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This chapter offers both statistical data and potential reasons explaining the gender gap between parents of boys and girls seeking help for their gifted children. The issue of gender and giftedness has been a "hot" one both in the scientific literature of giftedness and in the media for many decades. It has been discussed in educational and psychological debates, as well as among policy-makers in all countries that deal with the subject of gifted education. One of the main questions has been: why are less girls than boys identified as gifted? This important issue has substantially contributed to the academic careers of many social scientists, mainly educators and psychologists. The chapter presents an in-depth analysis of all girls' parents who contacted the author in the years 2014; some comparisons will be made with those who contacted the author during the next year, 2015, and in a few cases also with those seeking help for their gifted daughters during the whole 2010-2019 decade. As the number of parents contacting the author each year was well over 100, it presents some general conclusions regarding the girls' age, gender, nature of the problem, etc. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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This book offers educators, counselors and parents of 3-16-year old gifted, talented, curious, and creative children and youths a new, original tool of assessing their interests and abilities. As this book has been published during the second wave of the COVID-19 pandemic, it concentrates on ways of assessment that can all function on-line as well. All offered activities have been practiced both before "corona-time" started, when on-line therapy, let alone—on-line giftedness identification, was not common for children. The case studies presented in the book have all been written since March 2019, proved effective, enriching the knowledge of the counselor. All activities described were perceived as "easy", "nice", pleasant" and "interesting" by the children involved, and thus are recommended; unlike formal identification they put no pressure either on the child or on her or his parents. The first assessed child described is a 3-year old girl, who was identified as highly gifted in mathematics. The "game" played was "The geometric shapes game", during which she was asked "what do you want me [the counselor] to paint?" and then: "what color do you want me to use?". During the "game" the child showed a wide knowledge in both 2- and 3-dimensional shapes, she always insisted on using the exact mathematical terms, and each time she approved on the result she was very happy. The next "games" descried were all word games. In "the associations game" the counselor writes a word and the child adds another one without thinking, and this goes on alternately for as long as the counselor decides, depending on the child's age, her or his attention span, level of hunger or thirst, etc. This "game" is suitable for toddlers, kindergartners and first grader. The "ugly words game" is suitable especially for children with emotional and social problems. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)
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The concept of 'twice-exceptionality', defined as children who have both unique cognitive capacity (i.e., giftedness or talent) and mental or physical disability, was coined more than four decades ago when programs were being developed that aimed to address the needs of gifted children with specific learning disorders or other disabilities. In recent years, there has been growing attention to the complexity of "twice-exceptional" children, and while there is still debate regarding the conceptual definition and clinical assessment of the term 'twice exceptional', children who are academically gifted or talented (GT) and diagnosed with attention deficit hyperactivity disorder (ADHD) pose a great challenge for researchers and mental health practitioners. This chapter emphasizes the clinical complexity exhibited by these children and suggests that framing this topic within a well-established motivational theory can enhance the understanding of this specific phenomenon and create a more unified approach to the study of the characteristics, implications, and interventions pertinent to this subgroup of twice-exceptional children. The main reason to focus on children who are both GT and have ADHD is that their symptomology is often manifested in a very complex pattern. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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This chapter addresses the status of gifted education in several Middle Eastern countries. It includes a brief history and description of the main studies that informed the development of subsequent gifted education in the Arab countries, which constitute the majority of countries in the Middle East. I describe the institutional, public, and private support for gifted students in six Middle Eastern countries, and explain why I choose to focus on these countries and not some of the other countries in this region. The chapter concludes with a list of tests in use for identifying giftedness in the relevant languages: Arabic and Hebrew (See Appendix 8.1). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Entre 2000 y 2026
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