ABSTRACT
The development of skills and attitudes among teachers in school settings that will foster the social-emotional growth of the gifted again will require hard work by coordinators of gifted programs. There are a variety of strategies that school districts may try to involve counselors and counseling psychologists effectively with this population. The preparation of counselors and teachers in schools is no small matter, given the current emphases in schools on students who are not performing at appropriate levels of achievement. Beyond just the preparation of counselors and teachers lies the bigger issue of sensitizing schools to the need to weave the affective strand into all of their work for these learners, as well as others in the school system who stand to benefit. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
