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| Introduction | |
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| Theoretical Foundations/Conceptions of Giftedness | |
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| Differentiated Model of Giftedness and Talent | |
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| Achievement-Based Conceptions of Giftedness | |
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| Talent Development: From Theoretical Conceptions to Practical Applications | |
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| Overexcitabilities and Temperament | |
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| The Use of Intelligence Tests in Gifted Identification | |
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| Neuroscience and Giftedness | |
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| Introduction to Programming for Gifted Learners | |
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| Special Populations | |
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| Counseling the Rural Gifted | |
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| Gifted Children in Urban Settings | |
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| Counseling Gifted GLBT Students Along Paths to Freedom | |
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| Serving Artistically Gifted Children and Youth | |
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| Counseling for Young Gifted Children | |
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| Social-Emotional Needs of Gifted Students of Color | |
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| More Is Different: Understanding and Engaging the Exceptionally Gifted Child | |
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| Twice-Exceptional Students | |
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| Developmental Issues | |
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| Asynchronous Development: A Key to Counseling the Gifted | |
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| Identity Development and Multipotentiality | |
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| Self-Concept of Gifted Students: A Multitheoretical Perspective | |
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| Developmental Issues for Gifted and Creative Girls: Milestones and Danger Zones | |
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| Addressing the Counseling Needs of Gifted Boys | |
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| The Optimal Moral Development of the Gifted: Interdisciplinary Insights About Ethical Identity Formation | |
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| Relationships | |
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| Lived Experience, Mixed Messages, and Stigma | |
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| Family Relationships | |
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| Peer Relationships | |
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| Gifted Students and Their Teachers: Relationships That Foster Talent Development | |
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| The Counseling Relationship | |
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| School-Related Issues | |
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| School-Related Issues: Identifying Students With Gifts and Talents | |
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| Academic Planning for Gifted Students | |
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| The Importance of Teaching Strategies in the Education of the Gifted | |
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| Understanding and Addressing Under achievement in Gifted Students | |
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| Career Planning | |
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| Talent Search | |
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| The Role of Central Office and Building Administrators in Serving Gifted Students | |
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| : Role of the School Psychologist Working With the School Counselor | |
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| Counseling Needs/Interventions | |
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| Misdiagnosis and Missed Diagnosis of Gifted Children: The Importance of Accurate Assessment | |
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| Perfectionism: A Counselor's Role in a Recovery Process | |
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| Anxiety, Depression, and Resilience | |
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| Suicide and the Gifted Adolescent: Advice for Counselors | |
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| Counseling Needs and Interventions for Gifted Students: Personality Considerations and Social-Emotional Development | |
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| Social Coping | |
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| Differentiating Counseling Approaches for Gifted Children and Teens: Needs and Strategies | |
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| About the Editors | |
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| About the Authors | |