Gifted and ADHD: Best Practices for Counsellors and Educators

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cityu.schoolDivision of Arts and Sciences
cityu.siteVancouver, BC
cityu.site.countryCanada
dc.contributor.authorTully, Arlene
dc.date.accessioned2016-09-12T22:16:54Z
dc.date.available2016-09-12T22:16:54Z
dc.date.issued2016-09-12
dc.description.abstractIn this thesis I identify the experience of giftedness/ADHD, offer a clinical analysis of what challenges these children face, what supports are in place for gifted/ADHD children, as well as the areas that require further research. I will recommend a strengths based approach for teachers, counsellors, and caregivers to support their twice-exceptional children as well as how these children can practice coping skills such as self care and communicating with educators, to make sure their needs are being met more effectively.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/464
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.subjectgifted children
dc.subjectADHD
dc.subjectcounseling gifted children
dc.titleGifted and ADHD: Best Practices for Counsellors and Educators
dc.typeThesis
thesis.degree.disciplineCounseling
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts
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