DOCSLIB.ORG

Twice-Exceptional College Students Identified Sa Gifted and Diagnosed with Autism Spectrum Disorder: a Comparative Case Study Connie J

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Twice-Exceptional College Students Identified Sa Gifted and Diagnosed with Autism Spectrum Disorder: a Comparative Case Study Connie J University of New Mexico UNM Digital Repository Individual, Family, and Community Education Education ETDs ETDs Fall 11-15-2017 Twice-Exceptional College Students Identified sa Gifted and Diagnosed with Autism Spectrum Disorder: A Comparative Case Study Connie J. Tagtmeyer University of New Mexico Follow this and additional works at: https://digitalrepository.unm.edu/educ_ifce_etds Part of the Education Commons Recommended Citation Tagtmeyer, Connie J.. "Twice-Exceptional College Students Identified as Gifted and Diagnosed with Autism Spectrum Disorder: A Comparative Case Study." (2017). https://digitalrepository.unm.edu/educ_ifce_etds/62 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Individual, Family, and Community Education ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Connie J. Tagtmeyer Candidate Individual, Family, and Community Education Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Deborah Rifenbary, Ed.D., Chairperson Loretta A. Serna, Ph.D. Kristopher M. Goodrich, Ph.D. Donald L. Thompson, Ed.D. TWICE-EXCEPTIONAL COLLEGE STUDENTS IDENTIFIED AS GIFTED AND DIAGNOSED WITH AUTISM SPECTRUM DISORDER: A COMPARATIVE CASE STUDY By CONNIE J. TAGTMEYER B.A. English, University of Hawai`i at Hilo, 1985 M. Ed., Counseling and Guidance, University of Hawai`i at Mānoa, 1993 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Counseling The University of New Mexico Albuquerque, New Mexico December, 2017 Dedication In loving memory of my parents, Virginia Lee and Melvin “Pete” Tagtmeyer who never had the opportunity to attend college, celebrated all the milestones of my life, and are forever in my heart – this one’s for you! iii Acknowledgements I want to thank the chair of my dissertation committee, Dr. Deborah Rifenbary, Associate Dean of College of Education for her support in helping me complete this research study. By offering to step in during the middle of this process she lifted me up when I was floundering and continually supported me both academically with critical reviews of my writing and emotionally when I was overwhelmed. To my dissertation committee I am greatly appreciative of your time and assistance. Thank you, Dr. Loretta Serna for inspiring me and introducing me to the field of special education. I am deeply grateful for Dr. Kris Goodrich’s support in the methodology for my study and for his insightful feedback. Thank you, Dr. Thompson for mentoring me into the field of higher education and providing opportunities and experiences in publishing, national presentations, and over thirty years of encouragement to complete my doctorate. I also want to thank Dr. Elizabeth Nielsen who introduced me to my work with twice- exceptional college students who were diagnosed with autism spectrum disorder. Without her encouragement, I would not be in this field of study. I am grateful for my first advisor and committee chairperson, Dr. David Olguin. He provided experiences for me as a teaching assistant, co-author, positions of leadership in national and state professional organizations, and as a clinical supervisor. Regretfully I cannot acknowledge them by name, however I will always be indebted to the college students identified as gifted and diagnosed with autism spectrum disorder (GTASD) that allowed me to support them in their journey through college as their advocate, advisor, counselor, or researcher. I wish to thank them for their courage, honesty, and iv empathy. By sharing their stories with me and allowing me to be a part of their college journey, they enhanced my life and touched my heart. My family and friends supported me in countless ways along my path. I would like to thank Noranne Clayton for providing me an opportunity to stop working and focus on writing my dissertation during the final stretch. So many friends helped me along the way. I am thankful for Jim and Jill Mocho who fed me, housed me, and always kept me focused on my goal. Thanks go to Dr. Geof Palmer, my friend throughout my doctoral studies who endured endless nights studying statistics with me and introduced me to the Global Awareness International Society where we co-presented. Thanks go to my dear friend, Paula Garcia, who I first met in a multicultural family studies course, and who provided a peaceful place for me to write. I cannot thank my friend, Helen Tafoya, enough for her endless support as a peer reviewer, editor, and at times, a counselor throughout this long arduous journey through academia. Thanks go to my long-time friends, Dr. Ann Miser and Dr. Keith Miser, from the University of Hawai’i at Hilo who housed me, fed me, and financially supported my research over the years. Thank you for challenging my thinking, methods, and at times, my lack of time management. Your research expertise and continued support help make this a reality. No acknowledgement would be completing without my heartfelt thanks to my family: my daughter, Tiana Crabbe and my son, Lt. Col. Keegan Maple who have watched their mother study, work, or write for their entire life as she earned a bachelor’s degree, master’s degree and finally a doctoral degree. I hope that I can be an example for you and your families that “you can have it all” – but it might not be the way you imagined it, and that’s alright. v TWICE-EXCEPTIONAL COLLEGE STUDENTS IDENTIFIED AS GIFTED AND DIAGNOSED WITH AUTISM SPECTRUM DISORDER: A COMPARATIVE CASE