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Notes that many reasons have been given for the fact that there are few eminent women: lack of opportunity, sex role stereotyping, and the ignoring of known achievements when they have occurred. However, in addition, the definition of giftedness in terms of eminence has been problematic for women. This paper hypothesizes that women's giftedness has followed unique patterns of development, different from those of men. Most often, women's giftedness has been utilized in empathic relationships and creative connections with others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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This article is an attempt to generate a set of hypotheses about gifted people and their interactions with others, about the social/emotional issues gifted adults face, and about how these issues impact on self-esteem and on interpersonal relationships. These hypotheses are intended to generate a dialogue with gifted psychotherapy clients about the fact of their giftedness and its impact on their lives. Specific therapeutic issues also are explored in the context of the social/emotional development of the gifted person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Notes that parents of gifted children have few guidelines about how to deal with issues resulting from their children's giftedness. Intellectual, social, and emotional issues provide challenges for parents. This article defines 5 traits common to gifted children that result in social and emotional vulnerability: divergent thinking ability, excitability, sensitivity, perceptiveness, and entelechy. The traits are described as if only one predominates, to clarify which issues result from particular aspects of each. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Attempts to generate a set of hypotheses about gifted people and their interactions with others, about the social/emotional issues gifted adults face, and about how these issues impact on self-esteem and on interpersonal relationships. These hypotheses are intended to generate a thoughtful and open dialogue with gifted psychotherapy clients about the fact of their giftedness and its impact on their lives. Specific therapeutic issues also are explored in the context of the social/emotional development of the gifted person. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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In this chapter, the author dives deeply into the issue of misdiagnosis and presents evidence suggesting that ADHD-related characteristics, such as inattention, hyperactivity, and impulsivity, are not more common among high-ability children (focusing particularly on high-IQ children). Instead, the author argues that certain “overexcitabilities” are really the source of the issue and should not be conflated with traits and behaviors that look like ADHD. She also reviews the evidence on the link between high ability and the risk for developing a mental disorder and argues some best practices in the identification of high-ability students to determine both strengths and weaknesses for academic, social, and emotional planning. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)
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Año de publicación
- Entre 1900 y 1999 (4)
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Entre 2000 y 2026
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Entre 2010 y 2019
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