This article examines how gifted adolescent males may underachieve to maintain a social image. Through examples it shows how peer culture, masculine norms, and fear of vulnerability can lead bright boys to avoid academic recognition. It suggests educator, counselor and mentor strategies to support healthier identities and achievement.
This article argues that young adult literature can serve as a therapeutic tool for gifted teenagers, enabling emotional growth through bibliotherapy. Teachers can use age-appropriate novels and guided discussions to address sensitivity, build supportive classroom environments, and foster friendships that help students navigate adolescent challenges.
This article recommends guided viewing of films to support social and emotional development in gifted elementary students. It explains bibliotherapeutic stages, offers facilitation guidelines and discussion prompts, describes follow-up activities, and lists age-appropriate films addressing friendship, grief, gender roles, and talent.
This article argues that biographies and autobiographies can be used in counseling gifted young men to address underachievement, athletic pressure, cultural alienation, and father-son relationships. Teachers and counselors can guide identification, discussion, and activities to promote insight, catharsis, and emotional growth through guided reading and follow-up.
