Course Syllabus – Summer 2002 Term I EDUC 618 Counseling the Gifted

Instructor: Stephanie A. Nugent	Time: Monday – Thursday 1:30-4:00
Office: Trailer 7B	Location: NCBS 223
E-mail: snugent@selu.edu	Credit: 3 semester hours
Office Phone: 985.549.3426	Course Description: A study of the challenges of adjustment encountered by gifted and talented students and their families. Special emphasis placed on counseling and guidance techniques appropriate in facilitating personal and family adjustment.
Office Hours: Monday 10:00-11:00 Tuesday 10:00-11:00 Wednesday 10:00-11:00 Thursday 10:00-11:00 Friday appointment only Students who cannot meet during these hours should contact the instructor to schedule a convenient meeting time.

Required Textbooks:

RENTAL

Silverman, L. (1993). Counseling the gifted and talented. Denver, CO: Love Publishing.

PURCHASE

Neihart, M., Reis, S., Robinson, N., & Moon, S. (Eds.). (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.

Supplemental Textbooks:

American Psychological Association. (2001). Publication manual of the American Psychological Association (5^th ed.). Washington, DC: Author.

Colangelo, N., & Davis, G. (1997). Handbook of gifted education (2^nd ed.). Needham Heights, MA: Allyn & Bacon.

Conceptual Framework:

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (PP), and content knowledge (CK).

Course Objectives:

Upon completion of this course, the prospective teacher of the gifted will be able to:

1. Self-evaluate personal attitudes, feelings, and motives which might interfere with a teacher’s interaction with gifted students. (PP, KL)
2. Examine the social/emotional needs of gifted students and their parents. (KL, CK)
3. Display a broad understanding of various models of counseling/consultation with gifted students and parents. (PP, CK)
4. Examine the societal perceptions of gifted individuals by viewing current media that depict gifted individuals. (KL, CK)
5. Evaluate problem situations, identify and develop strategies to assist gifted student/parents/teachers in dealing with the situations, and utilize identified strategies. (CK, KL)
6. Describe specific types of problems experienced by diverse/different populations of gifted students (e.g., culturally diverse, female, disadvantaged, underachieving, exceptional, etc.). (CK, KL)
7. Locate and summarize available resources for gifted students and parents with special needs. (CK).

Course Requirements:

Students are expected to attend class, actively participate in class discussions/activities, read all assigned selections before class, and complete al of the following requirements by the dates assigned. All assignments must conform to the conventions of APA style according to the 5^th edition APA manual. Additional information, specific components, evaluation criteria, etc. will be provided in class.

Autobiography

Due: June 6 Point Value: 25

Write a short 1-2 page autobiography. Within your autobiography, identify at least one person, happening, and/or event that had a positive impact upon your attainment of personal goals and at least one person, happening, and/or event that had a negative impact on your efforts to attain your goals. Autobiographies will be read in class on the date they are due.

Bibliotherapy Session

Due: June 19 Point Value: 50

Select a book from pages 337-345 for the Silverman text or one of your own (subject to instructor approval). Read the book and write a brief synopsis of the storyline and a teaching guide for using the book with gifted students. Bring a copy of your synopsis and guide for each member of the class on the date it is due. Be prepared to briefly share your insights.

Cinematherapy Session

Due: June 19 Point Value: 50

Select a video from the list provided in class or one of your own (subject to instructor approval). View the video and write a brief synopsis of the plotline and a teaching guide for using the video with gifted students, parents or teachers. Bring a copy of your synopsis and guide for each member of the class on the date it is due. Be prepared to briefly share your insights.

Annotated Bibliography

Due: June 20 Point Value: 75

Select a specific issue related to a gifted/talented subgroup or social/emotional problem area of interest to you (see list for suggestions). Research this group or issue thoroughly. Provide an annotated bibliography of at least ten sources of information regarding your chosen topic. No more than 5 of your sources can be Internet related. This information should provide the basis for your strategies/interventions project.

Strategies/Interventions Project

Due: June 24 (Part I) Point Value: 75

Due: June 24-26 (Part II) Point Value: 75

PART I: Create written descriptions of at least 3 specific strategies/techniques/interventions that might be used by a gifted teacher to address the issue or problem that you have researched in your annotated bibliography. These strategies should have a practical orientation and should be described in a manner that would allow an individual to immediately use the strategy with either parents, teachers or students. PART II: During a 20 to 30-minute presentation, actively involve the EDUC 618 class in one strategy (or more strategies if appropriate) that you described. Once the EDUC 618 class has responded to the activity, further discuss the topic and relate it to the activity in which the class was involved. On the assigned presentation date, bring a copy of all of your strategies/techniques/interventions for each member of the class.

Course Evaluation:

Student performance in the course will be evaluated based upon class attendance, class participation, outside projects, and exams. The instructor reserves the right to establish additional methods of evaluation. All assignments must be completed and submitted on or before the due date listed in the course requirements. Assignments are due at the beginning of the class period (if you are late to class on the day that an assignment is due, your assignment will be considered late). Late assignments will be penalized one letter grade for each class period late. Points will be assigned based upon the thoroughness of completed assignments according to the rubrics developed for each assignment. All written work must be free from errors in grammar, mechanics, and spelling and presented in APA format. Grading will reflect these requirements. Assignment extensions will not be given except in extraordinary circumstances and then only with the consent of the instructor prior to the time of the scheduled assignment and/or exam. Please photocopy all assignments prior to submission for your own records. The instructor will retain a copy of all assignments.

