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Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting

Year 2017, Volume: 5 Issue: 1, 55 - 68, 06.03.2017

Abstract

Research literature dealing with the issue of “who seeks help for gifted children and adolescents who have emotional psychological, educational and familial problem” is very meager. The main reasons for this situation are:

a. Seeking help is not considered a “pure” pedagogical or psychological subject, and thus it falls “in-between” many categories and does not seem to fit exactly to any of them;

b. When a student is referred to a counselor by a school teacher or headmaster the school is not interested in questions such as who else is sent to therapy, or what are the problems of other gifted students who need psychological help;

c. When a gifted student sees a therapist it is the interest of the student’s family that this intervention remains private while the counselor is obliged to confidentiality. Thus it is very rare that any party will be interested in giving any details regarding the treatment to a third party who might use them as statistical material “for the sake of science”.

d. There are only few psychologists of the gifted who are also theoreticians of giftedness and do both: treat gifted children and write quantitative studies about the cases they have approached.

This article intends to start filling this gap. It is based on data from the years 2014-2017; in summa – about 400 parents and other family members of the gifted; thus it has statistical validity. It analyzes the characteristics of parents contacting me in order to get help by email or telephone; the main problems motivating parents to seek counseling; the gender problem – namely, the facts that 1. The vast majority of callers are boys’ parents, and 2. when a mother calls she almost never makes an appointment; some legal problem that might be caused, such as calls from parents who are in the middle of custody battle; and calls from people who are not family members, e.g. therapists who feel helpless and grandparents who – in many cases – try to make an appointment without informing the child’s parents about it.

The main conclusion of the study is that in most cases children and adolescents who need immediate, even urgent help do not get it, and while it seems quite easy for many parents to find an appropriate expert, about 90% of them prefer not to start treatment and not even to show up for one meeting.

