Identification of Myths Two myths that are commonly associated with gifted children are that gifted children are often bored in regular classrooms and they can become frustrated when they fail at goals, implying that these students are often perfectionists (Bain, Bliss, Choate, & Brown, 2007). Bain, Bliss, Choate, and Brown (2007) discuss the lack of evidence around gifted students need for perfectionism; however, there have been studies that show gifted students enthusiasm levels decline in the absence of appropriately matched challenges. Additionally, the authors state that gifted students often become frustrated not because of the lack of challenge, but due to the high expectations placed upon them by the adults in their lives and the failure associated with these expectations. Strategies to support gifted and twice-exceptional children could include strengths-based comprehensive educational programming and group counseling (Reis, Baum, & Burke, 2014). Teachers can embed enrichment strategies that challenge particular skill levels, while implementing particular types of interventions to address skill weaknesses. In essence, a strength-based program improves students’ …show more content…
As the counselor, intent underlying assessments, interventions, and goals is to assist the family with understanding the reasons why they have identified particular problems. For example, the counselor would assist the family understand that the problem is not the underachieving gifted child, but the stressors that have caused everyone to act outside of their typical behavioral patter. Thomas and Ray (2006) go on to state that there is a collaborative alliance where the family has the expertise to identify strategies and resources to achieve their counseling