WOGI - Guidance and Counseling

Week 5 Matrix
Key Questions	Guiding Objectives	Learning Activities	Evidence of Mastery	In Depth Required Reading	Resources (These ARE NOT required reading. They are for further study if you so choose.)
How can we facilitate social skill and leadership development in students?	Learn how to help students develop social skills and inspire leadership. Support gifted children’s experience of global interconnected-ness and personal responsibility to take action. Realize that a primary need in life is to belong. Help gifted children to appreciate that their profound sensitivity and empathy can be channeled to help humankind. Recognize that perceptivity, empathy, ethics, values, integrity, and leadership are related	Learning Activity 5.1: Write down 3 of the questions you had as you read. Go to the Internet or library to find at least 3 other sources that might help you answer your questions. Write a short response to each of your questions based on your research. Finally, write a short paragraph that discusses your view, both before and after reading, regarding helping to teach social skills to your students. Learning Activity 5.2: Investigate options for students to participate in service learning projects where they work on community and welfare projects. Make a list that you could have available for the parents of your gifted students that includes opportunities for service learning and leadership roles with a brief description and some websites where readers can learn more about leadership.	Completed Leadership Styles Inventory Completed Discussion Forum 5.1 Completed Learning Activities 5.1 & 5.2	Gross, M. (n.d.). “Play partner” or “sure shelter”? Why gifted children prefer older friends. Retrieved from http://www.hoagiesgifted.org/play_partner.htm Lovecky, D. (1995). Highly gifted children and peer relationships. Counseling and Guidance Newsletter. Retrieved from http://www.davidsongifted.org/db/Articles_id_10129.aspx Rimm, S. (2003). Social Adjustment and Peer Pressures for Gifted Children. Davidson Institute for Talent Development Retrieved from http://www.davidsongifted.org/db/Articles_id_10125.aspx Moyle, V. (2005). Authentic character development—Beyond nature and nurture. In Hafenstein, Kutrumbos, & Delisle (Eds.). Perspectives in gifted education: Vol. 3. Complexities of emotional development, spirituality and hope (pp. 33–59). Retrieved from http://www.sengifted.org/articles_learning/Moyle_AuthenticCharacterDevelopment.shtml Pfeiffer, S. (2006).Creating Opportunities to Develop Leadership Ability. 6(3). Retrieved from http://www.dukegiftedletter.com/articles/vol6no3_talent.html Education.com. (n.d.) 7 Habits of Highly Successful Teens. Retrieved from http://www.education.com/magazine/article/Ed_7_Habits_Successful/# Karnes, F. and Bean, S. (n.d.). Leadership Development and Gifted Students. Retrieved from http://www.itari.in/categories/childleadership/LeadershipdevelopmentandGiftedStudents.pdf	Ellsworth, J. A. (1998). Adolescence and gifted: Addressing existential dread. Retrieved from http://www.sengifted.org/articles_counseling/Ellsworth_AdolescenceAndGiftedAddressingExistentialDread.shtml Schmitz, C. C., & Galbraith, J. (1985). Managing the social and emotional needs of the gifted: A teacher’s survival guide. Minneapolis, MN: Free Spirit Press. University of Michigan Health Minute Publication. Don’t let 20/20 hindsight happen to you. Retrieved from http://www.med.umich.edu/opm/newspage/2007/hmsuicide.htm Webb, J., Amend, E., Webb, N., Goerss, J., Beljan, P., & Olenchak, F. (2004). Counseling, multiple exceptionality, and psychological issues. Retrieved from http://www.sengifted.org/articles_counseling/Webb_MisdiagnosisAndDualDiagnosisOfGiftedChildren.shtml Arellano, A. R., & Padilla, A. M. (1996). Academic invulnerability among a selected group of Latino university students. Hispanic Journal of Behavioral Sciences, 18(4), 485–507. (ISSN-0739-9863) Clasen, D. R., & Clasen, R. E. (2003). Mentoring the gifted and talented. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 254–267). Boston: Allyn & Bacon. David, J. (Ed.). (1996). The family secret: Adult children of alcoholics tell their stories. Quill Publishing. Benard, B. (1995). Fostering resilience in children. ERIC Digest (ESO-PS-95-9). Retrieved from http://www.ericdigests.org/1996-2/fostering.html Dixon, C. (1996). Gifted and at risk. Fastback 398. Bloomington, IN: Phi Delta Kappa Educational Foundation. (ISBN-0-87367-598-3) (ERIC Document Reproduction Service No. ED407824) Ford, D. Y. (1994). Nurturing resilience in gifted black youth. Roeper Review, 17(2), 80–85. (ISSN-0278-3193) Hebert, T. P. (1996). Portraits of resilience: The urban life experience of gifted Latino young men. Roeper Review, 19(2), 82. (ISSN-0278-3193) Kline, B. E., & Short, E .B. (1991). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13(3), 118–21. (ISSN-0278-3193) Lovell, C. (2005). Rachael Mason hears the sound. Minneapolis, MN: Free Spirit Publishing. Neihart, M. (2002). Delinquency and gifted children. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds.), The social and emotional development of gifted children. Washington, DC: NAGC.

Week 5 Matrix

Key Questions

Guiding
Objectives

Learning
Activities

Evidence of
Mastery

In Depth
Required Reading

Resources
(These ARE NOT required reading. They are for further study if you so choose.)

How can we facilitate social skill and leadership development in students?

Learn how to help students develop social skills and inspire leadership.

Support gifted children’s experience of global interconnected-ness and personal responsibility to take action.

Realize that a primary need in life is to belong.

Help gifted children to appreciate that their profound sensitivity and empathy can be channeled to help humankind.

Recognize that perceptivity, empathy, ethics, values, integrity, and leadership are related

Learning Activity 5.1:

Write down 3 of the questions you had as you read.
Go to the Internet or library to find at least 3 other sources that might help you answer your questions.
Write a short response to each of your questions based on your research.
Finally, write a short paragraph that discusses your view, both before and after reading, regarding helping to teach social skills to your students.

Learning Activity 5.2:

Investigate options for students to participate in service learning projects where they work on community and welfare projects.
Make a list that you could have available for the parents of your gifted students that includes opportunities for service learning and leadership roles with a brief description and some websites where readers can learn more about leadership.

Completed Leadership Styles Inventory

Completed Discussion Forum 5.1

Completed Learning Activities 5.1 & 5.2

Gross, M. (n.d.). “Play partner” or “sure shelter”? Why gifted children prefer older friends. Retrieved from http://www.hoagiesgifted.org/play_partner.htm

Lovecky, D. (1995). Highly gifted children and peer relationships. Counseling and Guidance Newsletter. Retrieved from http://www.davidsongifted.org/db/Articles_id_10129.aspx

Rimm, S. (2003). Social Adjustment and Peer Pressures for Gifted Children. Davidson Institute for Talent Development Retrieved from http://www.davidsongifted.org/db/Articles_id_10125.aspx

Moyle, V. (2005). Authentic character development—Beyond nature and nurture. In Hafenstein, Kutrumbos, & Delisle (Eds.). Perspectives in gifted education: Vol. 3. Complexities of emotional development, spirituality and hope (pp. 33–59). Retrieved from http://www.sengifted.org/articles_learning/Moyle_AuthenticCharacterDevelopment.shtml

Pfeiffer, S. (2006).Creating Opportunities to Develop Leadership Ability. 6(3). Retrieved from http://www.dukegiftedletter.com/articles/vol6no3_talent.html

Education.com. (n.d.) 7 Habits of Highly Successful Teens. Retrieved from http://www.education.com/magazine/article/Ed_7_Habits_Successful/#

Karnes, F. and Bean, S. (n.d.). Leadership Development and Gifted Students. Retrieved from http://www.itari.in/categories/childleadership/LeadershipdevelopmentandGiftedStudents.pdf

Ellsworth, J. A. (1998). Adolescence and gifted: Addressing existential dread. Retrieved from http://www.sengifted.org/articles_counseling/Ellsworth_AdolescenceAndGiftedAddressingExistentialDread.shtml

Schmitz, C. C., & Galbraith, J. (1985). Managing the social and emotional needs of the gifted: A teacher’s survival guide. Minneapolis, MN: Free Spirit Press.

