Βοηθήστε μας να κάνουμε καλύτερη την υπηρεσία eJournals. Αν έχετε χρησιμοποιήσει την υπηρεσία eJournals στο παρελθόν και έχετε κάποια εμπειρία ως προς τη χρήση της, παρακαλούμε αφιερώστε ένα λεπτό και συμπληρώστε το σύντομο ερωτηματολόγιο!

H Επαγγελματική Συμβουλευτική των Χαρισματικών Μαθητών: Όταν το Ταλέντο γίνεται Δίλημμα


Δημοσιευμένα: Sep 14, 2021
Λέξεις-κλειδιά:
συμβουλευτική υποστήριξη χαρισματικοί μαθητές διαφορετικότητα επαγγελματική ανάπτυξη επαγγελματικός προσανατολισμός
Καλιόππη Σωτηράκη
Αλέξανδρος-Σταμάτιος Αντωνίου
Περίληψη
Οι χαρισματικοί μαθητές αποτελούν μία ομάδα του μαθητικού πληθυσμού, η οποία έχει απασχολήσει αρκετά την επιστημονική κοινότητα τις τελευταίες δεκαετίες. Οι ιδιαίτερες δυνατότητες αλλά και δυσκολίες που μπορεί να αντιμετωπίζουν οι μαθητές αυτής της κατηγορίας στο σχολικό και κοινωνικό τους περιβάλλον είναι πολλαπλές με αποτέλεσμα να χρειάζονται συμβουλευτική υποστήριξη για να μπορέσουν να διαχειριστούν τη διαφορετικότητα που τους διακρίνει. Η συμβουλευτική μπορεί να αφορά τόσο σε προσωπικές δυσκολίες όσο και σε ζητήματα επαγγελματικής ανάπτυξης και αποφάσεων. Σε αυτά τα ζητήματα είναι χρήσιμη η υποστήριξη των χαρισματικών μαθητών μέσω ενός προγράμματος επαγγελματικού προσανατολισμού, το οποίο θα προσαρμόζεται στο προφίλ και τις ανάγκες τους. Στόχος των διαδικασιών αυτών είναι η αυτογνωσία του μαθητή. Στην ειδική αγωγή –και ειδικότερα στην περίπτωση των χαρισματικών παιδιών– ο επαγγελματικός προσανατολισμός καλείται να λάβει επιπλέον υπόψη τις ιδιαιτερότητες και ιδιαίτερες ανάγκες των ατόμων, τα δικαιώματα που πηγάζουν από τις ανάγκες αυτές αλλά και τη στάση της κοινωνίας απέναντί τους.
Λεπτομέρειες άρθρου
  • Ενότητα
  • Articles
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
ALODAT, A. M., GHAZAL, M. M. A., & AL-HAMOURI, F. A. (2020). Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model. International Journal of Educational Psychology, 9(2), 195-222.
ΑΝΤΩΝΙΟΥ, A.-Σ. (2009). Χαρισματικά και ταλαντούχα παιδιά. Αθήνα: Ιατρικές Εκδόσεις Π.Χ Πασχαλίδης.
BAKER, J. A. (1996). Everyday stressors of academically gifted adolescents. Journal of Secondary Gifted Education, 7, 356-368.
BATES, C. C., & MORGAN, D. N. (2018). Seven elements of effective professional development. The Reading Teacher, 71(5), 623-626.
BETZ, N. R., & FITZGERALD, L. F. (1987). The career psychology of women. Orlando: Academic Press.
BOSTON, J. S., & CIMPIAN, A. (2018). How do we encourage gifted girls to pursue and succeed in science and engineering?. Gifted Child Today, 41(4), 196-207.
BREIK, W. D., & ZAZA, H. I. (2019). Coping strategies adopted by adolescents: A comparative study in relation to gifted status, gender, and family size. Gifted Education International, 35(1), 3-19.
BUESCHER, T. M. (1991). Gifted adolescents. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 382-401). Boston: Allyn & Bacon.
