www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Social and Emotional Development of Gifted and Talented Students
- Template 2019
- Section TMPL
- 3 Credits
- 12/18/2019 to 07/29/2100
- Modified 09/09/2020
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
This course addresses the social and emotional characteristics and needs of gifted and talented students. Candidates will develop an understanding of the social and emotional issues (e.g., perfectionism, anxiety, underachievement) gifted and talented learners may experience. Candidates will develop strategies and tools to support the affective needs of gifted and talented students and learn how to create a safe, inclusive learning environment.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will utilize researched-based strategies and tools to assist in developing learning opportunities that meet the social and emotional needs of gifted and talented students.
SERVING THE COMMUNITY
Candidates will identify and learn how to provide stakeholders with appropriate resources to support the social and emotional needs of gifted and talented students.
FINDING OUR PROFESSIONAL SELVES
Candidates will develop curriculum modifications and classroom environments for gifted and talented learners that can be shared with colleagues.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Identify and explain the affective issues that may be experienced by gifted and talented students. (NAGC 4.1.2, 6.3.4)
- Analyze how culture, diversity, and economic factors have an impact on the social and emotional needs of gifted and talented students. (NAGC 1.2.1, 4.4.1, 6.3.4, IPTS K3.3, CEC 3.3)
- Develop and apply targeted strategies that address the social and emotional needs of gifted and talented students. (NAGC 4.2.3, 6.3.4, IPTS K3.4, CEC 5.5)
- Design lessons that support the social and emotional development of gifted and talented students. (NAGC 4.1.5, 4.2.3, 6.3.4, IPTS P3.6)
- Identify services that meet and promote the cognitive, social, and emotional needs of gifted and talented students. (NAGC 4.2.3, IPTS P3.5, CEC 5.5)
- Incorporate learning environment components that promote healthy social and emotional development of gifted and talented learners. (NAGC 4.1.3, 4.3.1, IPTS P3.1, 5.4, CEC 2.0)
- Identify and provide stakeholders with resources to support the social and emotional needs of gifted and talented students. (NAGC 1.5.1, CEC 7.7)
REQUIRED: Hébert, T. H. (2011). Understanding the Social and Emotional Lives of Gifted Students. Waco, TX: Prufrock Press.
Discussions and Reflections
Candidates will respond to weekly discussion and reflection prompts.
- Course Outcomes: 1, 2, 3, 4, 5, 6, 7, 8
- Standards: NAGC 1.2.1, 1.5.1, 4.1.2, 4.1.3, 4.1.5, 4.2.3, 4.3.1, 6.3.4; IPTS K3.3, K3.4, P3.1, P3.5, P3.6, P5.4 , CEC 2.0, 3.3, 5.5, 7.7
Candidates will choose a theory of intelligence and discuss how the theory will be implemented in their classroom.
- Course Outcomes: 1
- Standards: NAGC 4.1.2, 6.3.4
Candidates will plan a single lesson, designed to be a part of a unit, that utilizes the use of a novel, short story, biography or film. Along with the lesson, candidates will describe how the novel, short story, biography or film is an appropriate choice for encouraging the growth of the social and emotional needs of gifted and talented students.
- Course Outcomes: 1, 4
- Standards: NAGC 4.1.2, 4.1.5, 4.2.3, 6.3.4; IPTS P3.6
Using a technology tool, candidates will create a poster or video that is appropriate for classroom viewing and highlights positive attributes for building supportive relationships and friendships. Candidates will also provide the rationale for the elements of their poster or video.
- Course Outcome: 1
- Standards: NAGC 4.1.2, 6.3.4
Candidates will plan and develop a project focused on underachievement. Three project options will be available and the goal of each project is to assist in better understanding and supporting gifted and talented underachievers.
- Course Outcomes: 1, 3
- Standards: NAGC 4.1.2, 4.2.3, 6.3.4; IPTS K3.4, CEC 5.5
Case Study Concept Map
Candidates will create a concept map that includes attention to academic, social and emotional elements, and align strategies for support specific to a gifted/talented student from a typically underserved population.
- Course Outcomes: 1, 2, 3
- Standards: NAGC 1.2.1, 1.2.3, 1.3.2, 2.4.4, 3.3.1, 3.6.2
Critical Reflection and Action Plan
Candidates will respond to one prompt from a provided list and develop an action plan to support the affective needs of gifted/talented learners in their school.
