CASE STUDIES OF HIGHLY INTELLIGENT COLLEGE STUDENTS: FRAMEWORK FOR COUNSELING INTERVENTION

Meshel B. Balijon, Edna Luz R. Abulon

Abstract


There is the need to have an in-depth exploration of these highly intelligent college students in order to have a framework for counseling intervention specifically for them. The intentions were to understand and describe the challenges, coping mechanisms and insights of these participants. The research method being utilized in this study was qualitative, using a case study design. The researchers employed purposive sampling based on the characteristics or criteria stipulated in this study which means that there were existence of specific characteristics or criteria that manifested as being highly intelligent. The researchers decided to focus more on six (6) first year college students of the said locale, ages 18-19 years old from the College of Arts and Sciences, College of Teacher Education and College of Nursing departments. The researchers made use of inclusive criteria: IQ test results, Entrance Tests Results and Senior High Scholastic Report Cards in order to determine students who manifest being highly intelligent. Inclusion Criteria of being highly intelligent were sought: IQ of 120 and above or 90 to 99 in the percentile range; then entrance test results should have a general average of 90 to 99 and for the senior high school report card it should show a General Point Average of 90 or above. Findings highlight a need to; 1) establish a contextualized challenge that will generate validity of the needs of the participants, 2) research should assess the effects of challenges by associating coping mechanisms, which implies the subsequent development of a framework for counseling interventions, and 3) assess interventions to enhance understanding of the ways in which they improve coping with pressure, or may fail and the mechanisms which may explain these outcomes. However, guidance counselors cannot intervene with the needs of these highly intelligent students because they do not know how to address their needs. Hence, they must be equipped to give such help and should very well know the needs of these highly intelligent college students.

 

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highly intelligent, framework, counseling intervention

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References


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DOI: http://dx.doi.org/10.46827/ejes.v9i4.4256

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