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Adolescence happens to gifted middle and high school students, just as it does to their nongifted peers. In fact, the adolescent period may be more prolonged among high ability youth, because their career goals may require a longer period of economic dependency during advanced schooling. How well do the conceptions of giftedness previously developed in the field of gifted education pertain to the adolescent years? Do we need conceptions of giftedness that focus specifically on adolescents? In this chapter, we provide a brief overview of the developmental tasks of adolescence. Then we review some of the conceptions of giftedness that have been developed by leaders in the field of gifted education and analyze their relevance to gifted adolescents. Finally, we offer a framework for gifted education at the secondary level that focuses on the developmental tasks facing high ability students during the adolescent period. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Notes that gifted children and their families experience unique psychosocial stressors related to giftedness. This chapter explores preventive counseling strategies and counseling interventions for stresses related to giftedness to ensure healthy social and emotional adjustment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Provides a critical overview of the existing research literature on gifted children and their families. The purposes of this paper were: (1) to provide family therapists with information on the unique psychosocial stressors associated with giftedness, and (2) to stimulate further research and development on the efficacy of family therapy in alleviating distress and actualizing potential in gifted and talented children and their families. First, current conceptualizations of giftedness are described. Then the research literature on the characteristics of intellectually and creatively gifted children and their families is reviewed with an emphasis on the endogenous (individual) and exogenous (systemic) factors that can create or exacerbate psychosocial problems. Finally, an eclectic, eco-systemic approach is suggested to three common concerns that bring gifted children and their families to therapy. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In this chapter, research from the last two decades concerning gifted and talented male and female adolescents is summarized, with particular attention paid to how gender, giftedness, and adolescence interact. Current research is summarized about academically talented adolescents in areas such as test differences; abilities and beliefs about abilities; the effects of stereotyping; peer, parent, and teacher influences; and career choices. Some prior conclusions are reaffirmed, present contradictory research evidence is discussed; older findings are reviewed in light of new information; questions are raised about the importance, significance, and broader applicability of prior conclusions; and future research is suggested about the interaction of gender, adolescence, and giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

As with all decisions about programming or selecting curriculum for gifted students, the choices made at the secondary level should be internally consistent and consonant with beliefs about giftedness and the most appropriate goals for gifted students. While all of the program models offered at the secondary level are unique, they are all based on a belief that gifted students are unique in their learning characteristics and that the traditional or standard school curriculum as delivered in a lock-step fashion in the heterogeneous classroom is insufficient to meet the needs that arise from the distinguishing characteristics that these learners present. The ways in which the differences are defined and the suggested responses differ across models, although the models share some common attributes or assumptions that allow general categorization as either enrichment or acceleration models. This chapter discusses a variety of program models that have been developed and implemented at the secondary level. The most critical concern of all schools should be to evaluate the outcomes of the options that are offered. Current research does not clearly support any one of the available options as the best or most appropriate for the achievement of the goals we have outlined for successful education for gifted students. Clearly, differences in definitions of giftedness and beliefs about giftedness, as well as the expectations and meaning of success in any community will drive the goal-setting and evaluation processes. A clear evaluation plan that has been approved by the stakeholders in the education of gifted students will be the best test of whether or not a given set of options is successful in addressing the needs of these students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Investigated the effectiveness of a new self-contained classroom with curriculum differentiated for highly intellectually gifted students. The cross-grade magnet class was investigated throughout its first year of operation in a midwest school district. Ss in the qualitative case study were 24 4th and 5th graders graders with IQs on the Slosson Intelligence Test Revised ranging from 148-193. Outcome areas assessed were educational, emotional, social, life outside school, and transition issues. Qualitative and quantitative data were collected using observations, interviews, comparison essays, and a goal-attainment scale. The results suggest that the self-contained classroom provided a challenging learning environment for highly intellectually gifted students, but that the responses of individual students to this more challenging environment varied considerably, creating different emotional and social outcomes for specific students at different times. It is concluded that the results support use of systems-ecological theory as a theoretical framework for investigations of educational intervention for talented youth. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this chapter is to provide an overview of the current state of the art regarding counseling gifted students. The chapter begins by giving clinicians an overview of the developmental issues facing gifted students and the typical presenting problems of this population when they seek assistance from counselors. Then counseling models that have been described in some depth in the literature are reviewed in three categories: individual, family, and group. Finally, implications for practice, training, and research are discussed. It is hoped that the chapter will serve as a rough guide for practicing clinicians and encourage university-based counselors and psychologists to initiate programmatic research to test interventions with this population. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Gifted Child Quarterly, 44(3), 196-207. The literature focusing on mentorships and underachieving gifted young men is almost nonexistent. To address this need, the researchers examined the mentorship experiences of three students who characterized various aspects of giftedness and underachievement in males. The findings of the study revealed a single core category with three attendant subcategories. The influence of a significant adult on a a young person was the dominant category. Several related subcategories reinforced the importance of the mentor: mentors' open-minded and nonjudgmental characteristics, consistent and personalized social/emotional support and advocacy; and strength and interest-based strategies for intervention to reverse underachievement. These results underscore the critical effectiveness of mentorships on underachievement, regardless of age, environment, and socioeconomic background. Implications of the findings are presented that highlight the successful features of the mentor-protégé relationship. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: chapter)