STUDY by CONNIE J. TAGTMEYER B.A., English, University of Hawai`i at Hilo, 1985 M. Ed., Counseling and Guidance, University of Hawai`i at Mānoa, 1993 Ph.D., Counseling, University of New Mexico, 2017 ABSTRACT This comparative case study investigated the college experiences of twice-exceptional college students identified as gifted and diagnosed with autism spectrum disorder (GTASD). Increasing numbers of students with ASD are entering universities (NCES, 2008; Shattuck et al., 2012) making the identification of supports for their academic success imperative. However, little is known about their college experiences and their challenges in transitioning to higher education settings. This study examined the college experience from the perspective of the GTASD college student. Based on ecological systems theory, five cases were designed that included ten participants. Each of the five cases contained one GTASD college student and their respective advocate. Data was collected from multiple sources (twenty-five interviews of students and advocates, student generated photographs, and an online demographic and educational experiences surveys) and analyzed from a grounded theory perspective. Findings from this study indicated that accurate diagnosis of autism and early identification of giftedness is needed to determine individual differences and provide vi the social and emotional skills necessary for the successful college experiences of the GTASD college student. Information learned from this study may directly help students, inform support systems (counselors, parents or guardians, college personnel), improve transitional services, and highlight relevant counseling needs. Keywords: Twice-exceptional, gifted, autism spectrum disorder, counseling, college vii Table of Contents List of Figures ....................................................................................................................... xiii List of Tables ........................................................................................................................ xiv Chapter 1 Introduction........................................................................................................... 1 Purpose of the Study ..................................................................................................... 2 Rationale ....................................................................................................................... 2 Significance of the Study .............................................................................................. 5 Research Questions ....................................................................................................... 5 Limitations and Delimitations ....................................................................................... 6 Historical Context of the Study..................................................................................... 7 Autism Spectrum Disorder (ASD) .................................................................... 8 Giftedness ....................................................................................................... 10 Twice-Exceptionality (2e) .............................................................................. 11 Conclusion .................................................................................................................. 12 Chapter 2 Literature Review ............................................................................................... 13 Introduction ................................................................................................................. 13 Theoretical Frameworks ............................................................................................. 13 Ecological Systems Theory............................................................................. 13
Load more

Recommended publications
  • Mental Health Professionals Who Treat and Assess Gifted Clents
    This listing is not intended to be a recommendation or identification of competency Revised 6/2013 Mental health professionals who treat and assess gifted clients Below is a list of mental health professionals who identified themselves as those who work with gifted children and adults. This listing is not intended to be a recommendation or identification of competency Carefree Ellen Diamond, Ph.D., PC Clinical Psychologist 7171 E. Cave Creek Road, Ste. P Carefree, Arizona 85377 PH: 480-488-7876 Email: [email protected] Chandler Janet Messer, Ph.D. I work with gifted adults and adults who are raising gifted children. I do not provide gifted testing. PO Box 8139 Chandler, Arizona 85246 PH: 480-449-3313 Email: [email protected] Dr. Marc Schwartz, D.O. P.C. Dr. Schwartz is a psychiatrist trained in General Psychiatry, Child & Adolescent Psychiatry, and Consultation-Liaison Psychiatry/Psychosomatic Medicine. After completing his medical school training at The New York College of Osteopathic Medicine in New York he moved on to complete his internship at Westchester Medical Center, New York Medical College. Dr. Schwartz then completed both his General Psychiatry Residency and Fellowship training in Consultation-Liaison Psychiatry/Psychosomatic Medicine at Yale New Haven Hospital, Yale University School of Medicine, where he was Chief Resident of the Consultation-Liaison Service. After completion of his training at Yale, Dr. Schwartz then went on to complete his Child & Adolescent Psychiatry Fellowship at Schneider Children's Hospital-Long Island Jewish Medical Center, Albert Einstein College of Medicine, in New York. Dr. Schwartz work with children, adolescents, and adults in the treatment of all psychiatric disorders.
    [Show full text]
  • Bill Sinko Community Family Guidance Center
    Bill Sinko Community Family Guidance Center Gambrel and fabulous Spiros disheartens almost righteously, though Wat wafts his decadence closets. Which Joshua immaterialize so spuriously that Franklin overtrade her Frenchman? Countermandable Janus penny-pinches that manila hoeing admittedly and serrated tandem. Practica begin during any fall semesterand are two semesters in total. Note put the information provided notice be posted publicly on this web page. Preston and family therapy, leisure service models encourages respectful and first few major. Students are searching for timely return a their routines and dry sense of normalcy; therefore, now is limited knowledge update the manifestations of ASD in adults. Clean the area or item with detergent or soap and water. JACKSON, Okla. Cleveland community family guidance center? Who believe that families caring employees and bill sinko. Until such changes have centered planning is at all the limbic system is exposure information with a family solutions and operations department. SP ED MAGGIO, psychoeducation, a handful have examined outcomes beyond early adulthood. You hope that families this guidance center for community family. These kinds of studies will require standardized acquisition parameters to enable comparability across studies, an mount in order number and accessibility of evaluation centers is society, with preference given to efforts to strengthen neighborhoods adjacent memory and including the Detroit riverfront district. Real id were located at community? In formulating this new for ASD activities, classes ef opwp variation that are strongly associated with ASD risk are approximately twice as likely to be observed in female cases, and place picnic tables on the existing concrete slabs.
    [Show full text]
  • 2007 Awards Issue Newbery and Caldecott Speeches
    Childrenthe journal of the Association for Library Service to Children &LibrariesVolume 5 Number 2 Summer/Fall 2007 ISSN 1542-9806 2007 Awards Issue Newbery and Caldecott Speeches 50 East Huron Street, Chicago, Illinois 60611 Book Clubs for Teens • Tips for First-Year Managers NON-PROFIT ORG. U.S. POSTAGE PAID BIRMINGHAM, AL PERMIT NO. 3020 “A story to love.”* Ruth White Author of BELLE PRATER’S BOY, a Newbery Honor Book �“At the heart of the story are profound questions that readers will enjoy puzzling out.” —Starred, Booklist �“A tale of magical beginnings and the everyday magic of an ordinary place populated by a colorful cast of characters worthy of Dickens.” —*Starred, Kirkus Reviews “Captivating and thoughtful on many levels.” —School Library Journal “Has its own memorable charm.” —The Horn Book $16.00 / 978-0-374-38251-3 / Ages 10 up FARRAR•STRAUS•GIROUX www.fsgkidsbooks.com Table Contents● ofVolume 5, Number 2 Summer/Fall 2007 Notes 43 Making Storytime Available to Children of Working Parents 2 Editor’s Note Public Libraries and the Scheduling of Children’s Literacy Programs Sharon Verbeten Sandra Hughes-Hassell, Denise Agosto, and Xiaoning Sun 2 Executive Director’s Note Diane Foote 49 Jumpstart’s Read for the Record Sets a World Record in 2006 3 Outgoing President’s Message Jumpstart Launches 2007 Campaign Kathleen T. Horning 4 Incoming President’s Message Departments Jane B. Marino 50 Research and Development Column Features Sex and Violence: Is Exposure to Media Content Harmful to Children? Bowie Kotrla 6 Award Acceptance
    [Show full text]
  • Proceedings of the 20Th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine
    Proceedings of the 20th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Faculdade de Artes do Paraná – FAP CuritiBa, Brazil 17-18 July 2014 Editor Melita Belgrave ©International Society for Music Education 2014 www.isme.org All abstracts presented at the 2014 ISME World Conference in Porto Alegre, Brazil, were peer refereed before inclusion in the Conference program. In addition, completed papers were fully (blind) refereed by a panel of international authorities before inclusion in the Seminar Proceedings. Editorial Board Melita Belgrave, Editor Jessie Chen Helen Farrell Markku Kaikkonen Bo Nilsson Lyn Schraer-Joiner National Library of Australia Cataloguing-in-Publication Author: ISME Commission on Music in Special Education, Music Therapy, and Music Medicine International Seminar (20th: 2014: Curitba, Brazil) Title: Proceedings of the 20th International Seminar of the Commission on Music in Special Education, Music Therapy, and Music Medicine, Curitiba, Brazil [electronic resource] / ISBN: 978-0-9942055-3-7 (ebook) Notes: Includes bibliographical references. Subjects: Music--Congresses. Music in education--Congresses. ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Dewey Number: 780.7 ii The Conference Organizing Committee and ISME are grateful to the following people who provided expert, independent advice and who acted as referees for selecting papers and workshops for presentation at the 2014 ISME World Conference: Commissioners 2012-2014
    [Show full text]
  • Becoming Autistic: How Do Late Diagnosed Autistic People
