[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-251760-105":53,"doc-detail-251760-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","providing-affective-support-to-gifted-students-in-student-initiated-programme","Providing Affective Support to Gifted Students in Student-Initiated Programme","","A briefing explains why affective support is essential for gifted learners within a student-initiated programme context. It highlights risks when development is over-focused on cognition, leading to emotional imbalance, unhealthy coping patterns, and possible maladjustment. The session clarifies the meaning and value of student-initiative, outlines the facilitator’s role, and illustrates practice through the “Voice of Gifted Learners,” connecting ideas to established psychological and educational theories and taxonomies.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/providing-affective-support-to-gifted-students-in-student-initiated-programme/251760/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/providing-affective-support-to-gifted-students-in-student-initiated-programme/251760.png","ImageObject",442,249,{"name":88,"@type":89},"Quinn Holloway","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-19","2026-09-13",true,{"@type":98,"interactionType":99,"userInteractionCount":15},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"Why is affective support important for gifted students?","Question",{"text":108,"@type":109},"When school curriculum focuses only on cognition, other domains may develop unevenly, making gifted students feel out of sync with peers. If asynchronous development is left unchecked, it may lead to unhealthy patterns such as perfectionism or self-criticism, and issues like depression or eating disorders.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What does “student-initiated” (student-initiative) mean in this programme?",{"text":113,"@type":109},"Student-initiative involves asking questions and seeking help, acting and working without always being told what to do, doing extra research, and engaging in self-study in an open and free setting.",{"name":115,"@type":106,"acceptedAnswer":116},"What role does the facilitator play?",{"text":117,"@type":109},"The facilitator supports the process so students can experience the programme and develop self-understanding and personal growth through affective activities, drawing on guidance sources such as a facilitators’ training manual.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},251760,1791722452,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":15,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":141},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Providing affective support  \nto gifted students in student-initiated programme  \nMs Christie SO  \nStudent Development Officer  \nAdvanced Learning Experiences Division (ALED)  \nThe Hong Kong Academy of Gifted Education (HKAGE)  \n12 Dec 2019 (Thursday)  \n16:35 - 17:05  \nHall 3CDE, Hong Kong Convention & Exhibition Centre  \nLearning and Teaching Expo 2019 - SEN Theatre  \nProviding affective support to gifted students in student-initiated programme  \n1. The importance of affective support  \n2. What is student-initiate?  \n3. The role of a facilitator  \n4. Example – The Voice of Gifted Learners  \nWhy affective support is important?  \n◦ When school curriculum focuses solely upon the cognitive realm, the uneven development of the other domains may be enhanced, thus empahsising the gifted child’s feeling being‘out of sync’ with his or her peers (Silverman, 1993)  \n◦ If asynchronous development is left unchecked, the adoption of unhealthy lifestyle (e.g. perfectionism, self-criticism, poor selfconcept) or maladjustment (e.g. depression, eating disorders, antisocial behavior) may ensue (Roeper, 1995)  \n◦ Gifted students face their challenges with  emotional balance and appropriate coping mechanisms  that promote success in reaching personal potential rather than failure to do so (Roeper, 1995)  \nKohlberg’s stages of moral development(Kohlberg, 1974)  \nDabrowski’s theory of positive disintegration(Dabrowski , 1964)  \nMaslow’s hierarchy of needs  \n(Maslow, 1971)  \nTaxonomy of Educational Objectives  \n(Atkinson, 2012)  \nKrathwohl’s affective taxonomy  \n(Krathwohl, Bloom & Marsia, 1964)  \nWhat is  \nstudent-initiative?  \nAsk questions and seek help  \nand act  \nWork without always being told what todo  \nDo extra research  \nSelf study  \nOpen and free  \nWhy student-initiatives are important?  \n◦ Based on HKAGE Needs Assessment 2017/18 for Secondary Members (Social-emotional Needs)  \n◦ Students with multipotentiality tend to have multiple talents and interests in different areas. As confused goals and aspirations might hinder the development of students, the Academy could encourage the students to broaden their horizons under the free atmosphere of the Academy ([i.e. off-school](i.e. off-school) setting).  \n◦ Besides, the student members should also be made aware of the benefits and importance of affective programmes, through which they could enhance their self-understanding and personal growth.  \nThe  Time Factor of Affective Support in Student-initiated Programme  \nProcess  \nExperience the experience  \nRole of a facilitator  \nSource: Facilitators Training Manual, STEPS Forward, British Columbia","cbCaiskomDPsseZT","https://ap.wps.com/l/cbCaiskomDPsseZT","pdf",2019438,23,"English","# Providing affective support to gifted students in student-initiated programme\n## The importance of affective support\n## What is student-initiate?\n## The role of a facilitator\n## Example – The Voice of Gifted Learners","[{\"question\":\"Why is affective support important for gifted students?\",\"answer\":\"When school curriculum focuses only on cognition, other domains may develop unevenly, making gifted students feel out of sync with peers. If asynchronous development is left unchecked, it may lead to unhealthy patterns such as perfectionism or self-criticism, and issues like depression or eating disorders.\"},{\"question\":\"What does “student-initiated” (student-initiative) mean in this programme?\",\"answer\":\"Student-initiative involves asking questions and seeking help, acting and working without always being told what to do, doing extra research, and engaging in self-study in an open and free setting.\"},{\"question\":\"What role does the facilitator play?\",\"answer\":\"The facilitator supports the process so students can experience the programme and develop self-understanding and personal growth through affective activities, drawing on guidance sources such as a facilitators’ training manual.\"}]","Providing Affective Support to Gifted Students in Student-Initiated Programme | PDF",1789259352,8]