Compared the academic and learning characteristics of 9 male students (aged 8–10 yrs) with (a) Attention Deficit Hyperactivity Disorder (ADHD), (b) giftedness, and (c) giftedness with ADHD, and examined specific a priori questions. The information reported by teachers, parents, and children was analyzed with a multiple-case design with constant comparative procedures within and across groups. The results indicated that giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of ADHD, such as inattention and homework problems. The learning and motivational profiles of each group were discussed in terms of implications for differential diagnosis and research and for teaching children with ADHD and giftedness in general and special settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This chapter explores the relationship between delinquency and gifted children. Topics discussed include the prevalence of delinquency among gifted children and adolescents, the prevalence of giftedness among delinquent youth, possible reasons for the under-representation of gifted youth among delinquents, criminal logic, and what causes some gifted youth to be violent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter discusses whether gifted children are socially accepted and respected and how this varies with children's ages, specific school environments, and the extent of their giftedness. It also discusses what these gifted students can do to cope with their differences. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Gifted Child Quarterly, 37(4), 155-160. (The following abstract of the original article appeared in record 1994-19557-001.) Compared a national sample of gifted underachievers and gifted high achievers on a number of characteristics. Giftedness was measured as a composite score at or above the 95th percentile on the ACT. Underachievement was defined as reporting a high school GPA of <=2.25 (on a 4.00 scale), and high achievement was defined as reporting a GPA of >=3.75 (on a 4.00 scale). Ss were 30,604 high school juniors and seniors: 257 gifted underachievers and 30,347 gifted high achievers. The underachievers generally had lower scores on the ACT and less extensive out-of-class accomplishments. Over 90% of the underachievers were Caucasian males. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: chapter)

[study was] established to gather information about the accomplishments and future plans of former PACE students a combined longitudinal and retrospective multi-case study design was employed / the longitudinal component was designed to investigate the accomplishments and future plans of secondary [school] students who had been identified as gifted in elementary school . . . and who had participated in the PACE program for at least three years / purpose of the retrospective component of the PACE follow-up study was to investigate the perceptions of 12th-grade students and their families of PACE's effectiveness in developing participating students' talent developmental perspective was introduced into the retrospective portion of the current study by asking participants to share their perceptions of both short- and long-term effects of the PACE program (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)

