ABSTRACT
A clinical perspective is important when contemplating the content and format of an affective curriculum. Integrative dimensions of an affective curriculum can be one domain of the work of gifted education teachers, although school counselors may be involved as well. Classroom teachers and gifted education teachers, preferably trained in workshops focusing on affective concerns of gifted students, also can do that. The clinical perspective being presented here emphasizes the present, where gifted students experience the complexity and, to a great extent, the universality of human development. Proactive affective curricula, intended to promote social and emotional health and enhance personal growth, can be created and delivered in several ways, including through both small- and large-group work. School counselors alone can provide such psychoeducational content and activities, especially when they are aware of characteristics and concerns related to giftedness. Career development currently is a significant focus in the proactive, prevention dimensions of school counseling.
