ESSENTIALS OFGUIDANCE ANDCOUNSELING

[Document subtitle]

Questions:

1. Explain the concept of Guidance and Counselling. Discuss the role of guidance and counselling in enhancing classroom learning.

2. What are the important values of Group Dynamics? How it can be imparted through teaching to children?

3. How will you provide Guidance and Counselling to the Learning Disabled Children? Explain with suitable examples.

Ans1..Guidance was originally centred on problems related to vocationsfor young people. Adolescents who were not in school, had nothing to do,

indulged in various activities resulted in delinquency. To reducedelinquency, an effort was made with guidance which aimed at choice of

job suited to the abilities and needs of the adolescents. The chief guidanceresponsibility of society is towards children and youth. Guidance functionswhenever choices are made and even when there is no choice, it helps theindividual to understand and accept the situation. It is not only needed in

crisis situations but throughout the life for personality development.Guidance which comes in just by the way as life goes is informal guidance;the guidance for achievement in our day-to-day life is incidental guidance.The specific form of guidance with a purpose is the formal guidance which

helps the individual to find a solution to problem.

MEANING OF GUIDANCE

Guidance is the assistance made available by qualified and trained persons to an individual of any age to help him to manage his own life activities, develop his own points of view, make his own

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decisions and carry on his own burdens. In the educational context, guidance means assisting students to select courses of study appropriate to their needs and interests, achieve academic excellence to the best possible extent, derive maximum benefit of the institutional resources and facilities, inculcate proper study habits, and satisfactorily participate in curricular and extracurricular activities.

ORIGIN OF GUIDANCE

The term guidance derives its meaning from the word “guide”, refers to a person who shows the way. A guide needs to possess intimate knowledge regarding places, ways, etc., to enlighten individuals about a new place. This guidance means 'to guide'. Even at the earliest stages of the developmental history of human civilisation, adults must have extended guidance to the young for growing in and adjusting to various developmental situations in life. Although man's physical nature and equipment have remained unchanged for centuries, the structure of society has become tremendously complex.Urban life, mobility, industrialisation, hi-tech advancements, increasing media of communication, had introduced new social-personal challenges which the young or their family adults found difficult to cope with; this state of affairs led to the origin of guidance. In the West as well as in India, organised guidance work was performed by civic minded philanthropic persons. Frank Parsons, a volunteer worker in the Civic Services House in Boston has been recorded as the Father of Vocational Guidance in USA. Dr. Hoshang Mehta and Mr. Batliboi were the civic leaders of the guidance movement in the Parsi Panchayat Bureau of Bombay. Thus Bombay in India like Boston in the USA can be termed as the cradle of guidancemovement in India. 2.4 DEFINITION OF GUIDANCE Crow and Crow define, "Guidance is the assistance made available by competent counsellors to an individual of any age to help him direct his own life, develophis own point of view, make his own decisions, carry his own burdens". According to Hamrin and Erickson, guidance is "that aspectof educational programme which is concerned especially with helping the pupil to become adjusted to his present situation and to plan his future in line with his interests, abilities and social.needs". According to Jones, "Guidance involves personal help given by someone; it is designed to assist a person to decide where he wants to go, what he wants to do or how he can best accomplish his purpose; it assists him to solve problems that arise in his life". Guidance is a process which helps every individual to help himself, to recognise and use his own inner potentials, to set goals, to work

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out his own problems of development. It is a continuous process needed from childhood to old age, guidance is not separate from education but is an essential part of the total educational programme. It is broader than counselling and includes counselling as one of its services. According to Butler, the two phases of counselling are 'adjustive' and 'distributive'. In adjustive phase, the emphasis is on the social, personal and emotional problems of the individual; in the distributive phase the focus is on his educational, vocational and occupational problems. Arbuckle has described Butler's distributive phase as guidance and adjustive phase as counselling. To Hollis and Hollis, guidance programme is based on eight principles:

1. The dignity of the individual is supreme.

2. Individuals differ.

3. The primary concern of guidance is the individual in his social setting.

4. The attitudes and personal perceptions of the individual are thebases on which he acts

5. Individual generally acts to enhance his perceived self.

6. The individual has the innate ability to learn and can be helped to make choice that will lead to self-direction consistent with social improvement

7. The individual needs a continuous guidance process from early childhood through adulthood

8. Each individual may at times need the information and personal assistance best given by competent professional person.

Guidance, which is a relatively more comprehensive process includescounselling as its most specialised function. Counselling service forms the

central part of the overall assistance given to the individual throughguidance programme. Counselling is a process of enabling the individual

to know himself and his present and possible future situations in orderthat he may make substantial contributions to the society and to solve his

own problems through a face to face relationship with the counsellor."Counselling is a learning oriented process carried out in a social

environment in which the professionally competent counsellor attempts toassist the counselee using appropriate procedures to become a happy and

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productive member of the society by formulating realistic and purposefulgoals for total personal growth.

COUNSELLING

Counselling is a process of helping individuals or group of people to gain self-understanding in order to be themselves. Burker and Steffler (1979) see counseling as a professional relationship between a trained Counselor and a client. Olayinka (1972) defined itto be a process whereby a person is helped in a face-to-face relationship while Makinde (1983) explained counseling as an enlightened process whereby people help others by encouraging their growth. Counselling is a process designed to help clients understandand clarify personal views of their life space, and to learn to reach their self-determined goals through meaningful, well-informed choices and a resolution of problems of an emotional or interpersonal nature. It believes that every human individual has the potential for self-growth, self-development and self-actualization.

