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Journals Home > Gifted Child Today > Volume 29 |  Issue 3 > Article Abstract
 

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  • Abraham, M., & Karsch, A. (Producers), & Hoffman, M. (Director). (2002). The emperor’s club [Motion Picture]. (Available from MCA/Universal Pictures, 100 Universal City Plaza, Universal City, CA 91608).
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  • Halsted, J. W. (2002). Some of my best friends are books: Guiding gifted readers from pre-school to high school. (2nd ed). Scottsdale, AZ: Great Potential Press.
  • Hébert, T. P., & Kent, R. (2000). Nurturing social and emotional development in gifted teenagers through young adult literature. Roeper Review, 22, 167–171.
  • Hébert, T. P., & Sergent, D. (2005). Using movies to guide: Teachers and counselors collaborating to support gifted students. Gifted Child Today, 28(4), 14–25.
  • Hébert, T. P., & Speirs Neumeister, K. L. (2001). Guided viewing of film: A strategy for counseling gifted teenagers. Journal of Secondary Gifted Education, 14, 224–235.
  • Hébert, T. P., & Speirs Neumeister, K. L. (2002). Fostering the social and emotional development of gifted children through guided viewing of film. Roeper Review, 25, 17–21.
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  • Hockin, S. (Producer), & Williams, J. (Director). (2000). Frankie & Hazel [Motion Picture]. (Available from Showtime Networks, Inc. 1633 Broadway, New York, NY 10019).
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  • Milne, H. J., & Reis, S. M. (2000). Using videotherapy to address the social and emotional needs of gifted children. Gifted Child Today, 23(1), 24–29.
  • Musca, T. (Producer), & Menéndez, R. (Director). (1988). Stand and deliver [Motion Picture]. (Available from Warner Brothers, 4000 Warner Boulevard, Burbank, CA 91522).
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  • Volume 29
  •  Issue 3
  • Publication Date: Summer 2006



Guided Viewing of Film With Gifted Students: Resources for Educators and Counselors

Thomas P. Hébert and Daniel R. Hammond

Since the early work of Leta Hollingworth (1926, 1942) in Manhattan’s Speyer School, the gifted education community has acknowledged the need to address the social and emotional development of gifted students. Educators have come to understand that, in addition to the developmental issues faced by all youngsters, some high-ability students must learn to cope with challenges as a result of their exceptionality. These additional developmental tasks for gifted children include issues associated with asynchronous development, emotional sensitivity, camouflaging of intelligence, perfectionism, multipotentiality, and underachievement (Colangelo, 2003).


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