Adderholdt-Elliott, M. & Eller, S.H. (1989) Counselling students who are gifted through bibliotherapy. Teaching Exceptional Children, 22 (1), 26-31.

"Bibliotherapy is a tool for helping people deal with their problems through reading novels or stories about characters who possess similar problems." (p. 26)

"Bibliotherapy can be used effectively by counsellors and parents as well as classroom teachers in helping perfectionists learn more about the thinking patterns behind their self-defeating behaviours. It may help children develop coping strategies at a younger age and prevent some of the more serious consequences of perfectionistic tendencies." (p. 31)

 

Bailey, S. (1991) Counselling talented students through bibliotherapy. TalentEd, 36, 4-5.

"While the examples given here relate to perfectionism, bibliotherapy may be used for other concerns associated with giftedness/talent, provided there are appropriate books available." (p.4)

 

Callahan, C. (1994) Media themes and threads - Fictional peers and mentors: Bibliotherapy for the gifted. Journal for the Education of the Gifted, 5 (4), 323-328.

"An exhaustive search of titles published since 1960 yielded almost one hundred worthwhile books for use with school-age gifted children." (p.323) Identifies three 'distinct patterns of gifted portrayals', 'ten themes evident in books with gifted protagonists' and provides an annotated "very short 'best of the best' list for readers anxious to either explore bibliotherapy or perhaps to see themselves as the children they once were." (p.325)

 

Cryle, H. (1983) Counselling Gifted Children: Some Case Histories and General Conclusions Drawn from a Year's Counselling in Queensland, 1982. Brisbane: QAGTC. (371.95/C957c)

Consists of 15 case studies and a short overview which analyses social and educational problems - e.g. "2. Teachers who were in any way professionally insecure often felt threatened by the questioning attitudes, the curiosity and the perfectionism of gifted children. They frequently regarded them as arrogant. 3. The word most commonly used by gifted children to describe their schooling was 'boring'. Numbers of them preferred to be at home either evolving or engaged in activities of their own invention. They also felt that school lacked any challenge for them." (p.38)

 

Delisle, J.R. (1991) Kid Stories: Biographies of 20 Young People You'd Like to Know. Minneapolis: Free Spirit. (CR920.073/K46)

A range of different case studies of talented children and youth (including one from Australia), suitable for use in individual or group counselling. They also are good reading and provide insights into the thinking of talented youngsters on such matters as dealing with peer pressures, overcoming learning or physical disabilities and realising their creative, social or academic talents.

 

Delisle, J.R. (1983) Counselling the gifted: What we know and how it can help. Gifted Education International, 2 (1), 19-21.

"The article is intended to introduce the reader to some aspects of counselling the gifted about which we are certain and others, where questions, confusion or controversy still prevail." (p.21)

 

Delisle, J. & Galbraith, J. (1987) The Gifted Kids Survival Guide II. Minneapolis: Free Spirit Publishing. (371.95/D354G,2)

Written for ages 11 to 18, with advice on intelligence tests, surviving in schools, taking charge of your life and growing pains.

 

Ford, D.Y., Webb, K.S. & Sandidge, R.F. (1994) When gifted kids grow up. Gifted Child Today, 17 (3), 34-36, 40-42.

"The discussion begins by highlighting the needs of gifted students in general, and is followed by a discussion of issues confronting gifted college students." (p.34)

 

Frasier, M.M. & McCannon, C. (1981) Using bibliotherapy with gifted children. Gifted Child Quarterly, 25 (2), 81-85.

"The intent of this discussion is to present a procedure called bibliography as a viable technique for using books to help gifted and talented children discuss and develop alternative approaches for meeting their special challenges and problems." (p.81) Includes a sample book list, briefly annotated.

 

Galbraith, J. (1983) The Gifted Kids Survival Guide. Minneapolis: Free Spirit. (371.95/G148G)

Written with the help of over 300 GT teenagers this book covers such considerations as 'The eight great gripes of gifted kids', 'Some famous GTs who were first pegged as losers', 'Successful ways to cope with GT teasing', 'Perfectionism: is it possible to be perfect?' and 'Seven steps for making school more challenging, more fun'.

 

Halsted, J.W. (1991) Guiding Gifted Readers. Melbourne: Hawker Brownlow Education. (371.95/H196g)

See chapter 4, 'Emotional development through books: Bibliotherapy'.

 

 Hébert, T.P. & Furner, J.M. (1997) Helping high ability students overcome math anxiety through bibliotherapy. Journal for Secondary Gifted Education, 8 (4), 164-178.

