Strength-Based Goal Setting in Gifted Education : Addressing Social-Emotional Awareness, Self-Advocacy, and Underachievement in Gifted Education

This must-have resource provides you with the tools needed to implement a strength-based approach for leading gifted and high-potential learners to Purposeful Empowerment in Goal Setting (PEGS). Expertly developed from Gagné’s (2021) DMGT Talent Development Model, PEGS incorporates self-regulation, self-reflection, and self-advocacy strategies into the goal-setting process for gifted and high-potential learners. Whether setting goals to address underachievement, twice-exceptional needs, or current or future aspirations, this book provides the guidelines and resources necessary to empower gifted learners to develop student agency and gain key insights into how their own social-emotional awareness impacts effective goal-setting. Gifted specialists, school counselors, classroom teachers, and academic coaches will find the ready-to-use forms, resources, tools, and strategies provided in this text an invaluable contribution toward their mission to guide and empower gifted and high-potential learners in the goal-setting and goal-achieving process. Cover Half Title Title Page Copyright Page Dedication Table of Contents Figures Tables Support Material Acknowledgments Introduction Equity, Standards, and Talent Development About This Book How to Use This Book References Chapter 1 Foundations of Successful Goal Setting Expanding Our Views of Goal Setting Laying the Framework for Next Steps Growing in Goal Setting Through the DMGT Equitable Talent Development Motivation Psychosocial Skills Respect Strength-Based Pedagogy Social-Emotional Awareness Specialized Supports for Underserved Populations Underachievement Making Goals a Reality References Chapter 2 Student Agency as a Driving Force Recognizing Student Agency Across Time The Value in the Process Self-Regulation as a Key to Success Metacognitive Mindfulness Growing Capacity in Problem-Solving Moving Forward With Student Agency References Chapter 3 Purposeful Empowerment in Goal Setting: An Overview Founded in Respect Uncovering Natural Abilities Highlighting Intrapersonal Awareness Understanding Interpersonal Skills Applying Skills to the Learning Process Reflection, Metacognition, and Self-Regulation Goal Setting and the Gifted Student Reframing Goal Setting Clearing the Hurdles Goal-Setting Scenarios Goals Within the Education Program Goals Within Student Conferencing Goals for Future Aspirations Goals Beyond School Proceeding With PEGS References Chapter 4 Identifying the Needs of the Student Intrapersonal and Interpersonal Assessments Understanding Giftedness and Creativity Understanding Social Aptitudes Understanding Psychological Traits Temperament Personality Resilience Motivation Task Valuation Intrinsic Value Attainment Value Utility Value Cost Volition Psychosocial Skills Benefits of Identifying Student Needs References Chapter 5 Know Thyself: The First Stage of Goal Development Understanding Intrapersonal Awareness Effects of Increased Intrapersonal Awareness Connection to Self-Advocacy Documenting Intrapersonal Skills Increasing Intrapersonal Awareness Social Aptitudes Observation and Perceptiveness Activities Leadership Skills Activities Motivations and Values Personality Traits Links Between Neuroticism, Perfectionism, and Resilience Developing Resilience Increasing Student Volition Task Valuation Psychosocial Skills Inner Dialogue and Mindset The Power of the Mind Developing a Growth Mindset Continuing Through the PEGS Model References Chapter 6 Express Thyself: The Second Stage of Goal Development Key Components of Communication The Foundations of Effective Communication Verbal/Nonverbal Communication Skills Activities to Strengthen Verbal/Nonverbal Communication Skills Committed Listening Problem-Solving Conflict Resolution Adapting to New Situations Additional Tools for Developing Interpersonal Skills Interpersonal and Intrapersonal Reflection References Chapter 7 Apply Thyself: The Third Stage of Goal Development The Power of the Path Apply Thyself: Activities Content Access Format Apply Thyself: Investment Apply Thyself: Progress Celebrate Success References Chapter 8 Implementing Purposeful Empowerment in Goal Setting PEGS and Middle Grade Students Specific Needs of Middle Schoolers How to Implement PEGS With Gifted and High-Potential Students Who Can Benefit From PEGS? Fostering a Respectful Relationship Analyzing Student Abilities Using PEGS Resources as Interventions Perpetual PEGS Process Purposeful Empowerment in Goal Setting Workspace Reflection Reflecting On Who They Are Reflecting On Their Skills Reflecting On Their Progress Tips for Implementing PEGS Success With PEGS Understanding of Why Quashing Anxiety Finding Voice Promoting Success With PEGS References Chapter 9 Goal Setting in High School and Beyond Social-Emotional Characteristics Academic Expectations Healthy and Unhealthy Perfectionism Fixed and Growth Mindset Uncertainty and Future Goals Impact of PEGS in High School Student Self-Awareness Developing Self-Regulation Adopting a Growth Mindset Identifying Stakeholders in High School Transitioning to High School (End of 8th Grade/ 9th Grade) Self-Advocacy Throughout High School Transitioning Out of High School Areas of Focus in High School Using PEGS PEGS Through High School and Beyond References Chapter Conclusion and Final Thoughts Reference About the Authors "This must-have resource provides you with the tools needed to implement a strength-based approach for leading gifted and high-potential learners to Purposeful Empowerment in Goal Setting (PEGS). Expertly developed from Gagne's (2021) DMGT Talent Development Model, PEGS incorporates self-regulation, self-reflection, and self-advocacy strategies into the goal setting process for gifted and high-potential learners. Whether setting goals to address underachievement, twice-exceptional needs, or current or future aspirations, this book provides the guidelines and resources necessary to empower gifted learners to develop student agency and gain key insights into how their own social-emotional awareness impacts effective goal setting. Gifted specialists, school counselors, classroom teachers, and academic coaches will find the ready-to-use forms, resources, tools, and strategies provided in this text an invaluable contribution toward their mission to guide and empower gifted and high-potential learners in the goal setting and goal achieving process"-- Provided by publisher