University of Michigan Health Minute Publication. Don’t let 20/20 hindsight happen to you. Retrieved from http://www.med.umich.edu/opm/newspage/2007/hmsuicide.htm

Webb, J., Amend, E., Webb, N., Goerss, J., Beljan, P., & Olenchak, F. (2004). Counseling, multiple exceptionality, and psychological issues. Retrieved from http://www.sengifted.org/articles_counseling/Webb_MisdiagnosisAndDualDiagnosisOfGiftedChildren.shtml

Arellano, A. R., & Padilla, A. M. (1996). Academic invulnerability among a selected group of Latino university students. Hispanic Journal of Behavioral Sciences, 18(4), 485–507. (ISSN-0739-9863)

Clasen, D. R., & Clasen, R. E. (2003). Mentoring the gifted and talented. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 254–267). Boston: Allyn & Bacon.

David, J. (Ed.). (1996). The family secret: Adult children of alcoholics tell their stories. Quill Publishing.

Benard, B. (1995). Fostering resilience in children. ERIC Digest (ESO-PS-95-9). Retrieved from http://www.ericdigests.org/1996-2/fostering.html

Dixon, C. (1996). Gifted and at risk. Fastback 398. Bloomington, IN: Phi Delta Kappa Educational Foundation. (ISBN-0-87367-598-3) (ERIC Document Reproduction Service No. ED407824)
Ford, D. Y. (1994). Nurturing resilience in gifted black youth. Roeper Review, 17(2), 80–85. (ISSN-0278-3193)

Hebert, T. P. (1996). Portraits of resilience: The urban life experience of gifted Latino young men. Roeper Review, 19(2), 82. (ISSN-0278-3193)

Kline, B. E., & Short, E .B. (1991). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13(3), 118–21. (ISSN-0278-3193)

Lovell, C. (2005). Rachael Mason hears the sound. Minneapolis, MN: Free Spirit Publishing.

Neihart, M. (2002). Delinquency and gifted children. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds.), The social and emotional development of gifted children. Washington, DC: NAGC.

Assignments for Week 5

Review Week 5 Matrix

Read Week 5: Supporting Social Skills and Leadership Development

Complete Learning Activity 5.1

As you read, did you think about the importance of teaching/fostering social skills? Did you reflect on the answers to your questions? Hopefully, you were able to develop some questions of your own, as well, like, “How can I help gifted kids learn the social skills they need?”

Directions:

Write down 3 of the questions you had as you read.

Go to the Internet or library to find at least 3 other sources that might help you answer your questions.

Write a short response to each of your questions based on your research.

Finally, write a short paragraph that discusses your view, both before and after reading, regarding helping to teach social skills to your students.

Submit this to your instructor in the Assignment: Learning Activity 5.1 link in the course.

Complete Discussion Forum 5.1

Please discuss your findings (to the extent that you are comfortable) with the class through the Forum 5.1 discussion post. What is your leadership style, according to the Inventory? Do you agree? What characteristics do you feel are most important (your top 5)? Anything else you’d like to share?
Make sure you respond to another class participant.

Complete Learning Activity 5.2

Investigate options for students to participate in service learning projects where they work on community and welfare projects.

What projects are on-going in your district schools and neighborhoods that students could join?

How do these programs encourage students to take active roles in the community?

Brainstorm who could come talk to your class to inform them on volunteer options and the service they could provide. Search through web sites with ideas and resources to help promote the development of philanthropic values. Some examples:

Learning to Give (www.learningtogive.org)

National Service-Learning Clearinghouse (www.servicelearning.org)

National Youth Leadership Council (www.nylc.org)

National service Learning Partnership (www.nsip.convio.net)

Now, please make a list that you could have available for the parents of your gifted students. The list should include opportunities for service learning and leadership roles with a brief description and some websites where readers can learn more about leadership.

Please submit this to your instructor for your Learning Activity 5.2 assignment.