Myths about Gifted and Talented Individuals and Their Social and Emotional Needs – Annotated Bibliography Example

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The paper “ Myths about Gifted and Talented Individuals and Their Social and Emotional Needs” is an affecting variant of an annotated bibliography on education. There are assumptions among educators and researchers on how gifted students deal with developmental challenges. The root of these myths about gifted children emanated from the deeply ingrained societal attitudes, early scholars, democratic and egalitarian political views. Research findings however conclude that gifted children are more or less likely than others to have mental health concerns. These individuals face some challenges such as depression, anxiety, ideation, suicidal, learning disability, bullying, underachievement, poor coping, and career development impasse hence, they require much earlier attention to enhance their career development compared to other students.

Gifted students have as well social and emotional concerns that require address as they potentially contribute to their vulnerability. Educators, coaches, parents, and counselors have a duty to look out on these aspects and engage these students to help them deal with them to avoid distress. Terminologies used in the articles include myths and giftedness among others. ReflectSome of the myths about gifted students have impacted negatively on the social and emotional development of the students.

Society has tended to ignore the needs of these gifted students because they have a perception that they are perfect and do not require any support. These gifted students like the other peers have similar needs and require attention and motivation from their educators and counselors as well as their parents. Programs geared at affirming and supporting gifts and talents even though they are limited they are required to provide support for the development of the talents among these students.

Most gifted students may not express their emotions and needs believing that they are aberrant. Furthermore, the programs are essential to support some of the gifted students that may not be in a position to handle the attention and power that their level of abilities generates. Therefore, these myths must be demystified to ensure that the counselors and educators equip themselves with appropriate resources such as books and skills to address the social and emotional as well as career development needs of the gifted students using strategies such as differential approaches. RequestionThe reading raises a number of questions. What strategies to use to demystify the mythsThe myths can be overcome through research and cooperation of various stakeholders such as educators, counselors, and parents. How can the social and emotional needs of gifted students be met? Gifted students should receive support from educators.

They require guidance and encouragement to work hard and stick to their goals. They should understand that they are like other people and therefore should not be under pressure to lead stress-free lives. How attitudes of teachers and educators be changed to help gifted students achieve their social and emotional needs? Teachers and educators are vital and they require enough training on dealing with gifted children.

They as well must understand how to appreciate and motivate these children to ensure that they achieve their goals.

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