giftedness and talent. Measures of creative potential and talent, as well as studies on the development of creativity are presented. We then consider the place of creativity in the education of gifted children. Finally, we discuss the implications of studying creativity in gifted children and propose possible lines of research and educational applications with a special focus on creativity.     

A Life Span Developmental Perspective on Psychosocial Development in Midlife

Research in life span development suggests that middle adulthood is a time of stability, discovery, and psychosocial growth. This review applies the life span developmental perspective to advance counselors’ understanding of psychosocial development during middle adulthood, specifically, midlife adults’ sense of self, perceptions of aging, developmental tasks, and contexts.     

A Cluster Analytic Study of Clinical Orientations Among Chemical Dependency Counselors

Three distinct clinical orientations were identified in a sample of chemical dependency counselors (N = 406). Based on cluster analysis, the largest group, identified and labeled as “uniform counselors,” endorsed a simple, moral‐disease model with little interest in psychosocial interventions. A 2nd group, identified as “multiform counselors,” embraced an incongruent moral‐disease‐psychosocial model, and valued a myriad of treatment approaches. The smallest group, labeled “client‐directed counselors,” did not fully endorse Alcoholics Anonymous (AA) principles, valued non‐coercive treatment, and recognized coexisting psychopathology in clients. Results from a discriminant function analysis provided evidence to support the 3‐group cluster solution.     

From Constraints to Opportunities? Provision of Psychosocial Support in Portuguese Oncogenetic Counseling Services

Although available guidelines for familial cancer risk counseling clearly state the need to provide adequate psychosocial assessments and support, this feature of care is only available in part for individuals and families in oncogenetic counseling protocols in Portugal. The purpose of this study was to examine the psychosocial aspects of oncogenetic counseling provided by a sample of Portuguese genetics professionals. We sought to ascertain perceived need for the provision of psychosocial services and ways to enhance the psychosocial focus in service delivery. A qualitative study was designed; semi-structured focus groups and individual interviews were performed with 30 professionals from Portuguese healthcare institutions where oncogenetic counseling is offered. Findings suggest: current practice is aligned with the teaching model, with a mainly information-based focus; use of psychosocial counseling techniques and psychosocial support is limited throughout the genetic counseling timeline; there is a limited workforce of adequately trained psychosocial professionals, who are disadvantaged by structural and organizational constraints. These factors are considered to be serious barriers for psychosocial delivery. Development of multidisciplinary teams working in oncogenetics, and need for further counselling skills and training for genetics healthcare professionals were identified as priorities. Implications for practice and policy are discussed. Portuguese genetic counselors who have recently completed their training, may therefore contribute to enhanced psychosocial services delivery.     

“I'm prepared for this moment”: The role of mindfulness in the psychosocial health of women of color

This study utilized a phenomenological approach to explore how women of color (N = 7) engage in mindfulness practices to improve their psychosocial well-being, specifically as it relates to identity development and belongingness. Five themes emerged: awareness of mind–body connection, resilience in the face of discrimination, empathic perspective-taking, awareness of internalized biases, and global sense of belonging. Implications for counselors and future research are discussed.     

Best Practices for Counseling in Cardiac Rehabilitation Settings

Heart disease is the leading cause of death in the United States and can affect individuals of all ages, gender, ethnicity, and socioeconomic status. This article reviews the research on psychosocial interventions in cardiac rehabilitation programs and discusses the evolving set of best practices for counselors working in a new setting with people who have experienced the trauma of cardiac disease. Recommendations for best practices for counselors who work in this emerging area are provided, including recommendations for facilitating posttraumatic growth.     

Comprehensive employment preparation for adolescents with developmental disabilities: an empirical paradigm

This paper presents a comprehensive employment preparation intervention for adolescents with developmental disabilities. Vocational preparation is viewed in terms of the development of job and related psychosocial skills. The Comprehensive Employment Preparation program is designed to help youth and young adults with developmental disabilities acquire the skills necessary to prepare them for effective functioning as self-sustaining, working members of society. Substantial research indicates that social, problem-solving and employment-seeking skills are significant factors in attaining and maintaining employment. At this time, relevant literature clearly reveals that progress is being made in assessing individual deficiencies and programs for development of improved social competency. Future policy and research issues are reviewed.