'Affective factors play a critical role in mathematics learning and instruction. Evidence of negative attitudes and high levels of anxiety toward mathematics is abundant. Since math anxiety is widespread and the need for the understanding of mathematics is critical to success in school, secondary teachers need practical classroom strategies to use to relieve these anxious feelings in their high ability students. Bibliotherapy is one such strategy through which secondary students may gain helpful insights to deal with their math anxiety. The article provides a lesson plan featuring Math Curse and then suggests available literature dealing with math anxiety.' (p.164)

 

Hebert, T.P. (1995) Using biography to counsel gifted young men. Journal of Secondary Gifted Education, 6 (3), 208-219.

"This article focuses on four issues confronting bright young men: underachievement, self-inflicted pressure in athletics, cultural alienation, and father-son relationships. The author proposes the use of biography as a counseling strategy through which bright young men may gain helpful insights to deal with the problems they face." (p.208)

 

Hebert, T.P. (1991) Meeting the affective needs of bright boys through bibliotherapy. Roeper Review, 13 (4), 207-212.

"This article describes six issues confronting gifted boys: image management, self-inflicted pressure, the trauma of being labeled 'different', male bonding, cultural expectations, and gender role conflict. The article then delineates suggestions for bibliotherapy as a counseling strategy through which gifted boys may gain insights to deal with the dilemmas they face." (p.207)

 

Hébert, T.P. & Furner, J.M. (1997) Helping high ability students overcome math anxiety through bibliotherapy. Journal for Secondary Gifted Education, 8 (4), 164-178.

'Affective factors play a critical role in mathematics learning and instruction. Evidence of negative attitudes and high levels of anxiety toward mathematics is abundant. Since math anxiety is widespread and the need for the understanding of mathematics is critical to success in school, secondary teachers need practical classroom strategies to use to relieve these anxious feelings in their high ability students. Bibliotherapy is one such strategy through which secondary students may gain helpful insights to deal with their math anxiety. The article provides a lesson plan featuring Math Curse and then suggests available literature dealing with math anxiety.' (p.164)

 

Hickson, J. (1992) A framework for guidance and counselling of the gifted in a school setting. Gifted Education International, 8 (2), 93-103.

"Parent education programmes are described as well as group approaches within the education system. Referral problems and related guidance intervention strategies are also presented. Three areas of special concern - gifted females, culturally diverse gifted children, and the handicapped gifted child - are also noted. The thesis of the article is that it is critically important for guidance and counselling personnel to have a framework for defining their role in working with the gifted within the educational setting." (p.93)

 

Hynes, A.M. & Hynes-Berry, M. (1986) Biblio/Poetry Therapy: The Interactive Process: A Handbook. Boulder: Westview Press. (615.8516/H997b)

"This handbook, a practical guide, is addressed primarily to the bibliotherapy facilitator. In it we begin with a descriptive definition of the field and then explore the dynamics of the bibliotherapeutic process and the goals that the process is meant to further. We next examine in turn each of the three major components, beginning with the literature, moving on to the facilitator, and turning finally to the participant." (p.1)

 

Kenny, A. (1987) Counseling the gifted, creative, and talented. The Gifted Child Today, 10 (5), 45-51.

Suggests how music and dance can be used as the basis for counselling talented children.

 

Kenny, A. (1987) Guidance and visual art. Gifted Child Today, 10 (3), 33-37.

"Art is one way in which we can guide students toward reconciling and integrating their inner and outer conditions, the realities and myths of themselves, in a language unique to them." (p.33)

 

Milgram, R.M., Dunn, R. & Price, G.E. (Eds) (1993) Teaching and Counselling Gifted and Talented Adolescents. Westport: Praeger. (371.95/T253)

Subtitled 'An international learning style perspective'. "This decade has seen the emergence of two powerful concepts that influence curriculum and instruction: (1) learning style - the understanding that individuals master difficult information or skills in different ways and (2) multidimensional giftedness - the recognition that individuals may express their giftedness in different ways and at different levels." (p.1)

 

Newton, A.K. (1995) Silver screens and silver linings. Gifted Child Today, 18 (2), 14-19.

Suggests the use of 'cinematherapy' as an alternative to bibliotherapy, provides examples based on the films Stand and Deliver and Wargames, and lists 16 other films that may be used for cinematherapy with gifted students.

 

Pyryt, M.C. & Mendaglio, S. (1993) Using Dabrowski's theory of positive disintegration to understand and help gifted people. Agate, 7 (2), 7-12.

