ABSTRACT
Gifted and talented students are some of the most rewarding and challenging students for the school counselor. It is surprising, then, that these students are so seldom discussed in counseling training programs, despite evidence that these students are at risk for negative academic and social–emotional outcomes, including underachievement, dropout, stress, and depression (Colangelo & Davis, 1997; Kerr, 1991; Lovecky, 1993; Moon, Kelly, & Feldhusen, 1997; Silverman, 1993). While there is a great deal of literature and research on gifted students, very few school counselors have been required to demonstrate proficiency in these topics in the course of their education and training. Of course, this does not mean that they will not encounter these students in their school counseling work—gifted students are in every school at every grade level. It does, however, mean that school counselors may not have the knowledge required to identify and support this population, nor the ability to recognize the importance of providing services that address their specific needs (Adams-Byars, Whitsell, & Moon, 2004; VanTassel-Baska & Baska, 2004).