The term twice-exceptional refers to students who have or show potential for remarkable gifts and talents in specific areas, but whose deficits and difficulties in learning, paying attention, or meeting social and emotional expectations impede their development. For too many practitioners, however, the terms deficits and giftedness are incompatible, therefore being twice-exceptional is an impossible phenomenon. In fact, many youngsters who are bright, but who have been diagnosed with some sort of disability are more likely to receive special education services than talent development opportunities. Likewise some gifted students use their talents to mask their learning difficulties and struggle in school to compensate for undiagnosed problems, thus obscuring their need for special education support. Twice-exceptional students have a unique set of academic, social, and emotional needs. The very dichotomy of abilities and disabilities that comprise their dual diagnosis sets them apart from their peers who are identified as gifted and from those who receive special education services. In fact, twice-exceptional students require dual differentiation in order to meet their often-contradictory sets of needs. This chapter discusses these unique needs and describes how developmental needs of adolescence exacerbate the issues. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter attempts to survey the scientific literature of the past few decades on the process of talent development in sports. We structure that overview around Gagné's (2003) Differentiated Model of Giftedness and Talent (DMGT). We examine separately the relevant literature associated with each of the DMGT's five causal components: (a) natural abilities or gifts, (b) the developmental process itself, (c) intrapersonal catalysts, (d) environmental catalysts, and (e) chance factors. This survey brought us to a crucial integrative question: What makes the difference between reaching and not reaching high levels of talent in sports? We had to acknowledge that there was not yet a very clear and final answer to that complex question, and that the best way to summarize the existing literature was to speak of complex interactions between the components, acting differently from one athlete to the next, and from one stage to the next in a sports career. Of what use can this chapter be to educators in schools? What suggestions can the field of sports offer to teachers of gifted and talented adolescents, and to the professionals and school administrators responsible for planning, funding, and implementing enrichment programs in the school system? Two major observations come to mind. First, it seems clear that the vast majority of trainers and coaches in sports readily recognize the large breadth of individual differences in natural physical abilities. The second observation concerns the way professionals in sports foster the talent development process. Two key concepts could summarize typical programming activities in sports: ability grouping and accelerative enrichment. Implications of these observations are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The purpose of this multiple case study was to investigate the emotional and social characteristics of boys who had co-occurring giftedness and %ADHD% as compared with boys with only 1 of the 2 exceptionalities. The participants were 3 boys with ADHD (aged 8–10 yrs) and giftedness and 6 comparison boys with only 1 of the 2 exceptionalities. Data sources included the participating boys, their parents, and their teachers. Data were collected by a team of researchers using parallel forms of a semistructured interview protocol and several rating scales and were analyzed by the team in 4 stages using a variety of qualitative analysis techniques. Findings suggested that participants with co-occurring giftedness and ADHD had difficulties regulating their emotions, problems with peer relationships, and stressed families. Giftedness appeared to exacerbate the social/emotional difficulties associated with ADHD rather than serve a protective function. The findings suggested that ADHD is a risk factor for psychosocial adjustment difficulties in young boys who are intellectually gifted. Implications of the findings for the field of gifted education are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

It is easy to assume that gifted students will be successful at school, because--by definition--they learn and understand things more quickly and more easily than their age-mates do. But, school accomplishment is no guarantee; motivation plays a critical role in success. Because motivation is so complex, there are various routes to enhance or stifle it, and teachers, parents, and peers travel many of those routes. In this chapter we focus on understanding gifted students' motivation, and address what others can do to promote these students' adaptive motivation, with an emphasis on the middle- and high-school grades. We take the approach that gifted adolescents are characterized by high ability in one or more areas of human endeavor, but vary dramatically in their motivational profiles, showing patterns of motivation that range from optimal to maladaptive. This perspective allows us to consider underachieving gifted students who exhibit maladaptive motivational patterns. It is also consistent with dynamic and incremental approaches to viewing giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter explores gifted students with learning disabilities as a unique population who are at special risk for social and emotional issues because of their incompatibility of extraordinary talent with significant learning problems. Topics discussed include the interaction of giftedness and learning disabilities; identification, social and emotional characteristics, and implications for the education of gifted students with learning disabilities; and educational interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter highlights research findings about affective components associated with high levels of creative achievement, the environmental factors that are more likely to result in the actualization of creative giftedness, and the implications for nurturing creative talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Parenting for High Potential, June 2001. One of the most neglected subpopulations of gifted students with multiple exceptionalities is gifted children with Attention Deficit/Hyperactivity Disorder (ADHD). The author first became interested in gifted children with ADHD when one of her sons was diagnosed with ADHD in middle school. From her research and experience, the author notes that children who have ADHD and also are gifted tend to have more severe social and emotional problems than do children who only have giftedness alone or ADHD alone. Their intellectual giftedness did not protect them from the problems associated with ADHD, and may have actually made them more pronounced. The article offers some suggestions that may help parents and educators of gifted children with ADHD. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)