Explains the theory and discusses implications for giftedness, for assessment and for counselling. "The Theory of Positive Disintegration ... proposes that emotional overexcitability is of primary importance for reaching the highest level of development. The current dominance of the cognitive domain in gifted education in conjunction with neglect of the emotional domain is viewed as misguided." (pp.9-10)

 

Rimm, S.B. (1990) Gifted Kids Have Feelings Too. Watertown: Apple. (155.455/R577g)

Subtitled 'And other not-so-fictitious stories for and about teenagers'. "The purpose ... is to help you to know that you are not alone in struggling with teenage issues like achievement, popularity, parent pressures, peer pressures, loneliness, friendship and giftedness." (p.vii)

 

Rimm, S.B. & Priest, C.E. (1990) Exploring Feelings. Watertown: Apple. (155.455/R577gd)

A discussion book to accompany Gifted Kids Have Feelings Too. "This parent and teacher discussion book ... provides suggested questions and curriculum activities for individual students, groups or classes. The main themes of the stories include anti-intellectual peer pressure, coping with competition, relationships with parents, siblings and friends, competition, underachievement, independence, loneliness, goal setting, peer social life issues, and grade acceleration." (p.vii)

 

Robertson, J.B. (1988) Coping skills: Helping the preadolescent gifted deal with stress. The Gifted Child Today, 11 (3), 14-16.

Outlines a program "based on the stress inoculation procedure", including specific session by session details.

 

Robertson, J.B. (1986) Let's celebrate uniqueness! The Gifted Child Today, 9 (5), 12-14.

Outlines a four-step program for improving self-concept in G/C/T students: understanding the concept of uniqueness, recognition of uniqueness of self, recognition of uniqueness of others, valuing uniqueness of self and others.

 

Sands, T. & Howard-Hamilton, M. (1995) Understanding depression among gifted adolescent females: Feminist therapy strategies. Roeper Review, 17 (3), 192-195. [See under Gender]

 

Schlichter, C.L. & Burke, M. (1994) Using books to nurture the social and emotional development of gifted students. Roeper Review, 16 (4), 280-283.

"Following a brief discussion of the definition of bibliotherapy, a few basic guidelines for selecting appropriate materials to use with students are given. ... To illustrate the interactive process, a menu of discussion questions for each of six books is given; suggested activities are included for each book." (p.280)

 

Schmitz, C.C. & Galbraith, J. (1985) Managing the Social and Emotional Needs of the Gifted. Minneapolis: Free Spirit. (371.95/S355M)

Subtitled 'a teacher's survival guide', it includes chapters on strategies for 'creating a supportive environment', 'individual counselling' and 'ongoing group support'.

 

Silverman, L.K. (Ed.) (1993) Counselling the Gifted & Talented. Denver: Love. (371.95/C855)

Includes sections on 'Understanding giftedness', 'The counseling process' (preventive counseling, group counseling, counseling gifted learning disabled, counseling families), 'Counseling in the schools' (academic counseling, career counseling), and 'Special issues' (at-risk students, social development and gender issues). See also the list of 'Books for children featuring gifted children' and 'Biographies for gifted students'.

 

Strom, R., Strom, S., Strom, P. & Collinsworth, P. (1994) Parent competence in families with gifted children. Journal for the Education of the Gifted, 18 (1), 39-54.

"This study examined parent influence as perceived by gifted junior high school students and their parents." (p.39) ... "Parents of the gifted in this investigation believe lack of information is their greatest limitation. In contrast, teenagers rated parents as being better informed on nine of ten items. ... However, both generations agreed that parents experience some failure. One example involved the ineffectiveness of parents in making sure teenagers did the household chores assigned to them. ... It seems boys and girls who avoid obligations toward family members are being poorly prepared for the interdependent relationships that will be expected of them as adults." (pp.52-53)

 

Van Tassel-Baska, J. (1983) The teacher as counselor for the gifted. Teaching Exceptional Children, 15 (3), 145-150.

Contends that "special counseling for gifted students should be an essential part of their school program from the time they enter school as Kindergarteners" (p.145) and suggests that class teachers fill this role. Includes various activities to enhance personal development.

 

Van Tassel-Baska, J. (Ed.) (1990) A Practical Guide to Counseling the Gifted in a School Setting. Reston: The Council for Exceptional Children. (371.95/V282p, 1990)

"Initially, we look at the differential affective characteristics and needs and some of the associated issues and problems. Next, we attempt to define counseling roles and functions for various educational personnel who influence the lives of gifted students. The role and function of parents in the total counseling process are also delineated. Alternative strategies for addressing the counseling needs of gifted students are then presented for implementation by teachers of the gifted." (p.1)

 

Webb, J.T. Meckstroth, E.A. & Tolan, S.S. (1984) Guiding the Gifted Child. Columbus: Ohio Psychology Publishing Co. (649.155/W366G)

In discussing 'the grins and groans of guiding gifted children' this book covers identification, motivation, discipline, stress management, communication of feelings, peer relationships, sibling relationships, tradition breaking, depression and parent relationships, as well as a personal case study in 'An open letter to parents, teachers and others: from parents of an exceptionally gifted child.'

©TalentEd is located at the School of Education, University of New England, Armidale, Australia.

This page updated: 23 January 2006 Webmaker: Howard Smith. hsmith4@une.edu.au