ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part focuses on the psychosocial characteristics and needs of gifted learners and how a curriculum model like the Integrated Curriculum Model (ICM) may be used as a framework for designing affective curriculum that may promote a deep understanding of self and others and also develops the skills necessary for talent development. It presents an overview of the importance of integrating affective responses within the teaching of the ICM-based units of study. The part then outlines standards for school counselors and suggests ways that counselors and teachers can collaborate to guide gifted learners and highlights the skills and mindsets of counselors who are effective with gifted students as facilitators of learning and provides support for the process of thinking needed for decision-making.
