COUNSELORS, TEACHERS, AND ADMINISTRATORS FOR GUIDING CREATIVE TALENT
Guiding creative talent effectively is never routine for counselors, teachers, or administrators. They are never safe in following traditional rules, strict schedules, tested and practiced methods and materials, or standard ways of assessing situations. They must continue to experiment, even when everything seems to be working well. Even the usual, unconscious kinds of self-deception may be glaringly obvious to a fullyalive, highly creative youngster. Thus, it is an understatement that successful guidance of creative talent requires qualities in counselors, teachers, and administrators which are not now very common among them.
In 1941, Hughes Mearns described quite aptly the difficulties involved in guiding creative talent in the following words: