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Teacher as Counselor: Enhancing the Social,

Emotional, and Career Development of Gifted
and Talented Students in the...

Article in Gifted Education International · April 2005

DOI: 10.1177/026142940501900305

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Published in Gifted Education International.

Teacher as Counselor: Enhancing the social, emotional, and career development of

gifted and talented students in the classroom
Meredith J. Greene, Ph.D.

Two of the guiding principles of gifted program standards are that gifted learners must be
provided differentiated guidance efforts and affective curriculum (Nevitt, 2001), yet
many gifted and talented students are receiving inadequate social, emotional, and career
counseling. There are many reasons for this, including a shortage of personnel trained in
working with gifted students, emphasis on academic achievement and tests scores, and
the belief that gifted students can manage on their own. In many schools, guidance or
counseling of students is the sole domain of professional counselors; however, most
school counselors do not have training in gifted education and because they are burdened
with large caseloads, administrative duties (i.e., scheduling), and crisis counseling, they
often must function in a triage mode, attending to only the most serious problems with
little time left for anything else.
Except in the most specialized of schools, gifted and talented children and youth spend
the majority of their time in regular classrooms or in advanced-level classes that focus on
academics. It is in these classrooms that misperceptions about gifted students, whether
negative or positive, can be detrimental. In a recent national study on secondary teachers,
Greene (under review) found that in general, both teachers of the gifted and regular
classroom teachers expected gifted and talented adolescents to be more mature and polite
and have better behavioral self-management than their age peers, believed they were
from more stable homes, and felt they were more able to withstand considerable pressure
from others to perform at optimal levels. While these seemingly positive characteristics
may be true for some gifted and talented students, the services all gifted students receive
or do not receive can be based on these general (mis)perceptions.
While some educators are recognizing the importance of attending to the social and
emotional development for gifted students, unfortunately, attention to career development
is still lagging. It is necessary to fuse career counseling and personal counseling because
of the individual life roles that influence careers (e.g., race, gender, socioeconomic status,
values, interests) (Herr, Cramer, & Niles, 2004). Career counseling is a logical extension
of talent development as both are ongoing processes that demand accurate perceptions of
ability, potential, and achievement (Kelly, 1996). Social, emotional, and career
development are inextricably interconnected since career planning is a lifelong process
that requires a focus on self-awareness and self-development, along with career
awareness and exploration, skill development and working diligently towards goals
(Kelly, 1996, Stewart, 1999).
Teachers have a long tradition of helping students with personal and career decisions,
with students looking to them for advice, guidance, and support. Gifted educators do not
have to become counselors, but they can implement counseling techniques and affective
practices in their classrooms. These educational therapy techniques are integral to other
teaching and learning activities since they focus on feelings as well as ideas (VanTassel-
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Baska, 1991). The aim is not to replace professional counselors; teachers must accept
their personal and professional boundaries and make referrals for serious issues. Teachers
with gifted education training not only have knowledge of unique developmental
challenges facing some gifted and talented students but they also have the opportunity to
establish very close relationships with their students. Classroom teachers can take a
proactive approach by being prepared with affective strategies and counseling techniques
to address social, emotional, and career development in general and some of the
predictable developmental issues for gifted and talented students (Peterson, 2003;
Silverman, 1993; Van Tassel-Baska, 1998).

Unique Social, Emotional, and Career Development of Gifted

Students
Giftedness does not lead to social and emotional problems and the needs of gifted
individuals are varied (Coleman & Cross, 2001; Neihart, Reis, Robinson, & Moon,
2002). The social and emotional well-being of gifted adolescents is related to their type
of giftedness, personal characteristics, and the educational fit (Neihart, 1999). Even
though gifted adolescents are not a homogenous group, they tend to experience more
potential conflicts earlier, especially in school, due to the incongruities between their
developing abilities, interests, environments, and social expectations (Coleman & Cross,
2001; Csikszentmihalyi et al., 1993; Frey, 1991). Gifted and talented students are
believed to be no more clinically maladjusted than their peers, but they can face some
unique and predictable developmental issues (Nevitt, 2001; Reis, Neihart, Moon, &
Robinson, 2002; Silverman, 1993). Three clear issues posing predictable difficulties for
gifted and talented youth emerge from empirical studies: internal unevenness in
development, advancement and maturity compared with age peers, and special needs of
gifted students with simultaneous membership in one or more other groups (i.e., with
learning disabilities, ethnic minorities, females) (Robinson, 2002). Other unique
psychosocial needs of gifted youth include the awareness, understanding and acceptance
of giftedness, unhealthy perfectionism, high expectations from others, and heightened
sensitivity (Frey, 1991;Nevitt, 2001; Reis, Neihart, Moon, & Robinson, 2002;).
Moreover, highly creative gifted children and children with extremely high IQs may
experience more social and emotional difficulties than other gifted children (Coleman &
Cross, 2001; Lovecky, 1992). However, the challenges faced by some gifted individuals
do not automatically become problems without intervening factors, such as inadequate
educational fit or lack of understanding by others.
Personality traits that make some gifted children vulnerable in school must be considered
in career planning as well (Greene, 2002, 2003). In addition to the societal expectations
placed on gifted students to choose prestigious careers, there are social-emotional factors
that also must be considered, including perfectionism, extreme intensity or sensitivity,
desire for social justice/fairness, heightened empathy and compassion. The pressure to
make the perfect career choice, to please significant others including parents, teachers
and peers, can cause anxiety, fear of failure, and indecision (Stewart, 1999). Gifted youth
must learn to deal with traits such as high energy levels, creativity, moral sensitivity,
strong sense of social justice, heightened need for emotional connection, and sense of
personal mission so that their creative production, identity, and search for purpose and
life satisfaction are not constantly in crisis in an occupational setting.
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Teachers are in ideal positions to help gifted and talented students with career
development. Chickering and Reisser (1993), in Education and Identity, report that
students who discuss future plans with significant adults are much more likely to identify
clear career directions. Alexitch and Page (1997) found that students perceived the
academic and career advising they received from high school teachers to be more useful
than guidance counselors’ advice.

Social and Emotional Learning

Precursors to current social and emotional learning theory and practice focused on
teaching specific but isolated social or emotional skills, such as conflict resolution or
tolerance, and implementing interventions or projects such as service learning and
experiential learning, as add-ons to the curriculum. Emphasis in recent years has been on
building awareness and coping skills to avoid or alleviate difficulties. Social and
emotional competence can be fostered with an emphasis on integrating prevention efforts
into all aspects of the curriculum, by incorporating into classroom practice empirically
based educational methods that build resilience and promote children’s social and
emotional well-being (Silverman, 1993; Van Tassel-Baska, 1998; Peterson, 2003).
There are certain key social and emotional skills connected to success in life for all
individuals, including knowing oneself, identifying with others, managing feelings, and
making decisions. Social and emotional competence constitutes the ability to successfully
handle life tasks (e.g., forming relationships, problem solving, adapting) by
understanding, managing, and expressing the social and emotional aspects of one’s life
(Cohen, 1999). This competence includes self-awareness, self-regulation of emotion,
self-monitoring and performance, empathy and perspective taking and social skills in
handling relationships (Elias et al, 1997). To successfully integrate social and emotional
skills and build competence, the classroom teacher of the gifted can take on many aspects
of guidance and counseling.

Paradigm Shift: From Teaching to Counseling Mode

While it is not necessary to develop counseling expertise, teachers need to be sensitized
to the basic concepts and helping skills required to address students’ social, emotional,
and career development needs. Teaching is, above all, a helping profession and
intellectual and relational aspects of teaching are vital.
Many of the same skills are essential for effective educators and counselors: attunement,
empathy, energy, learning through experience and making on-the-spot decisions.
However, teachers are conditioned to talk more, be directive, multi-task, and correct or
fix things. Counselors, on the other hand, are trained to listen more than they talk, never
give advice, to be present (profound concentration, receptiveness, focus), and to allow the
“clients” to find their own solutions (Kottler & Kottler, 2000).
The first and most important change for a teacher adjusting to a counseling mode is to
adopt a helping mindset that requires a nonjudgmental attitude, genuineness, focused
attention, and the understanding that students need guidance to resolve their own issues
(Kottler, 2000; Kottler & Kottler, 1993, 2000).The goal of a counselor should be to
empower students and guide them through the decision-making process, not to make
decisions for them.
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The two main phases of the counseling or helping process are exploration and action.
Active listening is an essential exploration skill that can be quite difficult for teachers
because of time pressures and classroom distractions. Active or deep listening requires
intense concentration so that the helper can collect the information needed to interpret the
situation being presented. This is done by reframing, rephrasing or paraphrasing,
reflecting content and feelings, and summarizing what the “client” has said. The helper
has to concentrate on the words spoken, the message, and the nonverbal and contextual
cues that may contradict each other (Kottler, 2000). Helpers ask minimal but open-ended
and different types of questions, allow for silence so that students can think, and let
students determine the pace and direction of the conversation. The action phase of the
helping process is not dissimilar to lesson planning, in that specific, attainable and
reasonable goals must be established, but in the counseling process, goal-setting has to be
student-driven. Students have to expect setbacks, and for academically gifted students,
this is a big risk since they often expect instant success.

