Browse > Article
http://dx.doi.org/10.9722/JGTE.2012.22.2.411

A Study on the Realities of and Needs of School Counseling Services for Science Gifted High School  

Lee, Young-Ju (KAIST)
Ryu, Ji-Young (KAIST)
Chae, Yoo-Jung (KAIST)
Publication Information
Journal of Gifted/Talented Education / v.22, no.2, 2012 , pp. 411-426 More about this Journal
Abstract
The realistic counseling services of the science gifted high schools have been investigated in order to figure out the degree of student's satisfaction. For this purposes, questionnaires regarding the current status of school counseling were administered to 311 science gifted high school students. Data were analysed according to sex and grade level. The research results are as follows. First, gifted students received counseling 1~3times per year and for 30~60 minutes each time. Second, there were significant differences in the motivation of counseling among different grade level students; 1st grade students were counseled more voluntarily than the 2nd and 3rd grade students. Third, there were significant differences in the counseling issues among different grade level students. First grade students were mainly counseled with the issues of school achievement, but 2nd and 3rd grade students were counseled regarding career planning issues. Fourth, in terms of the effects of school counseling, most students perceived "average". Fifth, Students had high counseling needs for career planning. Finally, there were significant differences in the satisfaction of career counseling programs between boys and girls. as well as among different grade levels. Based on the results, students' voluntary involvement and confidence are needed to facilitate school counseling activity. Also, various career counseling programs, especially for the gifted girls, are needed.
Keywords
Gifted students; School Counseling; Counseling satisfaction;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Robinson, N. M. (2006). Counseling issues for gifted students. Gifted Education Communicator, 37(1), 9-10.
2 Silverman, L. K. (1983). Issues in affective development of the gifted. In J. Van Tassel-Baska (Ed.), A practical guide to counseling the gifted in a school setting (pp. 2-10). Reston, VA: Council for exceptional children.
3 Silverman, L. K. (1993). Counseling the gifted and talented. Denver, Co: Love.
4 Silverman, L. K. (1997). Family counseling with the gifted. In Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed) (pp. 382-397). Boston: Allyn & Bacon.
5 Terman, L. M. (1925). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
6 Terman, L. M., & Oden, M. H. (1947). Genetic studies of genius: Vol. 4. The gifted child grows up. Stanford, CA: Stanford University Press.
7 Terman, L. M., & Oden, M. H. (1959). Genetic studies of genius: Vol. 5. The gifted group at midlife: Thirty-five years' follow-up of a superior group. Stanford, CA: Stanford University press.
8 VanTassel-Baska, J. (1998). Characteristics and needs of talented learners. In J. VanTassel-Baska (Ed.), Excellence in educating gifted & talented learners (pp. 489-510). Denver, CO: Love Publishing.
9 Webb, J. T. (1993). Nurturing social-emotional development of gifted children. In K. A. Hellen, F. J. Monks, & A. H. Passow (Eds.). International Handbook of Research and Development of giftedness and Talent (pp. 525-538). Oxford: Pergamon Press.
10 Webb, J. T., Mckstroth, E. A., & Tolan, S. S. (2005). Guiding the gifted child. Scottsdale. AZ: Great Potential Press.
11 Yoo, J. E., & Moon, S. M. (2006). Counseling needs of gifted students: An analysis of intake forms at a university based counseling center. Gifted Child Quarterly, 50(1), 52-61.   DOI
12 Meckstroth, E. (2006). Nurturing social relationships. Gifted Education Communicator, 37(1), 18-23.
13 Landrum, M. S. (1987). Guidelines for implementing a guidance/counseling program for gifted and talented students. Roeper Review, 10, 103-107.   DOI
14 Leung, S. A. (1998). Vocational identity and career choice congruence of gifted and talented high school students. Counseling Psychology Quarterly, 11(3), 325-335.   DOI
15 Mahoney, A. (2006). Effective counseling qualities, Gifted Education Communicator, 37(1), 41.
16 Miller, J. V. (1981). Overview of career education for gifted and talented. Journal of Career Education, 7, 430-436.
17 Neihart, M. (2002) Gifted children and depression. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), Social and emotional development of gifted children: What do we know? (pp. 93-102). Washington, DC: National Association for Gifted Children.
18 Neihart, M. (2006). Dimensions of underachievement, difficult contexts, and perceptions of self: Achievement/affiliation conflicts in gifted adolescents. Roeper Review, 28(4), 196-202.   DOI
19 Papalia , D. E., & Olds, S. W. (1992). Human development (5th ed.). New York: McGraw-Hill, Inc.
20 Perrone, P. (2007). Gifted individuals' career development. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed.). Boston: Allyn & Bacon.
21 Perrone, P. A., & Van Den Heuvel, D. H. (1981). Career development of the gifted: Horizons unlimited. Journal of Career Education, 7, 299-304.