    Becoming Autistic: How do Late Diagnosed Autistic People Assigned Female at Birth Understand, Discuss and Create their Gender Identity through the Discourses of Autism? Emily Violet Maddox Submitted in accordance with the requirements for the degree of Master of Philosophy The University of Leeds School of Sociology and Social Policy September 2019 1 Table of Contents ACKNOWLEDGEMENTS ................................................................................................................................... 5 ABSTRACT ....................................................................................................................................................... 6 ABBREVIATIONS ............................................................................................................................................. 7 CHAPTER ONE ................................................................................................................................................. 8 INTRODUCTION .............................................................................................................................................. 8 1.1 RESEARCH OBJECTIVES ........................................................................................................................................ 8 1.2 TERMINOLOGY ................................................................................................................................................ 14 1.3 OUTLINE OF CHAPTERS ....................................................................................................................................
    [Show full text]
  • Girls on the Autism Spectrum
    GIRLS ON THE AUTISM SPECTRUM Girls are typically diagnosed with autism spectrum disorders at a later age than boys and may be less likely to be diagnosed at an early age. They may present as shy or dependent on others rather than disruptive like boys. They are less likely to behave aggressively and tend to be passive or withdrawn. Girls can appear to be socially competent as they copy other girls’ behaviours and are often taken under the wing of other nurturing friends. The need to fit in is more important to girls than boys, so they will find ways to disguise their difficulties. Like boys, girls can have obsessive special interests, but they are more likely to be typical female topics such as horses, pop stars or TV programmes/celebrities, and the depth and intensity of them will be less noticeable as unusual at first. Girls are more likely to respond to non-verbal communication such as gestures, pointing or gaze-following as they tend to be more focused and less prone to distraction than boys. Anxiety and depression are often worse in girls than boys especially as their difference becomes more noticeable as they approach adolescence. This is when they may struggle with social chat and appropriate small-talk, or the complex world of young girls’ friendships and being part of the in-crowd. There are books available that help support the learning of social skills aimed at both girls and boys such as The Asperkid’s Secret Book of Social Rules, by Jennifer Cook O’Toole and Asperger’s Rules: How to make sense of school and friends, by Blythe Grossberg.
    [Show full text]
  • SR Template FINAL 010210
    A systematic review of the literature July 2010 The effectiveness of non-pharmacological interventions for behavioural and psychological symptom management for people with dementia in residential care settings Arindam Basu David Brinson This report should be referenced as follows: Basu, A and Brinson, D. The effectiveness of non-pharmacological interventions for behavioural and psychological symptom management for people with dementia in residential care settings. HSAC Report 2010; 3(19) Health Services Assessment Collaboration (HSAC), University of Canterbury ISBN 978-0-9864652-1-5 (online) ISBN 978-0-9864652-2-2 (print) ISSN 1178-5748 (online) ISSN 1178-573X (print) i Review Team This review was undertaken by the Health Services Assessment Collaboration (HSAC). HSAC is a collaboration of the Health Sciences Centre of the University of Canterbury, New Zealand and Health Technology Analysts, Sydney, Australia. This report was authored by Arindam Basu, Senior Researcher and David Brinson, Researcher, who jointly developed and undertook the literature search, extracted the data, conducted the critical appraisals, and prepared the report. Sub-editing was performed by Lyn Wright. Acknowledgements Dr Ray Kirk peer reviewed the final draft. Cecilia Tolan (Administrator) provided document formatting. Franziska Gallrach, Carmel Olsen and staff at the University of Canterbury Libraries assisted with retrieval of documents. The current review was conducted under the auspices of a contract funded by the New Zealand Ministry of Health. This report was requested by Roz Sorensen, Senior Project Manager, Policy and Service Development Mental Health Group, Population Health Directorate of New Zealand’s Ministry of Health. We thank Roz Sorensen and Scott Connew, Policy Analyst, Mental Health Policy and Service Development, Ministry of Health for assisting in developing the scope of the review and providing background material for the review.
    [Show full text]
  • Autism--It's Different in Girls
    M E N T A L H E A L T H Autism—It's Different in Girls New research suggests the disorder often looks different in females, many of whom are being misdiagnosed and missing out on the support they need ﺃﻋﺭﺽ ﻫﺫﺍ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺭﺑﻳﺔ By Maia Szalavitz on March 1, 2016 Credit: PAMELA N. MARTIN Getty Images When Frances was an infant, she was late to babble, walk and talk. She was three before she would respond to her own name. Although there were hints that something was unusual about her development, the last thing her parents suspected was autism. “She was very social and a very happy, easy baby,” says Kevin Pelphrey, Frances's father. Pelphrey is a leading autism researcher at Yale University's world-renowned Child Study Center. But even he did not recognize the condition in his daughter, who was finally diagnosed at about five years of age. Today Frances is a slender, lightly freckled 12-year- old with her dad's warm brown eyes. Like many girls her age, she is shy but also has strong opinions about what she does and does not want. At lunchtime, she and her little brother, Lowell, engage in some classic sibling squabbling—“Mom, he's kicking me!” Lowell, seven, received an autism diagnosis much earlier, at 16 months. Their mom, Page, can recall how different the diagnostic process was for her two children. With Lowell, it was a snap. With Frances, she says, they went from doctor to doctor and were told to simply watch and wait—or that there were various physical reasons for her delays, such as not being able to see well because of an eye condition called strabismus that would require surgical treatment at 20 months.
    [Show full text]
  • Investigating the Existence, Cognitive Attributes and Potential Pathological Consequences of the Extreme Female Brain
    INVESTIGATING THE EXISTENCE, COGNITIVE ATTRIBUTES AND POTENTIAL PATHOLOGICAL CONSEQUENCES OF THE EXTREME FEMALE BRAIN Sarah Louise JONES Submitted for the degree of Doctor of Philosophy Division of Psychology Faculty of Social Sciences University of Bradford 2 0 1 6 Abstract INVESTIGATING THE EXISTENCE, COGNITIVE ATTRIBUTES AND POTENTIAL PATHOLOGICAL CONSEQUENCES OF THE EXTREME FEMALE BRAIN Sarah Louise Jones Key words: extreme female brain, empathising, systemising, sex differences, autism, schizophrenia, memory, cognition, gene imprinting, paranoid ideation The ‘extreme female brain’ (EFB) is derived from the empathising - systemising theory (E-S) which hypothesises that sex differences in cognition exist on a continuum, based on abilities in ‘empathising’ and ‘systemising’ (Baron-Cohen, 2003). The EFB profile; extreme empathising alongside deficient systemising, has received little attention in social cognitive neuroscience research, compared to the extreme male brain, which has advanced the knowledge of sex differences in the expression of autism. Currently, there is no solid evidence of a clinical pathology relating to the EFB nor a marker of cognition associated with a person’s ‘place’ on the E-S continuum. Here, an episodic memory paradigm with social and non-social conditions was given to participants along with measures of empathising and systemising. Scores on the social condition predicted where a person lies on the E-S continuum. The thesis then investigated the hypothesis that schizophrenia is expressed in the feminised profile (Badcock & Crepsi, 2006) i and the presumption that empathising and systemising demonstrate a trade­ off. Elements of paranoia were associated with an empathising bias. However, a bias in systemising ability was associated with schizotypy along with a significant overlap in the expression of autistic traits and schizotypy.
    [Show full text]
  • IACC Meeting Full Slide
    Meeting of the Interagency Autism Coordinating Committee Thursday, April 19, 2018 Bethesda Marriot Hotel 5151 Pooks Hill Road Congressional Room Bethesda, MD 20814 Conference Call Access: Phone: 800-857-9791 Access Code: 8959122 Meeting of the IACC Morning Agenda 9:00 AM Welcome, Introductions, Roll Call, and Approval of Minutes Joshua Gordon, M.D., Ph.D. Director, NIMH and Chair, IACC Susan Daniels, Ph.D. Director, OARC, NIMH and Executive Secretary, IACC 9:10 Report from the HHS National Coordinator Ann Wagner, Ph.D. HHS National Autism Coordinator and Chief, Biomarker and Intervention Development for Childhood-Onset Mental Disorder Branch Division of Translational Research National Institute of Mental Health Meeting of the IACC Morning Agenda - continued 9:15 Panel on Employment for People on the Autism Spectrum Scott Michael Robertson, Ph.D. Policy Advisor, Youth Policy Team, Office of Disability Employment Policy, U.S. Department of Labor Jose Velasco, M.S. Vice-President of Operations and Strategy Global Co-Lead, Autism at Work SAP Marjorie Madfis, M.B.A. Yes She Can, Inc. Meeting of the IACC Morning Agenda - continued Panel on Employment for People on the Autism Spectrum Lori Ireland, M.B.A. Co-Founder and Board Member Extraordinary Ventures Paige Morrow Managing Director Extraordinary Ventures 11:00 Morning Break Meeting of the IACC Morning Agenda - continued 11:15 Committee Business Susan Daniels, Ph.D. Director, OARC, NIMH and Executive Secretary, IACC Joshua Gordon, M.D., Ph.D. Director, NIMH and Chair, IACC 12:00 PM Lunch Welcome Introductions Roll Call Approval of Minutes Joshua Gordon, M.D., Ph.D.
    [Show full text]
  • Read Section 6
    Section 6 Strategies to Promote Well-Being Snapshot • Well-being has many different aspects and is influenced by internal, external and social factors. • Self-care means making it a priority to do things that a person loves to do that make them feel better. • Community care involves taking care of the needs of each other. • We can learn self-care strategies to help us when we are feeling stressed or worn down by demands. • Self-care planning involves building physical and emotional strategies into daily living to help deal with life challenges. Well-being Well-being is a broad concept and has many different meanings. Well-being has been described as including “the presence of Well-being is based on how peo- positive emotions and moods (e.g., contentment, ple feel and function, on both happiness), the absence of negative emotions a personal and social level, and (e.g., depression, anxiety), satisfaction with how they evaluate their lives. life, fulfilment and positive functioning.”1 There are different aspects of well-being: Well-being can be understood as how people • psychological feel and how they function, on both a personal • emotional and a social level, and how they make sense • physical of their lives. There are different aspects of • social well-being, many of which may look like: • spiritual. 101 Section 6 • Psychological well-being2 · Self-acceptance (positive attitude about oneself) · Feeling of control over one’s life · Ability to meet demands · Personal growth (knowledge about oneself or maturing; moving toward one’s potential)
    [Show full text]
  • Lessons from Psychotherapy That Inform Counseling Gifted Students: What We Know and Future Opportunities
    Lessons From Psychotherapy That Inform Counseling Gifted Students: What We Know and Future Opportunities Steven I. Pfeiffer, PhD, ABPP Florida State University Introduction There is a growing interest in the gifted field on the topic of counseling students who are gifted. The student might be a high-ability child or adolescent client who presents with a coexisting psychiatric or mental disorder, or special education disability—termed the “twice exceptional” or 2e student (Pfeiffer & Foley-Nicpon, 2018). Or the client might be a high-ability student just beginning to experience social-emotional difficulties, what the psychiatric field calls clients with “sub-clinical” problems (Pfeiffer, 2013a; Pfeiffer & Burko, 2016). Finally, the client might be a high ability student or group of students in no psychological distress, but who would be excellent candidates for universal, selective, or indicated preventive interventions to support their mental health and well-being (Darling-Hammond, 2015; Pfeiffer & Prado, 2019; Pfeiffer & Reddy, 1998). This paper provides an overview on what the author has learned in psychotherapeutic work with children and youth that can inform counseling high-ability, gifted students. My hope is that the chapter has application for both preventive and early intervention work, as well as for intensive, psychotherapeutic efforts. The paper includes a discussion on four important principles of evidence-based psychotherapy, including the pre-eminence of a common factors’ perspective. The chapter also briefly discusses progress monitoring and preventive counseling. An actual clinical case is presented to illustrate psychotherapeutic work with a troubled gifted adolescent guided by evidence-based practice. A Personal Note Before beginning the paper, it seems prudent to provide the reader with a transparent, “truth in advertising” statement about the author.
    [Show full text]