{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/106323"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/106323","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Counseling-consultation with gifted adolescents and their parents: effects on self acceptance and adjustment of the gifted","abstract":"The purpose of this study was to determine the effects of different counseling strategies on the self acceptance, personal adjustment, and social adjustment of gifted adolescents. Subjects, age 13 to 16, were identified as gifted based upon a performance of 120 IQ or above on the Raven Advanced Progressive Matrices. The 89 subjects were assigned to one of four groups and the groups were randomly assigned to treatments: counseling only, consultation only, counseling-consultation, or control. Counseling included 25 gifted adolescents in a 12-week group counseling program focusing on communication skills. Consultation included the parents of 21 gifted adolescents in a six-week program focusing on communication skills. Counseling-consultation included 23 subjects in a 12-week group counseling program and their parents in a six-week consultation program, both focusing on communication skills. The control group included 20 subjects who received a standard developmental counseling program. The design of the study was a multi-group pretest-posttest control group design. Scales of the California Psychological Inventory, Adjective Check List, and writing sample were determined in an a priori manner as being appropriate measures of the dependent variables. Data was analyzed by an analysis of variance, Bartlett's-Box F test of homogeneity of variance, and Scheffe's post hoc comparison test. Further analysis was performed when necessary by an analysis of covariance. The results of the study indicated that there were significant differences among counseling strategies on self acceptance when measured by the writing sample and on personal adjustment when measured by the California Psychological Inventory and the writing sample. There were no significant differences among counseling strategies, however, on self acceptance when measured by the California Psychological Inventory and the Adjective Check List; on personal adjustment when measured by the Adjective Check List; and on social adjustment when measured by the California Psychological Inventory, Adjective Check List, and writing sample.","abstract_html":"The purpose of this study was to determine the effects of different counseling strategies on the self acceptance, personal adjustment, and social adjustment of gifted adolescents. Subjects, age 13 to 16, were identified as gifted based upon a performance of 120 IQ or above on the Raven Advanced Progressive Matrices. The 89 subjects were assigned to one of four groups and the groups were randomly assigned to treatments: counseling only, consultation only, counseling-consultation, or control. Counseling included 25 gifted adolescents in a 12-week group counseling program focusing on communication skills. Consultation included the parents of 21 gifted adolescents in a six-week program focusing on communication skills. Counseling-consultation included 23 subjects in a 12-week group counseling program and their parents in a six-week consultation program, both focusing on communication skills. The control group included 20 subjects who received a standard developmental counseling program. The design of the study was a multi-group pretest-posttest control group design. Scales of the California Psychological Inventory, Adjective Check List, and writing sample were determined in an a priori manner as being appropriate measures of the dependent variables. Data was analyzed by an analysis of variance, Bartlett's-Box F test of homogeneity of variance, and Scheffe's post hoc comparison test. Further analysis was performed when necessary by an analysis of covariance. The results of the study indicated that there were significant differences among counseling strategies on self acceptance when measured by the writing sample and on personal adjustment when measured by the California Psychological Inventory and the writing sample. There were no significant differences among counseling strategies, however, on self acceptance when measured by the California Psychological Inventory and the Adjective Check List; on personal adjustment when measured by the Adjective Check List; and on social adjustment when measured by the California Psychological Inventory, Adjective Check List, and writing sample.","abstract_has_math":false,"creators":["Clark, Janice Niblett"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Ed. D.","degree_level":"doctoral","degree_discipline":"Counseling and Student Personnel","degree_department":"Counseling and Student Personnel","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1983,"date_issued":"1983","date_published":"1983","updated_at":"2026-07-22T22:20:43Z","subjects":[],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/106323","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Counseling and Student Personnel"]},{"key":"dc:creator","label":"Author","values":["Clark, Janice Niblett"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-10-26T20:32:08Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-10-26T20:32:08Z"]},{"key":"dc:date.issued","label":"Date","values":["1983"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling and Student Personnel"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. 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Subjects, age 13 to 16, were identified as gifted based upon a performance of 120 IQ or above on the Raven Advanced Progressive Matrices. The 89 subjects were assigned to one of four groups and the groups were randomly assigned to treatments: counseling only, consultation only, counseling-consultation, or control. Counseling included 25 gifted adolescents in a 12-week group counseling program focusing on communication skills. Consultation included the parents of 21 gifted adolescents in a six-week program focusing on communication skills. Counseling-consultation included 23 subjects in a 12-week group counseling program and their parents in a six-week consultation program, both focusing on communication skills. The control group included 20 subjects who received a standard developmental counseling program. The design of the study was a multi-group pretest-posttest control group design. Scales of the California Psychological Inventory, Adjective Check List, and writing sample were determined in an a priori manner as being appropriate measures of the dependent variables. Data was analyzed by an analysis of variance, Bartlett's-Box F test of homogeneity of variance, and Scheffe's post hoc comparison test. Further analysis was performed when necessary by an analysis of covariance. The results of the study indicated that there were significant differences among counseling strategies on self acceptance when measured by the writing sample and on personal adjustment when measured by the California Psychological Inventory and the writing sample. There were no significant differences among counseling strategies, however, on self acceptance when measured by the California Psychological Inventory and the Adjective Check List; on personal adjustment when measured by the Adjective Check List; and on social adjustment when measured by the California Psychological Inventory, Adjective Check List, and writing sample."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. 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The 89 subjects were assigned to one of four groups and the groups were randomly assigned to treatments: counseling only, consultation only, counseling-consultation, or control. Counseling included 25 gifted adolescents in a 12-week group counseling program focusing on communication skills. Consultation included the parents of 21 gifted adolescents in a six-week program focusing on communication skills. Counseling-consultation included 23 subjects in a 12-week group counseling program and their parents in a six-week consultation program, both focusing on communication skills. The control group included 20 subjects who received a standard developmental counseling program. The design of the study was a multi-group pretest-posttest control group design. Scales of the California Psychological Inventory, Adjective Check List, and writing sample were determined in an a priori manner as being appropriate measures of the dependent variables. Data was analyzed by an analysis of variance, Bartlett's-Box F test of homogeneity of variance, and Scheffe's post hoc comparison test. Further analysis was performed when necessary by an analysis of covariance. The results of the study indicated that there were significant differences among counseling strategies on self acceptance when measured by the writing sample and on personal adjustment when measured by the California Psychological Inventory and the writing sample. There were no significant differences among counseling strategies, however, on self acceptance when measured by the California Psychological Inventory and the Adjective Check List; on personal adjustment when measured by the Adjective Check List; and on social adjustment when measured by the California Psychological Inventory, Adjective Check List, and writing sample."],"dc:description.degree":["Ed. 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