Meeting the Academic and Socio-Emotional Needs of Twice Exceptional African American Students through Group Counseling

Abstract

There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical literature exclude the experiences and perspectives of twice exceptional African American students. This chapter focuses specifically on the experiences and needs of twice exceptional African American students, including those challenges around identification and navigating the school environment. In this chapter, the authors also discuss how school counselors may use a group counseling intervention to help twice exceptional African American students achieve healthy identities (i.e., race, giftedness, disability) needed to achieve their educational goals.

Citation

Mayes, R.D., Harris, P.C. and Hines, E.M. (2016), "Meeting the Academic and Socio-Emotional Needs of Twice Exceptional African American Students through Group Counseling", Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future (Advances in Race and Ethnicity in Education, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 53-69. https://doi.org/10.1108/S2051-231720160000003005