School counselors facilitated group guidance for children from low-income
families and assisted in classrooms with a full economic range during a summer
academic program for young gifted children in order to increase knowledge about
giftedness. This qualitative study explored how the counselors experienced being
immersed with gifted children. The main theme in their language was that they
had not expected such differentness. They viewed the children in new ways and
considered how school counselors could support them.
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