CABRAS, C., & MONDO, M. (2018). Coping strategies, optimism, and life satisfaction among first-year university students in Italy: Gender and age differences. Higher Education, 75(4), 643-654.
CHOWDHURY, M. A. (2017). Towards the achievement of a unified, uniform and socially-just ‘gifted education’policy acceptable on a global scale. Journal for the Education of Gifted Young Scientists, 5(1), 1-22.
COLANGELO, N. (2003). Counseling gifted students. In N.Colangelo & G.A.Davis (Eds), Handbook of gifted education (3rd ed., pp. 373-387). Boston: Allyn & Bacon.
COLANGELO, N. & ZAFFRANN, R. (1979). New voices in counseling the gifted. Dubuque, IA: Kendall-Hunt.
COLLINS, K. H. (2017). From identification to Ivy League: Nurturing multiple interests and multi-potentiality in gifted students. Parenting for High Potential, 6(4), 19-22.
COLOZZI, E. A., & COLORZI, L. C. (2000). College students' callings and careers: An integrated values-oriented perspective. In D. A. Luzzo (Ed.), Career counseling of college students: An empirical guide to strategies that work (pp. 63-90). Washington, DC: American Psychological Association.
CSIKSZENTMIHALYI, M., & SCHNEIDER, B. (2000). Becoming adult: How teenagers prepare for the world of work. New York: Basic Books.
DAVIS, G. A., & RIMM, S. B. (1998). Education of the gifted and talented (4th ed). Boston: Allyn and Bacon.
ΔΕΛΑΣΣΟΥΔΑΣ, Λ. (2004). Σχολικός και Επαγγελματικός Προσανατολισμός Ατόμων με ειδικές ανάγκες: Προϋποθέσεις, προβλήματα. Στο Μ.Ι. Κασσωτάκης (επιμ.), Συμβουλευτική και Επαγγελματικός Προσανατολισμός (σελ. 567-601). Αθήνα: Τυπωθήτω.
DELISLE, J. R. (1992). Guiding the social and emotional development of gifted youth. New York: Longman.
DELISLE, J. R. (1997). Gifted adolescents: Five steps toward understanding and acceptance. In N.Colangelo & G.A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 475-482). Boston: Allyn and Bacon.
DOWDALL, C. B., & COLANGELO, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26, 179-184.
ECCLES, J. S. (1985). Why doesn’t Jane run? Sex differences in educational and occupational patterns. In F. D. Horowitz & M. O’Brien (Eds.), The gifted and talented: Developmental perspective (pp. 251-295). Washington, DC: American Psychological Association.
FELDHUSEN, J., VANTASSEL-BASKA, J., & SEELEY, K. (1989). Excellence in Educating the Gifted. Denver: Love.
FREDERICKSON, R. H. (1986). Preparing gifted and talented students for the world of work. Journal of Counseling and Development, 64, 556-565.
GRIGGS, S. A. (1991). Counseling gifted children with different learning style preferences. In R. M. Milgram (Ed.), Counseling gifted and talented children: A guide for teachers, counselors, and parents (pp. 53-74). Norwood, NJ: Ablex.
HANSEN, J. B., & HALL, E. G. (1997). Gifted women and marriage. Gifted Child Quarterly, 41, 169-180.
HORNSTRA, L., BAKX, A., MATHIJSSEN, S., & DENISSEN, J. J. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 101871.
JUNG, J. Y. (2019). The Career Development of Gifted Students. In: J. Athanasou & H. Perera (Eds.) International Handbook of Career Guidance (pp. 325-342). Cham: Springer.
KELLY, K., & COLANGELO, N. (1990). Effects of academic ability and gender on career development. Journal for the Education of the Gifted, 13, 168-175.
KELLY, K. (1992). Career maturity of young gifted adolescents: A replication study. Journal for the Education of the Gifted, 16, 36-45.
