Counseling Gifted African American Students: Promoting Achievement, Identity, and Social and Emotional Well-Being. Counseling Research-Based Decision Making Series 9506.

Autor/in	Ford, Donna Y.
Institution	National Research Center on the Gifted and Talented, Storrs, CT.
Titel	Counseling Gifted African American Students: Promoting Achievement, Identity, and Social and Emotional Well-Being. Counseling Research-Based Decision Making Series 9506.
Quelle	(1995), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Black Students; Counseling Techniques; Educational Counseling; Elementary Secondary Education; Emotional Development; Gifted; Individual Counseling; Interpersonal Competence; School Community Relationship; Sex Differences; Student Development; Student Needs; Underachievement; Well Being + Suchen Sie Ihr Suchwort? Schulleistung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Gefühlsbildung; Begabter, Hoch Begabter; Interpersonale Kompetenz; Sex difference; Geschlechtsunterschied; Performance deficiency; Leistungsschwäche; Well-being; Wellness; Wohlbefinden
Abstract	This monograph attempts to bridge the fields of education and counseling, focusing on the academic, social and emotional, and psychological concerns of gifted African American students. Also discussed are gender issues between African American males and females relative to social and educational variables; barriers to counseling for African American students, including those identified as gifted; and recommendations for counselors who work with these students. The counseling strategies and philosophies that are espoused center on the holistic development of students, including the problems experienced by gifted students in general (such as high anxiety and stress, low self-concept, and poor peer relations) and African American and minority students in particular (such as racism, low teacher expectations, disproportionate dropout rates, learning style differences, and racial identity). Nine guidelines for working with gifted African American students are recommended: (1) focus on strengths; (2) help students build positive social and peer relations; (3) promote social competence and encourage biculturality; (4) teach students how to cope with social injustices; (5) adopt broader and more comprehensive definitions of underachievement; (6) involve families, African American professionals, and community leaders; (7) explore the quality and quantity of support systems and resources available to students; (8) integrate multiculturalism into the learning process; and (9) counsel students using their preferred learning styles. Contains 96 references. (DB)
Anmerkungen	NRC/GT, The University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC