The parents/caretakers of a student who was recently not accepted into the gifted program are often not provided counseling support to reconceptualize their child's strengths and needs. Because the child is not labeled gifted, the parents' new attitudes toward the child, themselves and the education system may negatively impact the choices they make during the course of the child's academic career. By incorporating the literature on related topics, I will devise a group therapy module for psychologists to deliver to parents after providing gifted evaluation feedback. This intervention is important because the parents act as the gatekeepers to the student's academic enrichment beyond the school's general curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]