KELLY, K. (1996). A talent development model of career counseling. Gifted Education International, 11, 131-135.
KENNEDY, K., & FARLEY, J. (2018). Counseling gifted students: School-based considerations and strategies. International Electronic Journal of Elementary Education, 10(3), 361-367.
KERR, B. A., & CLAIBORN, E. D. (1991). Counseling talented adults. Advanced Development, 3, 75-83.
KERR, B. A. & COLANGELO, N. (1988). The college plans of academically talented students. Journal of Counseling and Development, 67, 42-48.
KERR, B. A., & GAHM, J. (2018). Developing talents in girls and young women. In: S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (p. 399–415). American Psychological Association.
KERR, B. A. (1981A). Career education for the gifted and talented. Columbus, OH: Ohio State University, National Center for Research in Vocational Education.
KERR, B. A. (1981B). Career education strategies for the gifted. Journal of Career Education, 7, 318-323.
KERR, B. A. (1983). Raising the career aspirations of gifted girls. Vocational Guidance Quarterly, 32, 37-42.
KOLB, L., & JUSSIM, K. J. (1993). Teacher expectations and underachieving gifted children. Roeper Review, 17, 26-30.
KORKMAZ, O., ILHAN, T., & BARDAKCI, S. (2018). An Investigation of Self-Efficacy, Locus of Control, and Academic Procrastination as Predictors of Academic Achievement in Students Diagnosed as Gifted and Non-Gifted. European Journal of Educational Studies, 4(7), 173-192.
LANDRUM, M. S. (1987). Guidelines for implementing a guidance/counseling program for gifted and talented students. Roeper Review, 10, 103-107.
LEUNG, S. A., CONOLEY, C., & SCHEEL, M. J. (1994). The career and educational aspirations of gifted highschool students: a retrospective study. Journal of Counseling and Development, 72, 298-303.
LI, W., & XIE, Y. (2020). The influence of family background on educational expectations: A comparative study. Chinese Sociological Review, 52(3), 269-294.
LOVECKY, D. V. (1986). Can you hear the flowers singing? Issues for gifted adults. Journal of Counseling and Development, 64, 572-575.
ΜΑΛΙΚΙΩΣΗ-ΛΟΪΖΟΥ, Μ. (2006). Αρχές συμβουλευτικής προσέγγισης των γυναικών. Στο Μ. Μαλικιώση-Λοϊζου, Δ. Σιδηροπούλου-Δημακάκου & Γ. Κλεφταρας (Επιμ.), Η συμβουλευτική ψυχολογία στις γυναίκες (σελ.25-44). Αθήνα: Ελληνικά Γράμματα.
ΜΑΛΙΚΙΩΣΗ-ΛΟΪΖΟΥ, Μ. (2008). Συμβουλευτική προσέγγιση των χαρισματικών παιδιών και των οικογενειών τους. Στο Η. Ματσαγγούρας, Εκπαιδεύοντας παιδιά υψηλών ικανοτήτων μάθησης: Διαφοροποιημένη Συνεκπαίδευση (σελ.435-467). Αθήνα: Gutenberg.
MAREE, J. G. (1999). Validating the results of test scores: A case study in career counseling, illustrating how a gifted child may benefit from job analyses. Gifted Education International, 13, 204-215.
MILGRAM, R. (1991). Counseling gifted and talented children and youth: Who, where, what and how? In R.Milgram (Εd.), Counseling gifted and talented children (pp. 7-21). Norwood, New Jersey: Ablex.
MITCHELL, K., LEVIN, A., & KRUMBOLTZ, J. (1999). Planned happenstance: Constructing unexpected career opportunities. Journal of Counseling & Development, 77, 115-124.
MOFIELD, E., & PARKER PETERS, M. (2019). Understanding underachievement: Mindset, perfectionism, and achievement attitudes among gifted students. Journal for the Education of the Gifted, 42(2), 107-134.
