Intended for personnel without specific training in counseling and guidance, the booklet addresses considerations in counseling gifted students. In "Issues in Affective Development of the Gifted," L. Silverman examines perceptions of others and of one's self, the effects of lack of recognition of students' special needs, and the tendency toward emotional excitability. B. Parke in "Who Should Counsel the Gifted: The Role of Educational Personnel" considers the teacher's, administrator's, and pupil personnel staff's role. "The Parent's Role in Counseling the Gifted: The Balance Between Home and School" by A. Munger, suggests techniques for parents as well as for staff working with parents. J. Van Tassel-Baska outlines approaches to meeting students' psychosocial, skill development, and life planning needs in "School Counseling Needs and Successful Strategies to Meet Them." L. Baska, in "Educational Therapy for the Gifted: The Chicago Approach," emphasizes counseling as a standard element within a variety of prototypes. Two examples illustrate the educational therapy orientation. In a final paper, "A Model for Counseling the Gifted at the High School Level," R. Seegers presents a teacher-counselor approach to help students become successful in academic pursuits and enhance their abilities. (CL)