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Thursday, November 1 • 2:00pm - 3:00pm
Breakout 1B: Counseling the Gifted Adolescent

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Without community, challenge, and social/emotional supports, gifted learners can develop significant concerns, including depression, perfectionism, and anxiety.

In this interactive sectional, we will present research about gifted students' unique social/emotional needs and work with attendees to develop strategies that will work for their students. We will address the asynchronous development that is common among gifted students, as well as twice-exceptional students.

Using case studies, research, survey data, and our experiences working in a high school,
we will discuss the impact of a multi-tiered approach and show examples of strategies that have been implemented in our district. We will outline practical strategies that educators can use to encourage gifted students' development of skills in self-advocacy, resilience, and independence. We will provide the space and tools necessary for attendees to develop an action plan to support advanced learners in their community.

Participants will leave this session with a plethora of strategies to help gifted students develop self-advocacy, resilience, and ultimately become independent learners. This interactive session will provide participants with a high school counselor's experience implementing a multi-tiered approach to supporting gifted students.

NAGC Standards Addressed
Standard 1: Learning and Development
1.1. Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.
1.4. Awareness of Needs. Students with gifts and talents access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts.

Standard 3: Curriculum & Instruction
3.6. Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality resources and materials.

Standard 4: Learning Environments
4.1. Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking.

avatar for Amy Miller

Amy Miller

Community Education Director, Oregon School District
Amy Miller is the Oregon School District Coordinator of Advanced Learning. She is also the past President of the Greater Dane County Talented and Gifted Network and a current SENG Facilitator. Amy has presented at the Wisconsin Association of Talented and Gifted state conference... Read More →
avatar for Alyssa Pon-Franklin

Alyssa Pon-Franklin

School Counselor, Oregon High School
Alyssa holds an Bachelor’s degree from UW-Madison in Psychology and Spanish and a Master's degree from UW-Milwaukee in School Counseling. She currently works at Oregon High School as a School Counselor and loves being able to develop relationships with students and families. During... Read More →

Thursday November 1, 2018 2:00pm - 3:00pm CDT
Tundra CD