MOON, S. M., KELLY, K. R., & FELDHUSEN, J. F. (1997). Spexialized counseling services for gifted youth and their families: A needs assessment. Gifted Child Quarterly, 41, 16-25.
MORELOCK, M. J. (1992). Giftedness: The view from within. Understanding Our Gifted, 4, 11-15.
NAIF, K. A. (2019). Impact of digital media on gifted students’ career choices. Journal for the Education of Gifted Young Scientists, 7(2), 99-112.
NEIHART, M., REIS, S. M., ROBINSON, N. M., & MOON, S. M. (Eds.) (2002). The social and emotional development of gifted children: What do we know?. Waco, TX: Prufrock Press.
OLSZEWSKI-KUBILIUS, P., & CORWITH, S. (2018). Poverty, academic achievement, and giftedness: A literature review. Gifted Child Quarterly, 62(1), 37-55.
PASSOW, A. H. (1988). Educating gifted persons who are caring and concerned. Roeper Review,. 11, 13-15.
PERRONE, P. (1991). Career Developmetn. In N.Colangelo & G.A. Davis (Eds.), Handbook of Gifted Education (pp. 321-327). Boston: Allyn and Bacon.
PERRONE, P. A. (1997). Gifted individuals' career development. In N. Colangelo & G.Davis (Eds.), Handbook of Gifted Education (2nd ed., pp. 398-407). Needham Heights, MA: Allyn and Bacon.
PETERSON, J. S., & COLANGELO, N. (1996). Gifted achievers and underachievers: A comparison of patterns found in school files. Journal of Counseling and Development, 74, 399-407.
PIECHOWSKI, M. (1991). Emotional giftedness: The measure of intrapersonal intelligence. In N. Colangelo & G. Davis (Eds.), Handbook of Gifted Education (2nd ed., pp. 366-381). Needham Heights, MA: Allyn and Bacon.
POST-KAMMER, P., & PERRONE, P. (1983). Career perceptions of talented individuals: a follow-up study. Vocational Guidance Quarterly, 31, 203-211.
REIS, S. M., & FOLIO, E. J. (1993). Accelerated education methods for intellectually gifted secondary students. (ERIC Document Reproduction Services No. ED 359 708)
RIMM, S. B. (1990). Gifted kids have feeling too. Watertown, WI: Apple.
RIMM, S. B. (1995). Impact of family patterns upon the development of giftedness. In J.L.Genshaft, M. Bireley, & C. L. Hollinger (Eds.), Serving gifted and talented students: A resource for school personnel (pp. 243-322). Austin, TX: PRO-ED.
RIMM, S. B. (2003). See Jane win for girls: A smart girl’s guide to success. Minneapolis, MN: Free Spirit Press.
RIMM, S. B. (2007A). Keys to parenting the gifted child (3rd ed). Scottsdale, AZ: Great Potential Press.
RIMM, S. B. (2007B). What’s wrong with perfect? Clinical Perspectives on Perfectionism. Gifted Education International, 23, 114-121.
RIMM, S. B. (2008). Why bright kids get poor grades-and what you can do about it. Scottsdale, AZ: Great Potential Press.
RIMM, S. B., & RIMM-KAUFMAN, S.(2001). How Jane won: 55 successful women share how they grew from ordinary girls to extraordinary women. New York: Crown.
RIMM, S. B., RIMM-KAUFMAN, S., & RIMM, I. J. (1999). See Jane win: The Rimm report on how 1000 girls became successful women. New York: Crown.
SANBORN, M. P. (1979). Career development: Problems of gifted and talented students. In N. Colangelo & R. Zaffrann (Eds), New voices in counseling the gifted (pp.284-300). Dubuque, IA: Kendall-Hunt.
SCHULER, P. A. (1999). Voices of perfectionism: Perfectionistic gifted adolescents in a rural middle school. Storrs, CT: The National Research Center on the Gifted and Talented.