References

  • Berlin, J.E. (2009). It's all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review, 31, 217-223.
  • CBS (2016). Central Bureau of Statistics, table 8.5. Retrieved from: http://www.cbs.gov.il/reader/shnaton/templ_shnaton.html?num_tab=st08_05&CYear=2015
  • Clinton, H.R. (1966). It Takes a Village: And Other Lessons Children Teach Us. New York: Simon & Schuster.
  • Colangelo, N., Assouline, S.G., & Gross, M.U.M. (Eds.). (2004). A nation deceived: How schools hold back America's brightest students. (Vols. 1-2). Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted.
  • Colangelo, N., Assouline, S.G., & Marron, M.A. (2010). Guidelines for developing an academic acceleration policy. Journal of Advanced Academics, 21(2), 180- 203.
  • Cornell, D. (1989). Child adjustment and parent use of the term “gifted”. Gifted Child Quarterly, 33(2), 59-64.
  • David, H. (2010). Gifted Case Studies (Keynote speech). In A. İşman & Z. Kaya (eds.), International Conference on New Horizons in Education: Proceedings book (pp. 7-23). Famagusta, Cyprus, 23rd-25th June 2010.
  • David, H. (2011). Learning disabilities, Attention deficit (Hyperactivity) Disorder, and giftedness: Two case-studies. Gifted Education Press, 25(3), 2-9. Retrieved on November 8, 2011 from the Davidson Institute database: http://www.davidsongifted.org/db/Articles_id_10713.aspx
  • David, H. (2012a). Diagnosing the gifted, Part I. Retrieved from: http://www.hebpsy.net/articles.asp?t=0&id=2779
  • David, H. (2012b). Diagnosing the gifted, Part II. Retrieved from: http://www.hebpsy.net/articles.asp?t=0&id=2888
  • David, H. (2012c). Ethical issues in educating and counseling the gifted. Gifted Education Press, 26(3), 7-13.
  • David, H. (2012d). Response to the letter of Shlomit Rachmel, the Director of the Division for Gifted and Outstanding Students, The Ministry of Education, Israel, on my article: Ethical issues in educating and counseling the gifted [Gifted Education Press, 26(3), 7-13]. Gifted Education Press, 26(4), 19-20.
  • David, H. (2013a). Diagnosing the gifted, Part III. When is the potential to harm higher than the benefits? (Hebrew). Retrieved from: http://www.hebpsy.net/articles.asp?t=0&id=2922
  • David, H. (2013b). Deciphering diagnoses of the gifted. (Hebrew). Retrieved from: http://www.hebpsy.net/articles.asp?id=2957
  • David, H. (2013c). Does contemporary education for the gifted truly encourage them to fulfill their talents? Keynote. Proceedings of the International Interdisciplinary Conference on Education and Development (pp. 267-295), Umunze-Anambra State (Nigeria), 1-4 July, 2013.
  • David, H. (2014a). Diagnosis of the gifted in Israel. Gifted Education International, 30(1), 57-60.
  • David, H. (2014b). Why is diagnosing the gifted in Israel so problematic? On the problems of diagnosing gifted children and the difficulties in de-ciphering such diagnoses. Australasian Journal of Gifted Education, 23(1), 49-58.
  • David, H. (2014c). Joy: A young gifted underachiever. Advanced Development Journal, 14(2), 89-108.
  • David, H. (2014d). The gifted Arab child in Israel. Saarbruecken, Germany: Lambert Academic Publishing.
  • David, H. (2015). Suicide threats and suicide attempts among the gifted. Gifted Education Press Quarterly, 29(2), 7-13.
  • David, H. (2016a). Diagnostic et enseignement pour les enfants hp:l'exemple d'Israël.Revueéconomiqueetsociale.
  • David, H. (2016b). A double label: Learning disabilities and emotional problems among gifted children. International Letters of Social and Humanistic Sciences.
  • David, H. (2017). Gifted Education in the Middle East. In: S. Pfeiffer, E. Shaunessy-Dedrick & M. Foley Nicpon (Eds.), APA Handbook of Giftedness and Talent. Washington, DC: APA Books.
  • Freeman, J. (2006). Giftedness in the Long Term. Journal for the Education of the Gifted, 29, 384-403.
  • Gross, M.U.M. (1992). The use of radical acceleration in cases of extreme intellectual precocity. Gifted Child Quarterly, 36, 90-98.
  • Gross, M.U.M. (2006). Exceptionally gifted children: Long-term outcomes of academic acceleration and nonacceleration. Journal for the Education of the Gifted, 29(9), 404-429.
  • Gross, M.U.M. & van Vliet, H.E. (2003). Radical acceleration of highly gifted children: An annotated bibliography of international research on highly gifted young people who graduate from high school three or more years early. Radnor, PA: John Templeton Foundation.
  • Gross, M.U.M. & van Vliet, H.E.(2005). Radical Acceleration and Early Entry to College: A Review of the Research. Gifted Child Quarterly, 49(2), 154-171.
  • Kerr, B., Colangelo, N., & Gaeth, J. (1988). Gifted adolescents' attitudes toward their giftedness. Gifted Child Quarterly, 32, 245-247.
  • Manaster, G.J., Chart, J.C., Watt, C., & Wiehe, J. (1994). Gifted adolescents' attitudes toward their giftedness: A partial replication. Gifted Child Quarterly, 38, 176-178.
  • OECD (2013). What Makes Schools Successful? Resources, Policies and Practices – Volume IV. Selecting and Grouping Students. Retrieved form: https://www.oecd.org/pisa/keyfindings/Vol4Ch2.pdf
  • Peters, S.J., Kaufman, S.B., Matthews, M.S., McBee, M.T., & McCoach, D.B. (16/4/2014). Gifted Ed. Is Crucial, But the Label Isn't (Commentary). Retrieved from Education Week: http://www.edweek.org/ew/articles/2014/04/16/28peters_ep.h33.html
  • Segev, E. & Cahan, S. (2013). Older children have a greater chance to be accepted to gifted student programmes. Assessment in Education: Principles, Policy & Practice, 21(1), 4-15.
  • Silverman, L. (2016). What have we learnt about gifted children? 30th anniversary 1979-2009. Retrieved from Gifted development center: http://www.gifteddevelopment.com/articles/what-we-have-learned-about-gifted-children
  • Swirski, S., Konor-Atias, E., & Zelingher, R. (2015). Israel: Social Report 2015 – No Change in Inequality Trends in
  • Sight. Adva Center: Information on equality and social justice in Israel. Retrieved from: http://adva.org/wp-content/uploads/2016/03/social-2015-Eng.pdf
  • Vialle, W., Ashton, T., Carlon, G., Rankin, F. (2001). Acceleration: A coat of many colours. Roeper Review, 24(1), 14-19.
  • Webb, J. (2014). Dabrowski’s Theory and Existential Depression in Gifted Children and Adults. Retrieved from: http://www.davidsongifted.org/db/Articles_id_10554.aspx
Year 2017, Volume: 5 Issue: 1, 55 - 68, 06.03.2017

