Su búsqueda
Resultados 4 recursos
-
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)
-
My perspective on an affective curriculum in education for gifted students is colored by my clinical experiences as a counselor, including those as a counselor of gifted children, adolescents, and adults. During my last 5 years as a teacher in K-12 education, I directed a complex program for gifted high school students, which included an emphasis on affective concerns (Peterson, 1990). Ten discussion groups per week, geared almost entirely to social and emotional development and involving 115 students per year, taught me a great deal about nonacademic concerns of highly able students. The program actively sought out gifted underachievers, who became approximately 30% of total participants and were articulate contributors in the groups as well. Later, I facilitated several similar groups for diverse gifted middle school students, counseled gifted children and adolescents and their families in a clinic geared to giftedness, and also worked with medical students and others with high ability in private practice. The individuals I met while doing ethnographic research on perceptions of giftedness in nonmainstream cultures educated me further. I also sometimes encountered gifted individuals as a counselor in two substance-abuse treatment centers, in an alternative school for expelled high school students, and as a substance-use evaluator in a K-12 school district. Currently I prepare counselors for work in K-12 schools and advise and supervise many highly capable graduate students. These varied clinical experiences with gifted individuals inform this chapter. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
-
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 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)
Explorar
Tipo de recurso
- Book Section (4)