SCHULER, P.A. (2002). Perfectionism in gifted children and adolescents. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds,), Social and emotional development of gifted children: What do we know? (pp. 71-79. Washington, DC: National Association for Gifted Children.
SEWARD, K., & GAESSER, A. H. (2018). Career decision-making with gifted rural students: Considerations for school counselors and teachers. Gifted Child Today, 41(4), 217-225.
SILVERMAN, L. K. (1989). Career counseling for the gifted. In J. L. Van Tassel-Baska & P. Olszewski-Kubilius (Eds.), Patterns of influence on Gifted Learners: The Home, the Self, and the School (pp. 201-213). Boston: Allyn & Bacon.
SILVERMAN, L. K. (1991). Family counseling. In N. Colangelo, & G. A. Davis (Eds.), Handbook of gifted education (pp. 307-320). Boston: Allyn & Bacon.
SILVERMAN, L. K. (1993A). Counseling the gifted and talented. Denver: Love.
SILVERMAN, L. K. (1993B). Counseling needs and programs for the gifted. In K. A. Heller, F. J.Monks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp.631-647). Oxford, New York: Pergamon Press.
SMITH, C. K., & WOOD, S. M. (2020). Supporting the career development of gifted students: New role and function for school psychologists. Psychology in the Schools, 57(10), 1558-1568.
STEENBERGEN-HU, S., & OLSZEWSKI-KUBILIUS, P. (2017). Factors that contributed to gifted students’ success on STEM pathways: The role of race, personal interests, and aspects of high school experience. Journal for the Education of the Gifted, 40(2), 99-134.
STEWART J. B. (1999). Career counseling for the academically gifted student. Canadian Journal of Counseling, 33, 3-12.
SUH, H., SOHN, H., KIM, T., & LEE, D. G. (2019). A review and meta-analysis of perfectionism interventions: Comparing face-to-face with online modalities. Journal of Counseling Psychology, 66(4), 473–486.
SUPER, D. (1980). Life span, life-space approach to career development. Journal of Vocational Behavior, 16, 282-298
SYAFRIL, S., YAUMAS, N. E., ISHAK, N. M., YUSOF, R., JAAFAR, A., YUNUS, M. M., & SUGIHARTA, I. (2020). Characteristics and educational needs of gifted young scientists: a focus group study. Journal for the Education of Gifted Young Scientists, 8(2), 947-954.
ΤΣΙΑΜΗΣ, A. (2006). Τα χαρισματικά παιδιά ζουν ανάμεσά μας. Ανακαλύπτοντας τα ίδια και τις ανάγκες τους. Αθήνα: Γρηγόρης.
TORRANCE, E. P. (1965). Gifted children in the classroom. New York: Macmillan.
VÖTTER, B., & SCHNELL, T. (2019). Cross-lagged analyses between life meaning, self-compassion, and subjective well-being among gifted adults. Mindfulness, 10(7), 1294-1303.
WATTS, A.G. (1996). Toward a policy for lifelong career development: A transatlantic perspective. Career Development Quarterly, 45, 41-53.
WILSON, S. (1982). A new decade: The gifted and career choice. Vocational Guidance Quarterly, 31, 53-59.
WILSON, H. E., & ADELSON, J. L. (2018). Perfectionism: Helping gifted children learn healthy strategies and create realistic expectations. Parenting for High Potential, 7(3), 8-11.
WOOD, S. M., SMITH, C. K., & DUYS, D. K. (2018). Career counseling and the gifted individual: Applying social cognitive career theory to the career decision making of gifted individuals. In: S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (p. 629–644). American Psychological Association.
YAMAN, D. Y., & SÖKMEZ, A. B. (2020). A case study on social-emotional problems in gifted children. Elementary Education Online, 19(3), 1768-1780.
YU, H. P., & JEN, E. (2019). The gender role and career self-efficacy of gifted girls in STEM areas. High Ability Studies, 1-17.
Τα περισσότερο διαβασμένα άρθρα του ίδιου συγγραφέα(s)