Cognitive Approaches and Brief Interventions

The principles and nature of brief cognitive interventions make them suitable for use by
classroom teachers (Litrell, Malia, & Vanderwood, 1995). A major objective of a
cognitive approach is to help students gain new perspectives on their problems (Zarb,
1992). Most students come to teachers for help with solvable problems or with concerns
they want to discuss, not deep psychological issues. Brief intervention approaches
emphasize the present, an action orientation, and specific objectives for small incremental
changes, with a focus on finding strengths and exceptions --- this is the language of
teachers. Brief interventions are goal-oriented, student-centered approaches that focus on
immediate manageable concerns and skill-building to make decisions and set goals.
Cognitive approaches are time-limited, structured, and collaborative ventures, ideal for
integration into classroom practice.
Cognitive approaches are also well-suited to the nature of many gifted and talented
students who respond better to stimuli offered in an intellectual framework that provides
a context and system of understanding rather than typical one-on-one counseling. Many
gifted students prefer to discover solutions in an independent, nondirective manner with
minimal guidance from others. Integrating affective issues into cognitive strategies will
have a great impact since gifted youth often exclude the affective domain from decision
making, overvaluing cognitive processes and undervaluing emotional ones. For gifted
and talented students who have a preference for action over words and who are seeking to
assert their independence, brief cognitive interventions are ideal in that they rely on
personal responsibility and choices (Prout, 1999).
The basics of certain counseling therapies can be learned and used by classroom teachers.
Particularly useful are the brief interventions of cognitive approaches: Choice Theory
(Glasser, 1988), Solution-focused therapy (Beyebach, Morejon, Palenzuela, &
Rodriguez-Arias, 1996; McConkey, 1998; McKeel, 1996; Metcalf, 1995; Metcalf,
Thomas, Duncan, Miller, & Hubble, 1996), Cognitive restructuring (Beck, 1995) and
Rational-Emotive Behavioral therapy (Ellis & Dryden, 1990; Ellis, 1995, 1996). These
approaches focus on personal responsibility, skill-building, and solution-finding.
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Theory in Practice
Some basic principles and techniques from the brief cognitive approaches outlined above
can be easily integrated into classroom practice with gifted students.
Choice Theory: The underlying premise of Choice Theory is that all behavior is chosen,
and the only person whose behavior we can control is our own (Glasser, 1988). We only
have direct control over our actions and thoughts and we can control our feelings through
how we choose to act and think. Because we control ourselves, none of what we do is
caused by any situation or person outside of ourselves. In a classroom setting, the use of
Choice Theory can be as simple as encouraging students to take personal responsibility
by banning the use of the “Someone made me” excuse. Further, students should not be
permitted the “I can’t” statements that often accompany their frustration or anxiety when
faced with a challenge; some gifted students must learn perseverance, and instead of
giving up, can learn to replace “I can’t” with “I find it difficult” or “I am having some
trouble with this.”
Solution-focused Approach: This approach does not dwell on the past or on problems but
focuses on the present situation and how to actively change it for the future by finding
solutions. A solution-focused session acknowledges that there is a goal to be
accomplished or a problem to be solved and then centers that purpose by establishing
realistic, achievable goals. This approach requires teachers to ask exploratory questions
to help students discover their strengths and successes and find exceptions to the current
problem. Sample questions that focus on solutions include: What is working for you
now? What are you doing that keeps this problem going? What would you rather be
doing instead of your problem? What would you like to try that is different from what
you usually do? What kinds of problems have you previously solved? How?
The key to a solution-focused discussion is showing students that they have the ability to
solve some of their own problems in the past, so they can do it again. Goal-setting is
essential, and students need help to change wishes (“I wish everyone would stop
worrying about me”) and complaints (“My parents are never satisfied”) into goals.
Willfully and actively pushing for change is going to work better than hoping for some
miraculous or spontaneous change.
Cognitive Restructuring: A basic premise of cognitive therapies is that we feel what we
think (Bush, 2002). However, our perceptions can be the result of automatic or negative
thoughts which are not always accurate. The goal of cognitive restructuring is to help
students recognize and analyze their automatic thoughts and perceptions, and replace
distorted or negative perceptions and cognitions with more realistic appraisals. The focus
is on personal responsibility and choice.
Negative self-talk can be rooted in irrational ideas about what gifted student think they
should do, think or believe about themselves. The more aware they are of these traps, the
easier they are to avoid. Some common faulty cognitions for gifted and talented students
are selective perception (ignoring the whole picture to concentrate only on things of
interest; taking details out of context), control fallacies (internal - belief that one is
responsible for others’ problems; external - blaming others for own problem),
catastrophizing (gross exaggeration of an event, with focus on the worst case scenario),
6

and dichotomous thinking (interpreting events in absolutes, with no tolerance for

uncertainty).
To help students identify and change the irrational beliefs, teachers must rely on
questioning that demands evidence to support the student belief. Teachers can repeatedly
ask “why” to challenge the impossible demands that students impose on themselves with
“should” statements (e.g., I should always be successful and “on top of things” because if
I’m not, I’m an inadequate, hopeless failure).
Students must learn to question the accuracy of their views and the assumed implications
of those views. Teachers can facilitate by helping students find a basic personal value that
counters the harmful irrational idea, list the consequences of the belief, or examine the
middle ground.
ABCDE approach: In his Rational-Emotive Behavioral cognitive approach, Ellis devised
a step-by-step method (ABCDE) that incorporates Choice Theory and cognitive
restructuring to address faulty or harmful cognitions. First, the student must describe the
Activating event or experience in objective terms, with no views or opinions. Next, the
student describes his or her Belief about what is true about this activating event. The
feeling or behavior that is the result of the student’s interpretation of A and B is the
Consequence. Students need to be taught that the consequence is a choice, and can be
beneficial or not. Usually, unhealthy behaviors are responses to irrational or inaccurate
beliefs/cognitions.
Once the ABCs are discovered and explored, the next step is to Dispute or challenge the
dysfunctional beliefs through questioning and asking for evidence or reasons. The final
step in this approach is to examine Effective new philosophies, emotions, and
behaviors to take action against the faulty cognitions. Taking action means answering
the questions from the disputing stage (D) and making changes to the beliefs (B).

Classroom practices to develop and maintain social and

emotional skills
Social and emotional development can be fostered in the classroom through the
establishment of a positive and safe classroom climate, the integration or enhancement of
affective components in the regular curriculum, the provision of opportunities for social
involvement and building of career skills, and proactive strategies for prevention of
problems and student support.
Setting up non-threatening, nurturing environments for gifted and talented students to
support each other and develop together creates the setting for the implementation of all
other strategies. Regular curriculum enhancement can be accomplished by including
creative productivity/artistic expression into coursework or integrating social/emotional
lessons with other curriculum areas. Incorporating art, music, and drama into other
curriculum areas and play into the classroom routine are also ways to tap into social and
emotional domains.
Beneficial life and career skills which are often not addressed in classrooms can be
explicitly taught. Some of these skills are learning to evaluate assets and risk factors (to
build resilience), practicing how to “read” people’s faces (social skill), or training in
7

cognitive restructuring or assertiveness (emotional management). Skills can also be

learned indirectly through modeling, mentor relationships, and bibliotherapy or
videotherapy activities (guided reading or viewing of media with social/emotional
themes). For specific career development, at the elementary school level, children need to
be exposed to many types of work, workers, and work vocabulary, while for middle
school children career-oriented subject matter is very beneficial. According to Herr,
Cramer, & Niles (2004), it is at this age that children should be learning some of the
generic skills and attitudes needed for careers (work ethic, cooperation, technology).
High school gifted teens need to know how the skills and content they learn in high
school will be applicable in “the real world” (Csikszentmihalyi, Rathunde, & Whalen,
1993). There are many personal factors to consider in career planning and teachers can
help students learn to identify personal strengths, examine how lifestyle choices may
affect careers, and focus their personal interests to make career planning decisions.
Opportunities for prosocial involvement can be found in the classroom, school, and larger
community through established preventive programs (e.g., anti-bullying, anti-violence,
peer mediation) and through volunteering or service learning projects that are connected
to curriculum. These activities also provide work experience, skill-building, and networks
of professionals and programs for future careers. Group problem-solving for classroom
problems, peer leadership opportunities, and buddy systems (e.g., pairing new students
with an experienced “buddy” for orientation/transition period) are also ways to build
students’ social, emotional, and career skills.
To prevent or alleviate potential problems, there are many effective strategies, such as
support groups or discussion forums, long-term pairing of adult advisors with students,
and instruction in stress prevention and coping techniques.

Conclusion
A caring adult who listens and guides is a wonderful asset to a gifted and talented student
who is looking for direction or help with the typical problems of growing up and/or being
gifted, but most teachers are not equipped to take on serious student problems. It is
important to learn when and to whom to refer. Being ready with that information and
offering to be the liaison or to accompany the student to the other professional would
make teachers more effective and efficient helpers.
As Thomas Carruthers said, “A teacher is one who makes himself progressively
unnecessary.” Although teachers must recognize their counseling boundaries, at the same
time, they can practice good counseling habits, cognitive techniques, and affective
strategies in classroom situations. These practices will help gifted and talented students
learn the skills necessary to manage their own positive social, emotional, and career
development.

Recommended websites for Cognitive Therapy approaches

www.beckinstitute.org
www.brieftherapy.org.uk/solutionfoc
www.cognitivetherapy.com
www.habitsmart.com
www.mentalhelp.net/psyhelp
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www.rebt.org
www.wglasserinst.com
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