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dc.contributor.authorTully, Arlene
dc.date.accessioned2016-09-12T22:16:54Z
dc.date.available2016-09-12T22:16:54Z
dc.date.issued2016-09-12
dc.identifier.urihttp://hdl.handle.net/20.500.11803/464
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.en_US
dc.language.isoenen_US
dc.subjectGifted childrenen_US
dc.subjectADHDen_US
dc.subjectCounseling gifted childrenen_US
dc.titleGifted and ADHD: Best Practices for Counsellors and Educatorsen_US
dc.typeThesisen_US
thesis.degree.disciplineCounselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Artsen_US
cityu.schoolDivision of Arts and Sciencesen_US
cityu.siteVancouver, BCen_US
cityu.site.countryCanadaen_US


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