A teacher/counselor of gifted students explains some of the difficulties encountered by at-risk, high-ability, young people. Describes discussion groups held for these students and suggests that gifted-education teachers and school counselors work together to provide advocacy for gifted students. (MKA)

Describes experience working with a second-grade Native American male identified as a bully. Author used classroom and individual interventions and communicated with the child's parents, principal, teacher, and other school personnel. Suggests that problem children need courageous advocacy to succeed. (MKA)

Describes how a Red Flag Carry-Over Reclaiming Intervention is used with a 16-year-old mainstreamed male student. Removing the student from the situation, allowing him silent "drain-off" time, and helping him learn to identify his self-defeating behavior helped him to avoid an overwhelming life experience. (MKA)

Explains that although society views gifted students as not in need of special assistance, these students do experience difficulties, many of them become droputs, and require extra help. Offers 10 broad proposals, such as placing more emphasis on talent development, for reaching out to at-risk talented students. (MKA)

Compares the career choices and interests, personality issues, and values of high-achieving, expected-achieving, and low-achieving high school and college students. States that the emphasis on individualism may encourage students to "make the grade" rather than commit to larger causes. Argues for the reassessment of achievement values and…

A counseling psychologist in private practice provides a psychoeducational report of an 8-year-old second-grade male experiencing behavior problems. Results of testing show the boy to be highly intelligent. After results are shared with family and school personnel, adjustments are made and the child's performance dramatically improves. (MKA)