据福特，事实上，更多的孩子进入学校有严重的个人问题和学术问题应该包括在职责和角色辅导员扩展来满足所有儿童的需要，寻求指导和帮助。但据Alrasheed（2001）咨询服务的局限性已无法满足巨大的需要咨询服务和研究关于个人天赋。在这方面，他致力于提供辅导员、任课教师和教育家以及对资优学生的学术和社会需要的理解建议父母。佩尔松（2005）认为导师来帮助有天赋的个体即时的心理和知识需求的一种可能的解决方案，特别是收到学长。根据个人，导师可以通过与学生合作，找到一个导师，他选择了直接或间接的，事实上并不是所有有天赋的学生可能会选择他们的辅导员是他们的导师。的人表示深信导师是唯一可行的辅导方案在一个平等的环境，缺乏识别和天赋的个人具体规定。福特（1995）概述了促进健康自我概念和确保心理成长的辅导目标。考虑到这一点，辅导员必须有意识和理解的许多问题，阻碍天才学生和影响他们的心理，社会和情感福祉。他认识到辅导员的角色，以确保这些学生仍然在天才节目，一旦确定和放置，最后辅导的概念需要定义的上下文中，它不是一个任务只分配给一个特定的组。相反，作为布朗等。（1992）建议该项工作已由教育及职业辅导的初步关注范围扩展至个人、人际、职业及教育方面的补救与预防。因此，根据Persson（2005），干预的目的是为了获得对自我和环境的了解个人，在这种情况下，个体差异成为一个敏感和棘手的问题，特别是在情况下，有天赋的人参与。
加拿大地理学作业代写：学术问题
According to Ford, the fact that more children are entering school with serious personal and academic problems should entail an expansion in the responsibilities and roles of counsellors to meet the needs of all children who seek guidance andassistance. But nonetheless according to Alrasheed, (2001) the limited availability of counselling services has failed to meet the enormous need for counselling services and research regarding gifted individuals. In this respect he endeavoured to provide counsellors, classroom teachers and educationalists as well as parents with advice regarding the understanding of the academic and social needs of gifted and talented students. Persson (2005) considers mentorship as a possible solution to aid the immediate psychological and intellectual needs of gifted individuals, particularly received mentorship. According to Person, mentorship could be direct or indirect by cooperating with the student to find a mentor of his choice, given the fact that not all gifted students would be likely to choose their counsellors to be their mentors. Person expresses the conviction that mentorship is the only viable counselling solution in an egalitarian context, which lacks recognition and particular provision for gifted individuals. Ford (1995) outlines the goal of counselling as that of promoting healthy self-concepts and ensuring psychological growth. Bearing that in mind, counsellors must have an awareness and understanding of the many issues that hinder gifted students and affect their psychological, social and emotional well-being. He recognises the role of counsellors in ensuring that such students remain in gifted programmes once identified and placed.Finally the concept of counselling needs to be defined within a context where it is not a task assigned merely to a particular group. Instead, as Brown et al. (1992) suggest the task has expanded from an initial concern with educational and vocational guidance to the remediation and prevention of personal, interpersonal, vocational and educational concerns. Consequently, according to Persson (2005), the aim of the intervention is for the individual to gain an understanding of self and context, in which case individual differences become a sensitive and even problematic issue, particularly in cases where gifted individuals are involved.