Abstract

References

  • Berlin, J.E. (2009). It's all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review, 31, 217-223.
  • CBS (2016). Central Bureau of Statistics, table 8.5. Retrieved from: http://www.cbs.gov.il/reader/shnaton/templ_shnaton.html?num_tab=st08_05&CYear=2015
  • Clinton, H.R. (1966). It Takes a Village: And Other Lessons Children Teach Us. New York: Simon & Schuster.
  • Colangelo, N., Assouline, S.G., & Gross, M.U.M. (Eds.). (2004). A nation deceived: How schools hold back America's brightest students. (Vols. 1-2). Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted.
  • Colangelo, N., Assouline, S.G., & Marron, M.A. (2010). Guidelines for developing an academic acceleration policy. Journal of Advanced Academics, 21(2), 180- 203.
  • Cornell, D. (1989). Child adjustment and parent use of the term “gifted”. Gifted Child Quarterly, 33(2), 59-64.
  • David, H. (2010). Gifted Case Studies (Keynote speech). In A. İşman & Z. Kaya (eds.), International Conference on New Horizons in Education: Proceedings book (pp. 7-23). Famagusta, Cyprus, 23rd-25th June 2010.
  • David, H. (2011). Learning disabilities, Attention deficit (Hyperactivity) Disorder, and giftedness: Two case-studies. Gifted Education Press, 25(3), 2-9. Retrieved on November 8, 2011 from the Davidson Institute database: http://www.davidsongifted.org/db/Articles_id_10713.aspx
  • David, H. (2012a). Diagnosing the gifted, Part I. Retrieved from: http://www.hebpsy.net/articles.asp?t=0&id=2779
  • David, H. (2012b). Diagnosing the gifted, Part II. Retrieved from: http://www.hebpsy.net/articles.asp?t=0&id=2888
  • David, H. (2012c). Ethical issues in educating and counseling the gifted. Gifted Education Press, 26(3), 7-13.
  • David, H. (2012d). Response to the letter of Shlomit Rachmel, the Director of the Division for Gifted and Outstanding Students, The Ministry of Education, Israel, on my article: Ethical issues in educating and counseling the gifted [Gifted Education Press, 26(3), 7-13]. Gifted Education Press, 26(4), 19-20.
  • David, H. (2013a). Diagnosing the gifted, Part III. When is the potential to harm higher than the benefits? (Hebrew). Retrieved from: http://www.hebpsy.net/articles.asp?t=0&id=2922
  • David, H. (2013b). Deciphering diagnoses of the gifted. (Hebrew). Retrieved from: http://www.hebpsy.net/articles.asp?id=2957
  • David, H. (2013c). Does contemporary education for the gifted truly encourage them to fulfill their talents? Keynote. Proceedings of the International Interdisciplinary Conference on Education and Development (pp. 267-295), Umunze-Anambra State (Nigeria), 1-4 July, 2013.
  • David, H. (2014a). Diagnosis of the gifted in Israel. Gifted Education International, 30(1), 57-60.
  • David, H. (2014b). Why is diagnosing the gifted in Israel so problematic? On the problems of diagnosing gifted children and the difficulties in de-ciphering such diagnoses. Australasian Journal of Gifted Education, 23(1), 49-58.
  • David, H. (2014c). Joy: A young gifted underachiever. Advanced Development Journal, 14(2), 89-108.
  • David, H. (2014d). The gifted Arab child in Israel. Saarbruecken, Germany: Lambert Academic Publishing.
  • David, H. (2015). Suicide threats and suicide attempts among the gifted. Gifted Education Press Quarterly, 29(2), 7-13.
  • David, H. (2016a). Diagnostic et enseignement pour les enfants hp:l'exemple d'Israël.Revueéconomiqueetsociale.
  • David, H. (2016b). A double label: Learning disabilities and emotional problems among gifted children. International Letters of Social and Humanistic Sciences.
  • David, H. (2017). Gifted Education in the Middle East. In: S. Pfeiffer, E. Shaunessy-Dedrick & M. Foley Nicpon (Eds.), APA Handbook of Giftedness and Talent. Washington, DC: APA Books.
  • Freeman, J. (2006). Giftedness in the Long Term. Journal for the Education of the Gifted, 29, 384-403.
  • Gross, M.U.M. (1992). The use of radical acceleration in cases of extreme intellectual precocity. Gifted Child Quarterly, 36, 90-98.
  • Gross, M.U.M. (2006). Exceptionally gifted children: Long-term outcomes of academic acceleration and nonacceleration. Journal for the Education of the Gifted, 29(9), 404-429.
  • Gross, M.U.M. & van Vliet, H.E. (2003). Radical acceleration of highly gifted children: An annotated bibliography of international research on highly gifted young people who graduate from high school three or more years early. Radnor, PA: John Templeton Foundation.
  • Gross, M.U.M. & van Vliet, H.E.(2005). Radical Acceleration and Early Entry to College: A Review of the Research. Gifted Child Quarterly, 49(2), 154-171.
  • Kerr, B., Colangelo, N., & Gaeth, J. (1988). Gifted adolescents' attitudes toward their giftedness. Gifted Child Quarterly, 32, 245-247.
  • Manaster, G.J., Chart, J.C., Watt, C., & Wiehe, J. (1994). Gifted adolescents' attitudes toward their giftedness: A partial replication. Gifted Child Quarterly, 38, 176-178.
  • OECD (2013). What Makes Schools Successful? Resources, Policies and Practices – Volume IV. Selecting and Grouping Students. Retrieved form: https://www.oecd.org/pisa/keyfindings/Vol4Ch2.pdf
  • Peters, S.J., Kaufman, S.B., Matthews, M.S., McBee, M.T., & McCoach, D.B. (16/4/2014). Gifted Ed. Is Crucial, But the Label Isn't (Commentary). Retrieved from Education Week: http://www.edweek.org/ew/articles/2014/04/16/28peters_ep.h33.html
  • Segev, E. & Cahan, S. (2013). Older children have a greater chance to be accepted to gifted student programmes. Assessment in Education: Principles, Policy & Practice, 21(1), 4-15.
  • Silverman, L. (2016). What have we learnt about gifted children? 30th anniversary 1979-2009. Retrieved from Gifted development center: http://www.gifteddevelopment.com/articles/what-we-have-learned-about-gifted-children
  • Swirski, S., Konor-Atias, E., & Zelingher, R. (2015). Israel: Social Report 2015 – No Change in Inequality Trends in
  • Sight. Adva Center: Information on equality and social justice in Israel. Retrieved from: http://adva.org/wp-content/uploads/2016/03/social-2015-Eng.pdf
  • Vialle, W., Ashton, T., Carlon, G., Rankin, F. (2001). Acceleration: A coat of many colours. Roeper Review, 24(1), 14-19.
  • Webb, J. (2014). Dabrowski’s Theory and Existential Depression in Gifted Children and Adults. Retrieved from: http://www.davidsongifted.org/db/Articles_id_10554.aspx
There are 38 citations in total.