Types of Counselling

There are two major types of Counselling, namely: individual counselling and group counselling.

(a) Individual Counselling: This is referred to as one-to-one counselling. It occurs between the professionally trained Counsellor (Therapist) and his client (Counselee). The goal of this is to help the clientto understand himself, clarify and direct his thought, in order to make a worthwhile decision. Through this, clients’ problems are alleviated. Frumboltz and Thoreson (1967) as cited in Ojo (2005) remarked that it is mainly to bring about change in the client either by altering maladaptive behaviour,learning the decision making process or preventing problems.

(b) Group Counselling: This is a counselling session that takes place between the professionally trained counsellor and a group of people. Number of this group should not be more than seven, or at least ten, in order to have a cohesive group and an effective well controlled counselling session. Members of the groups areclients/counselees whose tasks or problems that are meant for

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resolution are similar. During group counselling, a free atmosphere is allowed and freedom of speech is encouraged.

The counselees are free to express themselves individually as counselling progresses so that encumbrances surrounding the tasks orproblems to be resolved would be open for all to consider and benefit from. All counselees are expected to participate and expresstheir feelings. The responsibility of the counsellor during group counselling is to help remove the marks covering the problem. He helps open up the problem with the professional competence and knowledge he possesses. The counsellor is not just a member of the group; he is to direct the affairs and situations.

S.No.

COUNSELLING

GUIDANCE

1. Student (client) directed. Locus of control moves toward student (client). This means the client is more involved at every stagein counselling

Counsellor directed. Locus of control remains with the Tutor(Counsellor).

2. The Tutor (Counsellor) is a facilitator /enabler. He is not the decision maker

The Tutor (Counsellor) is information/advice giver

3. Client and Counsellor jointly negotiate a contractabout agenda and methodology

Counsellor determines objectives and methods

4. Client participates in assessing needs and evaluating progress

Assessment/diagnosis and evaluation is in the domain ofthe counsellor

5. Concern is with the process of decision-making. Understanding how decision is reached is as important as the content of the decision

Concern is with decision (decision seen as product). The way it is reached is not regarded as especially significant

6. Learning is seen as transferable. What is learntin one context is seen

Learning is seen as specific to the problem in question

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utilizable in another e.g. the learning of a skill suchas breaking down problem into its component parts

7 Learning is seen as an emotional as well as a cognitive process. This means the behaviour and the thinking are important

Feelings are not regarded as important in learning

8 Learning about a subject is seen as involving a process of learning about self.

Learning about a subject is not seen as involving self-discovery

ROLE OF GUIDANCE AND COUNSELLING IN ENHANCING CLASSROOM LEARNING

Schools are temples of learning and education is preparation for life. Aim of education is all round development and harmonious adjustment of an individual in various aspects of his life. If this is to be achieved, then education is not limited to imparting knowledge as the duty of a teacher and accumulating knowledge as theduty of a student. The unique potentialities of each individual along with environmental opportunities will have to be taken into, account in making the individual capable of contributing maximum to the society. Thus for self-realisation of the individual, guidance and counselling service is needed. Counselling is a form of education extended to an individual in a scientific manner.

AIMS OF COUNSELLING IN A LEARNING SPACE:

1. To bring about the desired changes in the individual for self-realisation.

2. To provide assistance to solve problems through an intimate personal relationship.

3. To achieve positive mental health.

4. To help students to make proper and satisfactory adjustments for improved academic pursuits and useful life.

NEED FOR COUNSELLING

In the 10+2+ pattern of education introduced in the year 1978, aftercompleting 10 years of general education at the secondary level, thestudent has many choices for selection. Either he can enter into

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world of work or select a vocational course or opt for higher level of academic courses of study through higher secondary.

At this adolescent period, the student must know about his capacities, potentials, and job opportunities after higher studies, about the expenses towards higher education, availability of scholarships and the places of admission, etc. He needs professionalguidance for right selection of courses of study and personal guidance for his adjustment problems. Even though the present younger generation has many educated adults for assistance, some maybe reluctant to approach and in some families the parents may be uneducated. If the parents and elders at home are busy with their work, earning their bread and comforts, the adolescents are left alone without any help and in some cases without love and affection for which they long for.

They face heterosexual problems, which they cannot discuss with parents. Apart from these problems, the adolescents do not know the method of studying, method of preparing for the examinations, leisure time management, adjusting with siblings at home, adjusting with peer group members and parents.

Many students stay in hostels for acquiring higher education. In some cases even at the primary and secondary level they are put in residential schools. All these types of students require guidance. Guidance is needed not only for the problem adolescent but also for the gifted student. Guidance is needed to check the dropouts from school, to minimise the incidence of indiscipline. As most of the higher secondary schools are co-education schools, the heterosexual adjustment and friendship need guidance. For the adolescents who lack a sense of direction, purpose and a sense of fulfilment, guidance needs to be made a regular and continuous activity. In educational institutions for optimum individual, social and nationaldevelopment guidance and counselling must form part of education.

A survey was conducted by the All India Educational and Vocational Guidance Association (1960-61) for gauging college students' needs. Three thousand students from seventeen Indian universities responded. The survey revealed students' felt needs. Eleven problemswere marked by more than 50% of the respondents. They were:

1. I cannot do as well in my studies as other people expect me to do.

2. I do not know enough about the qualifications needed for different kinds of work or careers.

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3. I worry too much about what my future will be after I have finished my studies.

