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.
Author(s): Vicki Phelps, Karah Lewis
Publisher: Routledge/Prufrock Press
Year: 2022
Language: English
Pages: 193
City: New York
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
