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This reprinted article originally appeared in Gifted Child Today, 1999, vol. 22, no. 5. As gifted children grow into adolescence and adulthood, they often experience the need to create a make-believe self to inhabit in the everyday world in order to hide their individuality and uniqueness. They must create a façade, a mask that hides their giftedness, the true self. Gifted females, in particular, are at high risk of losing themselves behind a mask of conformity. If left alone, many gifted girls will find the façade they effected slowly taking over their personality until all they perceive is this false self. By the time adulthood is reached, they have successfully obliterated their true self. This can cause many problems, including depression, loss of perceived ability, self-doubt, lowered self-worth, and feelings of hopelessness and loss. The numerous frustrations, stresses, and special problems coping with life that gifted females encounter have only recently received much attention and study. It is important for counselors to realize that, although most females encounter some strife growing up, "[gifted girls] can, however, experience emotional problems capable of crippling the human spirit" (Schauer, 1976, cited in Strip, Swassing, & Kidder, 1991, p.124). In order for gifted girls to develop into healthy, fulfilled, intellectualized adults, there are a variety of needs that must be addressed. Of greatest importance, they should be assisted in peeling away the mask and discovering who they are so that they may eventually learn to accept and like that true self. It is not just important, but critical that specialized counseling services be available for gifted females of all ages, as well as for their families. It is important that counselors be aware of the special needs and strengths of this population. Without an adequate understanding of the gifted female "experience," the proper help cannot be offered. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)
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Informed standards are the foundation of quality teacher preparation programs. Standards define the destination, suggest routes, and provide landmarks to creating programs that graduate effective gifted education teachers who then positively influence our high-ability students. The Council for the Accreditation of Educator Preparation (CAEP) views the NAGC-CEC Teacher Preparation Standards in Gifted Education as the benchmark of excellence. This guidebook provides the map to using the NAGC-CEC standards to build an effective teacher preparation program, including information on providing quality clinical experiences and measuring the outcomes of those experiences. You will find information on how the 2006 and 2013 teacher preparation standards differ and the research base used in creating the standards. The guidebook was written by teacher educators who are among the best in the field of gifted education. There are two important new sections in this updated guide. One addresses creating partnerships with K-12 schools, parents, and the community at large. Gifted education is a collaborative effort, and providers need to be strategic in sharing the value of and the specifics of effective gifted education strategies. The other new section discusses how to work with our general education colleagues to incorporate gifted education into general education teacher preparation courses. This is crucially important considering the general education teacher is typically the gateway to gifted education assessments and services or, in many cases, is the primary provider of advanced coursework. Finally, information is provided on preparing a program report for CAEP program review. This section includes examples of quality elements, as well as areas of concern that can assist programs as they apply to become nationally recognized. We are seeing increased attention to the connection between developing high levels of giftedness and talent in all student populations and the success of the nation. This guidebook will assist schools and districts in supporting that talent development by graduating superior gifted educators. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: foreword)
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