4. Even though I force myself, my attention will not remain on my assignments long enough to finish them.

5. I do not know how to make friends among the opposite sex.

6. I do not have sufficient information about matters on sex.

7. I do not know enough about my aptitudes and abilities for different kinds of work or careers.

8. It is difficult for me to get the books I need for study.

9. I cannot read fast enough to complete my studies in time.

10. I do not know proper methods of study.

11. I have more difficulty in forgetting my mistakes than I believe I should have.

The survey result reveals that even the college students lack knowledge about the occupational world, unable to make clear decisions, lack of knowledge of methods of study, confused in makingheterosexual relationships.

Guidance thus assumes more responsibility for every student in everydirection. The different directions where guidance is needed are:

Education Health Vocation - Every vocation requires certain educational and professional qualifications and preparation. So for the students to succeed in any field, from selection to progress, guidance is needed.

Avocation - The filling up of vacant hours of the students is one ofthe important tasks of education. They should be helped in leisure time management. Directions are needed in choosing hobbies, co-curricular activities, games and cultural programmes so that the outof classroom hours is also a means of development.

Social - As the students in schools come from heterogeneous, linguistic and socio-economic backgrounds, the students should be guided in social behaviour like making friends, becoming leaders in their own groups and for proper social adjustment.

Moral -Telling lies, indulging in antisocial acts, having fascinatedby heterosexual relationships, and trying to dodge the adults in family and also indiscipline behaviour in school can be avoided by guidance.

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Health -Students must be aware of good food habits and ways of improving their physique. Dieting to become thin, obesity and the consequences must be known to the students; especially to adolescentgirls who are going to be the mothers of next generation. Even the disabled students need guidance care.

Personal - Adolescents have problems related to themselves, their parents, family, peer group members and teachers. These may be jealousy among siblings, domination of elders, maltreatment of children, lack of a sense of being wanted and belongingness. These unhappy situations disturb the mental equilibrium of adolescents which results in poor academic achievement.

Education- Underachievement, failures in examinations, unsatisfactory involvement in academic work, drop out from schools are some of the educational problems for the adolescents. Even the choice of subjects and courses offered under higher education, scholarships available are not known to all the students completely.So guidance and counselling is needed to solve these types of problems.

Marital- The suitable age for marital life for girls has been fixed as twenty one, but all the parents are not aware of the physical andmental maturity of their daughters. In Indian villages even before finishing standard ten, the girls are married. So to have a proper understanding of family life, adjustment in the family with elders and to have a clear knowledge of reproductive systems, guidance is needed. Apart from the above mentioned fields of guidance, in the present system of education, guidance and counselling is needed to motivate the youth for self-employment, to help the adolescents establish proper identity.

Guidance is also needed to check the wastage of student time and money and also huge state expenditure on education. To pursue highereducation, youth migrate from rural areas to urban areas and from our country to foreign countries. Unless this migration is checked by guidance and counselling, the rural talent and our national talent will become unproductive. Guidance is also needed to prevent social damage by the destructive activities of youth.

SCOPEOF COUNSELLING

1. Assisting the students to make right choice in academic and non-academic purists.

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2. Making him realize his potentialities to make maximum contribution to the welfare of the society. 3. Assisting him to makeproper and satisfactory adjustment for improved academic achievement.

Guidance and counselling is not restricted to problem solving situations only, it is for helping the student to achieve all-round growth throughout one’s life.

Guidance and counselling to students should be based on the reliabledata about them. Parents, guardians, teachers and peers of the student can provide a wealth of data.

ANSWER 2

In layman’s language a group is basically two or more individuals interacting and interdependent who have come together to achieve particular objectives. Group dynamics is the forces operating in groups that affect the way members relate to and work with one another from the perspective of an open system. Group dynamics constitutes the processes through which inputs by the members in thegroup are transformed into outputs.

Group dynamics is the study of groups, and also a general term for group processes. Because they interact and influence each other, groups develop a number of dynamic processes that separate them froma random collection of individuals. These processes include norms, roles, relations, need to belong, social influence, and effects on behaviour. The field of group dynamics is primarily concerned with small group behaviour.

Beacause people gather in groups for reasons other than task accomplishment, group process occurs in other types of groups such as personal growth groups (e.g. encounter groups, study groups, prayer groups). In such cases, an individual with expertise in groupprocess can be helpful in the role of a facilitator.

The group leader (or facilitator) will usually have a strong influence on the group due to his or her role of shaping the group’soutcomes. This influence will also be affected by the leader’s gender, race, relative age, income, appearance, and personality, as well as organisational structures and many other factors.

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What

a g

roup

req

uies

??

Participation

Communication

Problem Solving

Leadership

STAGES OF GROUP FORMATION:-

VALUES OF GROUP DYNAMICS:-

1. Group SynergyGroup synergy refers to the idea that two heads (or more) are better than one. The phrase that, “the whole is greater than the sum of its parts”, which also refers to group synergy. Putsimply, groups are often capable of producing higher quality work and better decisions than an individual working alone.

2. Support and CommitmentA group may be more willing to take on a large project than would an individual. In addition to its increased ability to perform work, the group can provide encouragement and support to its members while working on a big project.

3. Interpersonal NeedsIndividuals often join a group to meet their interpersonal needs like the need to identify with others, exercise leadership or prove ones leadership, make friends etc.

4. SecurityIndividuals join group because they feel insecure in a group as after being a member of a well knitted group the chances ofthem being harmed by any external person is reduced because his/her group members are there to support him/her.

By organising group guidance activities, the above values can be imparted through teaching to children in a learning space.

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A variety of activities can be adopted to assist the members in group to have experiences desirable or even necessary for making intelligent educational, vocational and social decisions.

      Despite the challenges and resistances to be overcome, there have been many group strategies that have been successfully utilizedwithin school settings. Some of them are described below.

                Craig Stevens (1998) a school psychologist at a private school in Philadelphia, developed a model for children from first to sixth grades called “Feedback.” This exercise is designed to encourage children and teachers to offer constructive ideas, feelings, and criticisms. Each child is offered the opportunity to ask a question or offer a comment to another child. The child addressed has the right to refuse. In that case, the first child withholds comment and the procedure moves to the next child. The children learn to ask questions or make comments in a non-combative way. The model helps children become more verbally expressive, more responsible for their words and actions, and more sensitive to the feelings of others. The sessions take place once or twice a week, and last for 15 or 20 minutes, thus respecting the time limitations of a school day program.

                A similar model was developed by Lewis and Maccarone(1997). These social workers described a short term classroom group that ran 15 sessions. The group was created to help first graders learn team-building and cooperation, respect for others even if disagreeing with them, and problem solving and anger management techniques. The group was considered successful, particularly for the facilitators, in that they learned: 1) to alter patterns of interacting to suit the needs of the children; 2) to require the children’s input and participation in order to understand the group’s ability to process information; 3) to recognize the class aspart of a larger system, the larger system often having a great effect on the dynamics of the class; and 4) to involve the classroomteacher as a consultant

The writer, a school psychologist, led a stress workshop for teachers in an elementary school in the Bronx, N.Y. The workshop ranfor five years, terminating when the writer left the school. The group met on a 50 minute lunch period, once per week. Two of the positive results of this workshop were a more positive interaction between the teachers and their students and a greater trust level between teachers, social worker, and educational evaluator, and school psychologist, all of who were members of this diverse group.

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They recognized the similarity of goals among the professions. They also developed an understanding of the juxtaposition between leadingand following. In the classrooms, they were the leaders, in the group the writer was the leader. And in the school we were all subordinate to the leadership of the principal (Slavin, 1996).

                Finally, Glasser (1992) has formulated a program applicable to administration, staff, and students. He believes school personnel should start convincing students to work hard because there is a quality both in what they are asked to learn and the methods utilized for learning. He strongly believes, as do otherclinicians utilizing a group therapy approach that if we start teaching students in a way that satisfies their social and emotionalneeds students will find more satisfaction in doing well in school. The writer sees Glasser’s message as emphasizing that the teaching/learning process is an interaction in which both protagonists, the teachers and the learners, can be winners.

ANSWER 3

Guidance and Counselling to the Learning Disabled Children

Referred from –“Gifted Students with Learning Disabilities: Implications and Strategies for School Counselors Professional School Counseling, Oct, 2001 by Adriana G. McEachern, Javier Bornot”

In the past, many educators saw learning disabilities and giftednessas mutually exclusive, although today it is generally accepted that an individual can exhibit characteristics of both (Brody & Mills, 1997). However, students who are gifted and have learning disabilities still are often not identified and frequently are underserved in school systems (Dix & Schafer, 1996; Hishinuma & Tadaki, 1996; Rosner & Seymour, 1983). For these reasons, such students havebeen referred to as being "invisible in many school settings" (Rosner & Seymour, 1983, p. 77).

Appropriate identification of these students can be difficult for educators, because the learning disability often inhibits or masks the giftedness (Maker & Udall, 1985; Silverman, 1989). Conversely, the giftedness can also mask the learning disability, as many of

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these students, because they are gifted, are often able to compensate for the learning deficiencies imposed by the disability (Maker & Udall, 1985; Silverman, 1989). Moreover, identifying giftedstudents with learning disabilities for placement in appropriate educational programs can be problematic because of the ambiguity of the definitions for giftedness and learning disabilities (Hannah & Shore, 1995).

Educators currently attempting to identify those students must oftenrely on the separate definitions for giftedness and learning disability, but these definitions are almost always inadequate for accommodating students who exhibit the characteristics of both groups simultaneously" (Brody & Mills, 1997, p. 283). One definitionthat includes the characteristics of both exceptionalities is critically needed for appropriate diagnosis and placement (Brody & Mills, 1997).

Intelligence tests such as the Stanford-Binet and the Wechsler Intelligence Scale for Children (WISC) are often used to identify gifted individuals (Kirk, Gallagher, & Anastasiow, 2000). An intelligence quotient of 140 and above, first proposed by Terman in 1925, was the accepted definition for giftedness for many years (Milgram, 1991). However, the Marland (1972) definition, adopted by the U.S. Department of Education and most state education departments and school districts (Brody & Mills, 1997), recognized that giftedness included a broader conception of other abilities. The gifted and talented are those who demonstrate high achievement or potential in "general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts ... compared with others of their age, experience, or the environment" (Kirk et al., 2000, p. 118). Most recently, the U.S. Department of Education (1993) has acknowledged that these talents can be present in individuals who come from all cultural groups and economic conditions. Students with learning disabilities can experience a variety of learning problems, most notably in the areas of language acquisition and usage (Kirk et al.,2000). Students exhibiting these cognitive-processing problems tend to achieve below their intellectual ability (Hannah & Shore, 1995). A learning disability has been defined as a discrepancy between a child's academic achievement and his or her capacity to learn (Brody& Mills, 1997; Marsh & Wolfe, 1999). A discrepancy greater than one standard deviation below the mean on an achievement test is typically indicative of a learning disability (Mendaglio, 1993). This discrepancy between achievement and intelligence is critical

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for the purpose of diagnosis (Brody & Mills, 1997). Prior to establishing a diagnosis, however, alternate reasons for low achievement should be examined and excluded (H. Rosenberg, personal communication, September 28, 1999). For counseling purposes, researchers have contended that students with both these exceptionalities can be viewed as underachieving gifted students (Gallagher, 1997; Mendaglio, 1993; Silverman, 1989). These students appear to have significant intellectual potential yet academically are functioning at the average level or below (Gallagher, 1997).

School counselors can assume important roles in helping these students succeed in the schools. This review provides a discussion of the following:

(a) the issues associated with appropriate identification and educational placement of gifted students with learning disabilities;

(b) the characteristics of these students; and

(c) academic strategies and counseling interventions for working with this special group in the schools.

Identification and Educational Placement Being able to identify gifted students with learning disabilities is of importance to school counselors for several reasons. First, these students need tobe identified so they can be referred for psychological testing and diagnosis. Approximately 80%- 85% of all referrals are made by regular classroom teachers, many of whom do not have the necessary training and time needed to distinguish these students from others in their classrooms (Hishinuma & Tadaki, 1996).

Teachers are also less likely to refer students with learning disabilities for giftedness testing, as most teachers consider them ineligible for gifted placement (Minner, 1990). Counselors, familiarwith the characteristics of these dual exceptionalities, can assist teachers in accurate identification of these students and development of effective classroom learning strategies for them.

Second, the services provided by school counselors can help gifted students with learning disabilities cope with the interpersonal, emotional behavioral, and academic issues they face.

Third, parents also have problems understanding their children's dual diagnoses and can benefit from consultation with chool counselors on the unique qualities and educational needs of their children (Mendaglio, 1993). Finally, school counselors participatingin child-study team meetings will be better prepared to understand

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the needs of these students and to recommend vital interventions (Van Tassel-Baska, 1990).

Gifted students with learning disabilities can be grouped into threecategories: (a) identified gifted students with subtle learning disabilities; (b) unidentified students who struggle to maintain average achievement; and (c) identified students with learning disabilities who are later discovered to be gifted (Baum, 1990). Conservative estimates indicate that between 2% and 10% of all children enrolled in gifted programs have learning disabilities (Dix& Schafer, 1996). The students who maintain average achievement often go unnoticed and are the ones who discover later in life, usually in college, that they have learning disabilities (Baum, 1990). Approximately 41% of gifted students with learning disabilities are not diagnosed until college (Ferri, Gregg, & Heggoy, 1997). Additionally, difficulties identifying gifted students with learning disabilities are compounded in the primary grades because students are often able to compensate for their disability (Norton, 1996). Elementary age students may demonstrate higherorder thinking skills and contribute to class discussions but fail to submit written assignments (Tallent-Runnels & Sigler, 1995).They may be performing at acceptable levels initially; however, theymay begin to falter in the secondary grades as the task demands increase, and they are no longer able to compensate for their disability with their giftedness (Tallent-Runnels & Sigler, 1995). The effects of misdiagnosis for these students can be quite severe. An unidentified or misdiagnosed student will not be able to benefit from much-needed special instruction. Furthermore, students who qualify for one program should not necessarily be excluded from the other (Brody & Mills, 1997).

For example, a student could score a full scale IQ of 130 or higher on the WISC III, but have achievement test scores that differ by more than 1.5 standard deviations. This student may qualify for a gifted program but may also need special educational programming forthe learning disability. Special instruction in both areas of giftedness and learning disability must be provided.

Without appropriate diagnosis and placement, the discrepancy betweenachievement and intelligence may not be reduced and may result in low self-esteem, boredom, anxiety, disruptive behavior, and poor social acceptance for these students (Norton, 1996). Even when properly identified and diagnosed, some state policies do not permitschool districts to be reimbursed twice for one student, and many of

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these students fail to qualify for multiple services (Brody & Mills,1997; Fox, Brody, & Tobin, 1983).

Furthermore, few school districts have dedicated programs for this underserved population, and those that are successful provide intensive and consistent interventions over extended periods (Gallagher, 1997; Johnson, Karnes, & Carr, 1997). One effective, dedicated program is an adaptation of Renzulli's, "Enrichment riad Model" (Baum, 1988).

This program provided opportunities for students to learn new information and develop academic skills by participation in cooperative, small-group learning activities based on their interests and academic strengths. It required the use of a district resource room, a teacher, an intern, a university professor, a museum curator, several consultants, and a computer mentor. After studying seven students identified as gifted with learning disabilities who participated in this program, Baum (1988) concludedthat the program was successful, with only one student failing to complete a project, and with most students, teachers, and parents reporting improved academic achievement in other areas. While it is clear that such integrated, holistic, and challenging programs are needed, the usefulness of these programs are often hindered by costs, which are likely to be prohibitive for nearly all school districts (Gallagher, 1997; Johnson et al., 1997).

Characteristics of Gifted Students With Learning Disabilities Giftedstudents with learning disabilities may have extensive vocabularies,which are much more advanced than that of their peers (Deshler & Bulgren, 1997; Ferri et al., 1997). They tend to exhibit good listening comprehension and are able to express themselves well (Hishinuma & Tadaki, 1996). They can reason abstractly and solve problems; many demonstrate a sophisticated sense of humor (Rivera, Murdock, & Sexton, 1995). They often prefer creative activities and usually have keen interests or hobbies outside of the school setting(Baum, 1988). Divergent thinking and novel approaches to problem solving are often present (Ferri et al., 1997). These students may become bored and frustrated with grade-level reading or simple rote memorization in mathematics (Dix & Schafer, 1996).

Hyperactivity, inattentiveness, or impulsivity may be evident (Dix & Schafer, 1996). They often have poor handwriting and spelling skills (Rivera et al., 1995). On the WISC-III, these students usually obtain higher scores on the block design, object assembly, picture arrangement, mazes, similarities, and comprehension

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subtests, but lower scores on the vocabulary, information, arithmetic, picture completion, coding, and digit span subtests (Dixon cited in Ferri et al., 1997). Typically, there will be more discrepancies and variability on the WISC-III subtests than that of a student who is only gifted or only has a learning disability (Ferri et al., 1997). Gifted students with learning disabilities were found to have lower self-concepts than were gifted students (Van Tassel-Baska, 1991). They were also found to have lower opinions of their high school education and fewer out-of-class achievements (i.e., in leadership, athletics, arts) than their higher-achieving classmates (Gallagher, 1997). Moreover, in one study, teachers perceived them to be more asocial, less popular, quieter, and less accepted by others than were gifted students (Waldron, Saphire, & Rosenblum, 1987). This same study also supported Whitmore's (1980) contention that hese students are at more risk of having lower self-concepts and of facing rejection by their peers than are gifted students. For gifted students with learning disabilities, confusion about their mix of special abilities and sharp deficits can lead to feelings of frustration, unhappiness, and isolation (Baum & Owen, 1988; Norton, 1996; Silverman, 1989). These conflicted feelings may also result in angerand resentment toward others, which may affect relationships with peers and family members (Mendaglio, 1993). Erratic behavior in the form of aggression, withdrawal, and lack of impulse control may be manifested at home and in school (Van Tassel-Baska, 1991).

Guidance and Counseling Interventions

Gifted students with learning disabilities can benefit from guidanceand counseling interventions provided by school counselors. Counselors can conduct individual and group counseling to help students improve classroom behavior, increase self-esteem, and develop positive interpersonal relationships (Gallagher, 1997; Myrick, 1997; Wittmer, 2000). Including these students in peer facilitation programs can encourage peer interaction and help to foster social acceptance and self-confidence (Myrick, 1997). In addition, counselors can promote awareness and an understanding of the unique needs of this population by advocating on their behalf toschool and community representatives (Van Tassel-Baska, 1990). A multidimensional approach that includes students, teachers, parents,and other school professionals has been found to be most effective in counseling these students (Mendaglio, 1993; Van Tassel-Baska, 1990).

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Consultation with Parents

Parents of gifted students with learning disabilities often present themselves to school counselors with concerns. The concerns may include, "Everyone says my child is bright, but she doesn't seem to be performing up to her level at school," or "My child is really smart, but the teachers do not seem to be able to challenge him. He is bored, lacks interest, and is not working up to his potential in the classroom." Parents of these children perceive discrepancies between their children's intellectual abilities and school performance, and seek answers to help their children learn. Professional school counselors can help by consulting with the parents to provide information on the diagnosis and to suggest strategies that help support the educational process of their children (Snyder & Offner, 1993).

Counselors should work to reduce the tension that may exist between parents, teachers, and students, and to facilitate development of appropriate emotional responses (Mendaglio, 1993). Counselors can advise parents that it will be counterproductive to the results theyseek to embarrass or belittle these children in front of their peers(Snyder, 2000).

Instead, school counselors can gently encourage parents to speak to these students in private to discipline them and correct their behavior (Snyder, 2000). It is important for parents to develop an accurate picture of the child's giftedness and learning disability (Whitmore, 1985). Therefore, they can benefit from special meetings planned for the purpose of providing opportunities to vent and discuss feelings of anger and frustration that often result from parenting these special children (Daniels, 1983).

Support groups can be created so interested parents can meet on a regular basis outside the school setting. In these groups parents can (a) share similar concerns regarding the parent-child relationship (b) gain competence and confidence in parenting, and (c) discuss strategies for implementing change in the family system (Orton, 1996).

Parents appreciate it when their opinions are valued; therefore, counselors need to invite them to participate in the planning process. When introducing the concept of forming a support group, itis important for counselors to emphasize to parents that the group will benefit their children as well as other parents (Orton, 1996).

Sharing Academic Strategies With Teachers

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Despite economic constraints that preclude the development of specialized programs for gifted students with learning disabilities in every school, a challenging curriculum can be designed to stimulate their interests (Baum, 1988). This curriculum should focuson discovery; investigative and exploratory learning, and should have provisions for students' individual learning styles (Young & McIntyre, 1992). The use of photography, drama, art, and other unconventional and progressive learning methods should be encouraged(Baum, 1988). Rote memorization and drill activities should be kept to a minimum (Whitmore, 1985).

The use of educational games in language and math enhances learningwithout frustration, boredom, or complaints. Students should participate in self-directed activities of special interest to them,and they should be allowed and encouraged to be creative (Silverman,1989; Silverman, 1993; Whitmore, 1985). The use of computers for word processing can improve language and writing skills (Baum, 1990;Waldron, 1991).

Individualized instruction via computers allows students to make mistakes without fear of ridicule (Waldron, 1991). Also, these students will benefit from the visual nature of the computer that entertains as well as challenges their superior intellect (Waldron, 1991). Calculators and tape recorders can also be used as teaching aides (Maker & Udall, 1985). Written material can be taped for students by parents, teachers' aides, volunteers, or other students.The curriculum should assist in the development of these students' talents, as well as remedy those areas in which they are deficient (Silverman, 1989). Educational activities and assignments that focuson students' strengths and interests and highlight bstract thinking and creative outcomes help develop their giftedness (Baum, 1988; Silverman, 1989).

Overemphasis on students' deficiencies will often lead to low self-confidence; consequently, reinforcing positive academic behavior andachievement is highly recommended (Baum, 1988). Students with these dual exceptionalities rely on alternative ways of learning (i.e., visually, orally, and kinesthetically); therefore, it is important for them to be seated where they can clearly see and hear the teacher (Maker & Udall, 1985).

Teachers should try to make eye contact before giving instructions, and to limit the number of directions presented at one time (Silverman, 1989). It may be helpful to also write the directions onthe board or on a piece of paper for the student. Realistic

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deadlines for completing assignments should be given (Maker & Udall,1985).

These students may need additional time to complete assignments. Forstudents who experience difficulty in completing tasks, counselors can help teachers develop behavioral contracts with specific outcomes, timelines, and reinforcers (Thompson & Rudolph, 1996). In addition, counselors should advise teachers that it is very important to provide emotional encouragement and assurance that conveys to these students they can be successful. Exposing them to role models of successful gifted individuals with learning disabilities through films, videos, books, guest speakers, and classdiscussions will help them realize that others have been able to overcome their deficiencies by focusing on their strengths rather than their weaknesses (Silverman, 1989). School counselors can develop collaborative relationships with the gifted teacher facilitator, or coordinator who usually spends more time with such students (Van Tassel-Baska & Baska, 1993).

These teachers, because of their specialized training, can provide support to counselors in meeting the social and psychological needs of gifted students with learning disabilities.

They are also able to conduct small-group counseling and behavior-modification interventions right in the classroom, reducing the needto take students out for these activities. Finally, regular classroom teachers need to know how to identify gifted students withlearning disabilities so they can be referred for psycho-educationaltesting and placement.

This population has its own set of defining characteristics, many ofwhich parallel those exhibited by students with learning disabilities and attention-deficit / hyperactivity disorders. Teachers should be able to distinguish differences between these types of students (Dix & Shafer, 1996). It is critical that they view gifted students with learning disabilities as gifted (Whitmore,1985).

School counselors can help increase teachers' understanding and knowledge by facilitating and coordinating workshops that include guest speakers who can provide expert information and resources (Snyder, 2000).

Counselors can prepare informational materials for teachers that focus on the special needs of these students and on learning strategies that have proven helpful. Opportunities for dialogue and

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discussion of teaching strategies should be a major consideration during development of educational seminars for teachers.

Individual and Group Counseling With Students

The paradox for gifted students with learning disabilities is that they must accept their intelligence while recognizing they may be less capable in certain academic areas than are their less intelligent peers (Daniels, 1983). Adults often tell these gifted students that the students are bright, but lazy, and are not living up to their potential (Daniels, 1983). These students face multiple expectations and pressure to excel, which they may feel inadequate to fulfill (Kaplan & Geoffroy, 1993; Whitmore & Maker, 1985). These paradoxical feelings can place these students at more risk of stress, burnout, self-blame, and suicide than their peers are (Delisle, 1986; Hayes & Sloat, 1989; Kaplan & Geoffroy, 1993). Sincethey grow up dealing with adjustment issues, gifted students with learning disabilities often are not aware that they can behave and think in different ways.

Cognitive-behavioral interventions are designed to help them change their thinking, feelings, and behaviors (Vernon, 1990). While there seems to be no specific research on the use of cognitive-behavioral interventions with gifted students, this approach has been successful in reducing anxiety and in increasing leadership, initiative, and internal locus of control in adolescents with learning disabilities (Omizo, Lo, & Williams, 1986). When applying acognitive-behavioral approach, counselors can begin the counseling process with a discussion about the concept of having a learning disability while also being bright. Students need to understand and accept that both can exist simultaneously, and that inadequacy in one area or skill (e.g., spelling, organization) does not mean inadequacy in all areas. Negative self-talk must be discouraged, andcounselors can teach these students to rephrase negative thinking and self-talk into positive verbalizations.

Counselors can use and teach students Ellis' (1995) A, B, C, D, andE approach to dispute negative thinking. A, B, C describe how the problem develops and D, and E are the steps that will be taken to correct it (Thompson & Rudolph, 1996). It is important for counselors to reinforce rational, positive verbal expressions, belief systems, and behaviors as they are exhibited.

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Other cognitivebehavioral strategies such as stress-reduction techniques (e.g., relaxation training, imagery) can be included in individual counseling (Kaplan & Geoffroy, 1993).

Art therapy is another technique that can be incorporated in both individual and group counseling with this population. Art will appeal to many of these students' creative nature and can provide anoutlet for self-expression, especially for those children who are withdrawn and feel isolated from their peers (Orton, 1996). Art therapy is goal oriented, and symbolism is used to release painful feelings that may have been passively withstood by the student for years (Kellogg & Volker, 1993). The artwork provides a medium by which to discuss problems and begin to set goals. While appealing toall grade groups, art can also be used to assess student needs, solicit diagnostic information, and to build the counseling relationship (Orton, 1996). Art techniques are ideally conducted in a room with a sink (for clean-up), plenty of art materials and supplies, easels, and other mediums of artistic expression (i.e., clay; play dough, finger paints).

However, counselors who are on a budget and have limited office space need only to have construction paper, crayons, markers, and clay available for students to use in art interventions. Counselors can allow students to draw freely with limited structure, or they can ask them to draw specific objects, things, or events.

For example, students can be asked to draw themselves, their families, homes, schools, and special events in their lives. It is important to listen and observe students carefully as they draw. Counselors will be able to gauge students' progress by observing thehostility and anger demonstrated while drawing or pounding on clay, or by the intensity and change in the colors of the paintings (Orton, 1996). The role of the counselor is to accept students' artwork and to encourage expression of feelings, problems, and conflicts based on the drawings.

As the student tells the counselor what has been drawn, the counselor begins to draw out feelings, thoughts, and values by usinga facilitative, person-centered approach such as that used in nondirective play therapy (Ryan & Wilson, 2000).

A problem-solving approach can be another effective technique to use in individual counseling. In this intervention, attention shouldbe given to helping the student identify personal and academic strengths and weaknesses. Counselors can present weaknesses or areas

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for improvement as conquerable challenges that can be mastered (Silverman, 1989; Whitmore & Maker, 1985). In counseling, students can generate strategies and solutions to alleviate weaknesses. It isalso for school counselors to help students focus on their strengths, talents, and gifts and ways to further develop them (Silverman, 1989). Therefore, counselors should seek out informationregarding students' hobbies, interests, and extracurricular activities (e.g., sports, music, art) and should inquire about the relative progress made in these activities. Students who are not engaged in these activities should be encouraged to do so and shouldbe provided with information on how they can participate.

Gifted students with learning disabilities need to know that participation in sports and hobbies has been found to improve the abilities and academic performance of students with similar difficulties (Whitmore & Maker, 1985). If agreeable to the student, the counselor can, at some point during the counseling process, facilitate a conference between the child and his or her parent(s) to provide opportunities for sharing and discussing the options and solutions generated in individual counseling.

Counselors can teach study skills individually or in groups to promote self-discipline and positive study habits. Information on effective methods for note taking, summarizing reading content, memorizing, and reviewing and studying for examinations should be provided (Van Tassel-Baska & Baska, 1993; Walker, 1982). Students with learning disabilities experience problems with organization, especially organizing for learning activities (de Bettencourt, 1987). Essential to the counseling intervention is a discussion of strategies to help students organize and later be able to etrieve information (Whitmore & Maker, 1985).

Counselors should encourage the use of compensation strategies such as writing down all class assignments in a specific notebook that iscolor-coordinated by class, using worksheets and study guides, and checking for spelling errors before turning in assignments, (Baum, 1990; Skinner & Schenck, 1992). Group counseling with this population should include a focus on self-esteem building, positive peer interactions, and identity formation (Mendaglio, 1993). Groups focused on stress reduction and healthy coping behaviors are also recommended (Kaplan & Geoffroy, 1993). Small groups can be formed with both gifted students and gifted students with learning disabilities so that both groups can share similar experiences and develop new friendships (Mendaglio, 1993; Whitmore, 1985).

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Similarly, groups with a focus on social skills development should include students who demonstrate these skills and behaviors appropriately, as they can act as role models for others (Mendaglio,1993). Many gifted students with disabilities will be relieved to know that, similar to many students with special needs, they may need assistance adapting to their new learning environments (Snyder & Offner, 1993).

Groups that emphasize teaching goal-setting and problem-solving skills will also be of benefit to gifted students with learning disabilities. However, goals must be kept specific and short-range so that the students can recognize immediate achievement and success(Daniels, 1983). College and career guidance information should be made available, especially at the high school level, although careerexploration and guidance activities should really begin as early as elementary school (Van TasselBaska, 1990).

College-bound students need instruction on the purposes and uses of the Scholastic Assessment Test-I (SAT-I) and the ACT assessment (VanTasselBaska, 1990). They also will need information on the best timeto sit for these exams and on how to access information about test items and practice tests they can complete. Students need to know that if documentation of a learning disability is provided to the testing service, special testing accommodations (e.g., more time, computer testing) may be allowed (Skinner & Schenck, 1992). They also need assurance that once in college they can be successful.

Consequently; counselors advising college-bound gifted students withlearning disabilities should inform them of the varied types of college programs available to assist them (Skinner & Schenck, 1992).Advocacy Advocacy for gifted students with learning disabilities canconsist of several types of activities. One significant way counselors can advocate for these students is to communicate with other school personnel on problems and general issues regarding the needs of this population (Van Tassel-Baska, 1990). Counselors can also assist students by monitoring their progress through appropriate and successful school xperiences (Parke, 1990).

This oversight can involve ensuring that academic classes are consistent with students' career goals and encouraging students' participation in extracurricular school activities that enhance academic learning and development of social skills. Counselors can also set up tutorials in academic subjects for which students need assistance. Peer facilitators can act as tutors and buddies to thesestudents (Myrick, 1997). School counselors can inform parents about

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the process of evaluation and educational placement and encourage them to be active participants in the process.

Through their team participation in child study teams, counselors can help influence others to ensure that gifted students with learning disabilities receive appropriate services (Van Tassel-Baska, 1990). Referrals to outside agencies or school specialists may be necessary; therefore, counselors should have a list and network of resources available to share as needed (Lombana, 1992). Conclusions Gifted students with learning disabilities are misdiagnosed, under served, and invisible in our schools.

These students have special needs that require appropriate educational programs and curricula. They must be identified early and placed in specialized programs to enhance their giftedness, while remedying or compensating for their learning deficiencies. School counselors can be facilitators and collaborators to ensure that these students then have positive, successful academic, personal, and social experiences.

Counselors are advocates and mediators among students, parents, teachers, and other school professionals. A multidimensional guidance and counseling approach that focuses on the strengths and interests of gifted students with learning disabilities is recommended to serve this special population.

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