22 Ritchie, M. H. (1986). Counseling the involuntary client. Journal of Counseling and Development, 64, 245-251.
23 Post-Krammer, P., & Perrone, P. (1983). Career perception of talented individuals: A follow-up study. Vocational Guidance Quarterly, 31, 203-211.   DOI
24 Bireley, M., & Genshaft, J. (1991). Adolescence and giftedness: A look at the issues. In M. Bireley & J. Genshaft (Eds.), Understanding the gifted adolescent: Educational, developmental, and multicultural issues (pp. 95-123). New York: Teachers College Press.
25 Burks, B. S., Jensen, D. W., & Terman, L. M. (1930). Genetic studies of genius: Vol. 3. The promise of youth: Follow-up studies of a thousand gifted children. Stanford, CA: Stanford University Press.
26 Colangelo, N. (2003). Counseling gifted students. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed.) (pp. 373-387). Boston: Allyn & Bacon.
27 Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th ed). New York: Pearson.
28 Delisle, J. R (1992). Guiding the social and emotional development of gifted youth. New York: Longman.
29 Doyle, R. E. (1992). Essential skills and strategies in the helping process. Pacific Grove, CA: Brooks/Cole.
30 Fagan, T. K., & Wise, P. S. (2000). School Psychology: Past, present, and future (2nd ed.). Bethesda, MD: National Association of School Psychologists.
31 Gallagher, J. J. (1990). Editorial: The public and professional perception of the emotional status of gifted children. Journal for the Education of the Gifted, 13, 202-211.
32 Gallagher, J. J. (1991). Educational reform, values, and gifted students. Gifted Child Quarterly, 35, 12-19.   DOI
33 노향옥 (2004). 일반계 고등학교 1학년 학교 상담 프로그램 개발. 석사학위논문. 한국교원대학교.
34 Hollingworth, L. S. (1942). Children above IQ 180: Their origin and development. New York: World Books.
35 Janis, I. L. (1993). The role of social support in adherence to stressful decision. American Psychologist, 38, 143-160.
36 Kelly, K. R. (1994). Career planning and counseling for highly able students. In J. B. Hansen and S. M. Hoover (Eds.), Talent development theories and practice (pp. 281-296). Dubuque, IA: Kendall/Hunt Publishing.
37 류은주, 김정은, 백성혜 (2011). 사회-정서적 어려움을 겪고 있는 과학영재에 대한 고찰. 영재교육연구, 21(3), 659-682.
38 민들레 (2008). 고등학교의 상담실태와 상담요구분석에 관한 연구-인천지역 일반계 고등학교를 중심으로. 석사학위논문. 성균관 대학교.
39 서병주 (2006). 일반계 고등학교에서의 학교 상담의 실태 및 인식연구. 석사학위논문. 인제대학교.
40 신현숙, 김인아, 류정희 (2004). 중.고등학교 교사가 지각한 학교상담 실태와 학교 심리학 서비스의 필요성. 한국심리학회지: 학교, 1(1), 53-77.
41 연문희, 강진령 (2006). 학교상담: 21세기의 학생생활지도. 파주: 양서원.
42 유형근 (2009). 미성취 영재의 상담요구와 전문상담교사의 역할. 초등교육연구, 22(1), 113-139.
43 윤여홍 (1996). 영재아동의 정서적 특성에 관한 임상연구: 정신건강을 위한 지도. 영재교육연구, 6, 53-71.
44 윤여홍 (2000). 영재의 심리적 특성과 정서발달을 위한 상담. 한국심리학회 일반, 19(1), 79-101.
45 이광형, 정현철, 이영주, 채유정, 김환남 (2011). KSA 학생지도 실태 및 인식조사. 대전: KAIST 과학영재교육연구원.
46 이장호, 정남운, 조성호 (1999). 상담심리학의 기초. 서울: 학지사.
47 정경아, 최윤정, 윤초희, 이미순 (2006). 영재교육 성별 실태 및 영재 여학생 육성방안. 서울: 한국여성개발원.
48 최미향, 전영석 (2010). 초등과학영재 특성 도출을 위한 탐구활동에서의 담화분석. 영재교육연구, 20(1), 369-388.
49 정순이 (2010). 영재상담모형 개발. 석사학위논문. 한국교원대학교.
50 정현철, 김환남, 이영주, 채유정, 이범진 (2011). 영재학교 현황 및 제도개선 방안 연구 (RR2011-15). 대전: KAIST 과학영재교육연구원.
51 한미경 (2003). 부산광역시 고등학교의 학교상담실태와 요구분석. 석사학위논문. 경성대학교.
52 황희숙, 강승희, 황순영 (2010). 과학영재의 진로선택 어려움에 관한 질적연구. 특수아동교육연구, 12(3), 351-368.
53 김태명 (2004). 대구.경북지역 고등학교의 상담활동 실태와 활성화 방안. 석사학위논문. 경북대학교.
54 고혜경 (2006). 중.고등학교 학교상담 운영실태 및 개선방안에 관한연구: 익산시를 중심으로. 석사학위논문. 원광대학교.
55 김건관 (2002). 교사기대 형성과 변화가 학업성취에 미치는 영향. 중등교육연구, 54(2), 99-121.