Details

Primary Language English
Journal Section Gifted Education
Authors

Hanna Davıd

Publication Date March 6, 2017
Published in Issue Year 2017 Volume: 5 Issue: 1

Cite

APA Davıd, H. (2017). Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting. Journal for the Education of Gifted Young Scientists, 5(1), 55-68.
AMA Davıd H. Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting. JEGYS. March 2017;5(1):55-68.
Chicago Davıd, Hanna. “Seeking Help for Young Gifted Children With Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting”. Journal for the Education of Gifted Young Scientists 5, no. 1 (March 2017): 55-68.
EndNote Davıd H (March 1, 2017) Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting. Journal for the Education of Gifted Young Scientists 5 1 55–68.
IEEE H. Davıd, “Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting”, JEGYS, vol. 5, no. 1, pp. 55–68, 2017.
ISNAD Davıd, Hanna. “Seeking Help for Young Gifted Children With Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting”. Journal for the Education of Gifted Young Scientists 5/1 (March 2017), 55-68.
JAMA Davıd H. Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting. JEGYS. 2017;5:55–68.
MLA Davıd, Hanna. “Seeking Help for Young Gifted Children With Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting”. Journal for the Education of Gifted Young Scientists, vol. 5, no. 1, 2017, pp. 55-68.
Vancouver Davıd H. Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling? Part I: Between the Telephone Call and the Meeting. JEGYS. 2017;5(1):55-68.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.