Click each support area on the image to learn more.

Counselling

Research suggests gifted and talented students may share common personality characteristics (i.e. perfectionism, sensitivity, idealism) which may lead to detachment, isolation from their peers, or having difficulty with self-regulation (Yoo & Moon, 2006). Within the comprehensive school counselling program, our school counsellors create an environment in which the academic and social/emotional development of all gifted students is fostered (Colangelo & Davis, 2003).

To help students adopt a perspective that places a high priority on understanding their educational goals and how to successfully attain them. This includes:

Educational-Counselling Image

To provide brief, confidential individual/group counselling to students who are experiencing personal concerns such as :

Counselling_Personal Wheel Image

To coordinate wraparound school/community agencies and services providers for education, mental health, justice, and health care. To provide accurate, current information as requested in areas such as alternative course delivery, information and referrals to agencies such as Calgary Child and Family Services Authority, Access Mental Health, Alberta Health Services, and private psychologists for counselling or psycho-educational assessments.

When learning or personal crises occur, the Student Services team offers extensive support in terms of referrals to community services, coordination of extensive support plans for the students and their teachers, and follow up support as the crisis subsides. Two members of the SS are members of the Critical Incident Response Team for Charter Schools aimed at supporting the school, teachers, staff, and students to manage a critical incident. The Student Services team has a duty to report risk of harm to self or others, inform administration of crises that may impact school populations, and work with the administration to support students through exit and entrance processes at the school (plans for extended leaves, home supported leave, re-entry success/safety plans).

References:
Colangelo, N. & Davis, G. (2003). Handbook of Gifted Education, Third Edition. Boston, Allyn & Bacon.
Cross, T.L. & Cross, J.R. (2012). Handbook for Counselors Serving Students with Gifts and Talents. Prufrock Press INC: Texas.
National Association for Gifted Children (2013). Ensuring Gifted Children with Disabilities Receive Appropriate Services: Call for Comprehensive Assessment. NACG: Washington, DC.
Yoo, J.E., & Moon, S.M. (2006). Counseling needs of gifted students: An analysis of intake forms at a university based counseling centre. The Gifted Child Quarterly, 50(1), 52-61, 80-81.