Grading

Letter Grade	%	Descriptor	Total Point Range
A	94 – 100	Work of the highest degree of excellence	350-329
B	87 – 93	Good Work	328-305
C	80 – 86	Average Work	304-280
D	70 – 79	Work that meets only the minimum requirements for passing	279-245
F	Below 70	Failing work	Below 245

Methodology

Students are provided large and small group instruction during each class period. Students are involved in collaborative group activities as well as individual activities that involve the application, analysis, synthesis, and/or evaluation of concepts being presented in the course. Materials include college level textbooks, commercially prepared materials, various instructional technologies, and research articles.

Class Decorum

It is expected that all students will be current in all assigned readings for each class. Similarly, it is expected that all students have read and will adhere to SLU’s Academic Honesty Policy. Free discussion, inquiry, and expression are encouraged in this class. However, classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from instruction is not acceptable. Examples may include routinely entering class late or departing early; repeatedly talking in class without being recognized, talking while others are speaking, or arguing in a way that is perceived as “crossing the line of civility.” As a consideration to the other members of the class and your instructor, please be sure to turn off all electronic devices (e.g., cell phones, beepers, personal communication devices) during scheduled class sessions. In the event of a situation where a student legitimately needs to carry an electronic device to class, prior notice and approval of the instructor are required.

Important Notice – Students who have disabilities that qualify under the Americans with Disabilities Act and who require accommodations are required to self-identify with the Office of Support Services for information on appropriate policies and procedures at the Office of Student Life, Room 203 in the Student Union.

Professional Journals

The following journals specific to gifted education are held by the SLU library:

Gifted Child Today

Gifted Child Quarterly

Journal for the Education of the Gifted

Roeper Review

Journal of Secondary Gifted Education

Additional journals in gifted education include:

Parenting for High Potential

Gifted and Talented International

International Journal of Gifted Education

Gifted Education Communicator

Understanding Our Gifted

Articles regarding aspects of gifted education can also be found in the following journals:

Teaching Exceptional Children

Exceptional Children

Likewise, information on the gifted may be found in journals specific to the fields of education, psychology, child development, etc.

Additional Resources for Professional Growth

Baldwin, A., & Vialle, W. (1999). The many faces of giftedness: Lifting the masks. Belmont, CA: Wadsworth Publishing.

Cline, S. (1999). Giftedness has many faces: Multiple talents and abilities in the classroom. New York: The Foundation for Concepts in Education, Inc.

Cline, S., & Schwartz, D. (1999). Diverse populations of gifted children: Meeting their needs in the regular classroom and beyond. Upper Saddle River, NJ: Merrill.

Coleman, L., & Cross, T. (2001). On being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock.

Eby, J., & Smutny, J. (1990). A thoughtful overview of gifted education. New York: Longman.

Genshaft, J., Bireley, M., & Hollinger, C. (Eds.). (1995). Serving gifted and talented students: A resource for school personnel. Austin, TX: Pro-Ed.

Heller, K., Monks, F., & Passow, A. H. (Eds.). (1993). International handbook of research and development of giftedness and talent. New York: Pergamon.

Piirto, J. (1999). Talented children and adults: Their development and education (2^nd ed.). Upper Saddle River, NJ: Merrill.

Roets, L. (1999). How to survive and thrive as an educator of gifted and talented students. DesMoines, IA: Leadership Publishers.

Tentative Topical Course Outline and Schedule

DATE	TOPICS	ASSIGNMENTS
W June 5	Introduction and Overview	Autobiography Assigned Review lists of books, films, and topics
Th June 6	Share Autobiographies Select books and films Understanding Giftedness (Part I)	Autobiographies DUE READ for 6/10: Silverman CH 1-3 Neihart CH 4, 6
M June 10	Understanding Giftedness (Part II)	READ for 6/12: Silverman CH 7-11 Neihart CH 20
T June 11	Research Day…No Class Meeting
W June 12	Issues Pertaining to Gifted Students Within Schools and Homes	READ for 6/13: Silverman CH 5
Th June 13	Group Interaction Techniques	READ for 6/17: Silverman CH 4 & 6 Niehart CH 21, 22, 24
M June 17	Counseling Techniques and Theories Bibliotherapy Sample Cinematherapy Sample
T June 18	Counseling Theories and Techniques
W June 19	Bibliotherapy Sessions shared Cinematherapy Sessions shared	Bibliotherapy Session DUE Cinematherapy Session DUE SKIM for 6/20: Silverman CH 12-14 Niehart CH 1-4, 5, 7-12, 13-19
Th June 20	Special Issues in Counseling the Gifted	Annotated Bibliography DUE Assignment of Presentation Dates
M June 24	Special Issues in Counseling the Gifted Strategies/Interventions	Strategies/Interventions DUE Presentations
T June 25	Strategies/Interventions	Presentations
W June 26	Strategies/Interventions	Presentations
Th June 27	Wrap-up	Course Evaluation