remains powerless to create effective change. A child who expresses concern over the plight of poor people may be met with an adult response of "You're too young to worry about such things." However, the gifted child does worry about humanitarian issues, and as such, should not be brushed aside. This impotence to create real-world change is a strong factor in the suicidal behaviours of gifted adolescents (Yewchuk & Jobagy, 1991a). The feeling that nothing can be done about such problems may lead the gifted youngster to remove all the problems at once, through a suicidal act. Feelings of hopelessness or helplessness often precede suicide attempts (Metha & Dunham, 1988). If the "great gripes" of gifted students are not addressed, the net result is students who tune out, become behaviour problems, refuse to go to school, feel bad about themselves, skip classes, become depressed, play truant, withdraw, or act out. Anecdotal and first person accounts of damaging and frustrating classroom experiences are commonly reported by gifted students (see especially Delisle, 1987). In classes where minimal, if any, provisions are made for their learning needs, gifted students are at risk for behavioural and emotional conflict and underachievement (Whitmore, 1980), school dropout, juvenile delinquency, anorexia nervosa (Yewchuk & Jobagy, 1991b), depression and suicide (Yewchuk& Jobagy, 1991a). The counselling needs of gifted students are unique and varied, and many techniques and procedures have been developed specifically for these students. Annotated sources offering useful suggestions for school counsellors are appended. CONCLUSION "The gifted must