- Course Outcomes: 1, 2, 3, 4, 5, 6, 7, 8
- Standards: NAGC 1.2.1, 1.5.1, 4.1.2, 4.1.3, 4.1.5, 4.2.3, 4.3.1, 6.3.4; IPTS K3.3, K3.4, P3.1, P3.5, P3.6, P5.4; CEC 2.0, 3.3, 5.5, 7.7
Policies for the College of Education at University of St. Francis
CLICK HERE (requires active student account) for policies, including but not limited to:
- Method of Instruction
- Expectations of Candidates
- Online Courses
- Attendance Policies for Site-Based and Online Courses
- Minimum Standards for Writing
- Computer and Digital Information Literacy Skills
Course Evaluations | Surveys
Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.
Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.
A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks.
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
Notice of Copyright
This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.
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NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.
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For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:
Achter, J. A., Benbow, C. P., & Lubinski, D. (1997). Rethinking multipotentiality among the intellectually gifted: A critical review and recommendations. Gifted Child Quarterly, 41, 5-15.
Adelson, J.L. (2007). A ‘perfect’ case study: Perfectionism in academically talented fourth graders. Gifted Child Today, 30(4), 14-20.
Barber, C. & Mueller, C.T. (2011). Social and self-perceptions of adolescents identified as gifted, learning disabled and twice-exceptional. Roeper Review, 33, 109-120.
Callahan, C., Sowa, C., May, K. Tomchin, E., Plucker, J., Cunningham, C. & Taylor, W. (2004). The social and emotional development of gifted students. (RM04118). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
Cross, T., Coleman, L., Terhaar-Yonkers, M. (2014). The social cognition of gifted adolescents in schools: Managing the stigma of giftedness. Journal for the Education of the Gifted, 37(1), 30-39.
Cross, T. L. (2000). On the social and emotional lives of gifted children. Waco, TX: Prufrock Press.
Daniels, S. & Piechowski, M. (2008). Living with Intensity: Understanding the sensitivity, excitability, and the emotional development of gifted children, adolescents, and adults. Tucson, AZ: Great Potential Press.
Eddles-Hirsch, K., Vialle, W., McCormick, J. & Rogers, K. (2012). Insiders or outsiders: The role of social context in the peer relations of gifted students. Roeper Review, 34, 53–62.
Galbraith, J., & Delisle, J. (1996). The gifted kids’ survival guide: A teen handbook. Minneapolis, MN: Free Spirit.
Halsted, J. (2009). Some of my best friends are books: Guiding gifted readers from preschool to high school (3rd ed.). Dayton, OH: Ohio Psychology Press.
Hébert, T. P., & Neumeister, K. L. S. (2001). Guided viewing of film: A strategy for counseling gifted teenagers. The Journal of Secondary Gifted Education, 14(4), 224-235.
Hébert, T. P., & Kent, R. (2000). Nurturing social and emotional development in gifted teenagers through young adult literature. Roeper Review, 22, 167-171.
Kerr, B.A., Vriyk, M.A., & Rea, C. (2012). Gendered practices in the education of girls and boys. Psychology in The Schools, 49(7), 647-655.
McCoach, D. B, & Siegle, D. (2002). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, 61-65.
Milne, H., & Reis, S. M. (2000). Using videotherapy to address the social and emotional needs of gifted children. Gifted Child Today, 23(1), 24-29.
Neihart, M., Reis, S., Robinson, N., & Moon, S. (Eds.). (2015). The social and emotional development of gifted children: What do we know? (2nd ed.). Waco, TX: Prufrock Press.
Neihart, M. (2008). Peak performance for smart kids: Strategies and tips for ensuring school success. Waco, TX: Prufrock Press.
Piechowski, M. (2010). Mellow out they say if only I could: Intensities and sensitivities of the young and the bright. Unionville, NY: Royal Fireworks Press.
Peterson, J. S. (2006). The essential guide to talking with gifted teens. Minneapolis, MN: Free Spirit Press.
Siegle, D., & McCoach, D. B. (2005). Motivating gifted students. Waco, TX: Prufrock Press.
Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152-170.
VanTassel-Baska, J. Cross, T. & Olenchak, R. (Eds.). (2008). Social and emotional curriculum for gifted students. Waco, TX: Prufrock Press.