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Part of this chapter is a revision of an article published in the Annual Review of Psychology (Robinson & Clinkenbeard, 1998). We thank Annual Reviews Inc. for permission to adapt that material. Across centuries and cultures, exceptional performances and performers have intrigued scholars, practitioners, and the general public. Whatever the domain, high-level achievements interest people, sometimes as a model to emulate, sometimes as an area of inquiry, sometimes as a curiosity. Theoretically, the modern study of giftedness is related to the psychology of individual differences. In the nineteenth, twentieth, and twenty-first centuries, the psychological constructs of intelligence, creativity, and motivation provided the foundation for understanding giftedness. There are, however, earlier conceptions of extraordinary people and performances that have influenced our perspectives on giftedness as well. This chapter reviews briefly the historical interest in giftedness to the nineteenth century, shares four biographical summaries that illustrate key issues in the twentieth-century history of gifted education, offers a review of cognitive and affective variables which have historically been used to study giftedness, and concludes with attention to issues of particular interest to psychologists and mental health professionals. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Preparation of this chapter was supported, in part, by the Jacqueline Anne Morris Memorial Foundation's "Children's Policy and Research Project" at the University of Arizona. In this chapter, we discuss the ethical and professional practice issues associated with the provision of educational assessment and intervention services to gifted children. We first begin with a discussion and commentary on the issues surrounding the definition of the term "giftedness," followed by discussions and commentaries on the ethical and professional practice issues pertaining to the assessment and identification of gifted children, as well as the associated placement and curriculum issues that may arise. The chapter closes with a brief discussion of issues associated with providing counseling services to gifted children. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

First, "giftedness" is a label-nothing more. We are frequently asked whether such-and-such or so-and-so child is gifted. The answer depends on the criteria one sets. But there is no one absolute or "correct" set of criteria. Criteria for such labeling are a matter of opinion, nothing more, and there are many disagreements as to how the label should be applied. Second, the label can be applied in either a more general or a more specific way. The more general way implies that giftedness is relatively general across many domains--that is, someone is either gifted or not. On this view, someone who is gifted is gifted very broadly. The more specific way implies that giftedness is something that is potentially limited to one or several narrow domains-for example, verbal skills; or within the verbal domain, writing skills; or within the writing domain, fiction--writing skills. Indeed, relatively few successful fiction writers are also successful nonfiction writers, and vice versa. Third, conceptions of giftedness can and do change over time and place. At times in the past, a child's ability rapidly to learn classical Greek and Latin might be viewed as an important sign of giftedness. Today, such an ability generally would be relatively less valued. Similarly, the skills that lead a child to be labeled as gifted might be different in a hunting and gathering village in rural Tanzania than in urban Los Angeles. Fourth, conceptions of giftedness can be based on either explicit theories or implicit theories of giftedness. An explicit theory is one proposed by a scientist or educator who has studied giftedness and has arrived at a conception of giftedness that has been subject to some kind of empirical test. An implicit theory is simply a layperson's conception of a phenomenon. It has no explicit scientific basis. It might be looked at as a "pragmatic" conception rather than as one based on rigorous research. As we review conceptions of giftedness, keep in mind the four constraints above. The chapter does not provide final "answers," because there are no such answers. Rather, each reader will have to decide for him- or herself which conception or conceptions he or she finds to be compelling. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

We have gained profound respect for the 5000 families served by the Gifted Development Center over the last 28 years. These unsung heroes have an uphill battle convincing educators that their children have legitimate needs. They often face a wall of resistance, if not outright hostility. Would those who claim, "All our children are gifted" be as likely to say, "All our children are retarded"? While gifted children have parents and some teachers who advocate for them, their parents may have no advocates at all. Parents of the gifted need as much support as their children. As the primary influence in their children's lives, they should be perceived as partners in the emotional and academic development of their children. Parents have fought for provisions for the gifted and are invaluable allies in keeping special programs alive. They need practitioners who care not only about their offspring, but also about them. Everyone who serves gifted children needs to become an advocate for the parents of these children. Although empirical research on the issues of gifted families is sparse (Moon, 2003), there is ample clinical research on the types of support needed by families of the gifted. Parents often seek psychological services to (a) confirm their child's giftedness, (b) guide them in parenting, (c) determine an educational path, (d) help them advocate more effectively, (e) locate available resources, (f) deal with family dynamics, (g) provide home stimulation, and (h) obtain guidance with specific issues, such as underachievement (see Chapter 8), finding friends (see Chapter 3), twice exceptionality (see Chapter 7), and, occasionally, undeveloped potential in the parents. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

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)

After a brief overview of recent research paradigms in the field of giftedness and talent, this chapter centers on the following main topics: 1. Multidimensional conceptions of giftedness as theoretical basis and preconditions of suitable identification procedures and educational measurements. 2. Functions and benefits versus dangers of identification measures as well as of gifted education and programming versus omission of them. 3. Methodological problems of identification, e.g., for educational programs (talent search), early identification and nurturing, dynamic assessment and nurturing at-risk groups (gifted underachievers, gifted females, etc.) or prediction of excellence in school, higher education, and work. 4. Programs and strategies for nurturing intelligence, creativity, social competence, etc., including cross-cultural studies in gifted education. 5. Counseling aspects of gifted education as tasks of school psychologists, e.g., career counseling with gifted, counseling with families (parents), school counseling programs for gifted students. 6. Practical recommendations for (school) psychologists who are responsible for identifying and nurturing gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

In this chapter, we examine barriers to the recruitment and retention of CLD students in gifted programs, including advanced placement (AP) classes. In addition to discussing barriers, we propose recommendations. Several premises guide our work and this chapter. First, we recognize that change is difficult--resistance to changing is high, specifically if it threatens the status quo. We also recognize that, as we seek to preserve the status quo, a significant segment of our student population is denied access to programs that they are legally entitled to participate in. Second, we believe that increasing access to gifted education cannot occur unless we decrease and, ideally, eliminate, deficit thinking about CLD students. This move away from low and negative expectations requires substantive training and preparation, as well as leadership to set the tone and ensure accountability. Third, we believe that many policies and procedures must be viewed through a lens of equity so that we can see more fully their impact on underrepresentation. A further assumption and proposition is that no group has a monopoly on "giftedness." Giftedness exists in every cultural group and across all economic strata (USDE, 1993). Consequently, there should be little or no underrepresentation of racial and ethnic minority students in gifted education. A fourth premise is that giftedness is a social construct; subjectivity guides definitions, assessments, and perceptions of giftedness (Pfeiffer, 2003; Sternberg, 1985). This subjectivity contributes to segregated gifted education programs in numerous and insidious ways. Sapon-Shevon (1996) states that "the ways in which gifted education is defined, constituted, and enacted lead directly to increased segregation, limited educational opportunities for the majority of students, and damage to children's social and political developments" (p. 196). Accordingly, educators must examine their views about the purposes of gifted education in particular and their perceptions of students from racially and ethnically diverse backgrounds. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

During the last few decades, an increasing number of psychologists have become interested in gifted and talented students, and the reasons they underachieve or excel in school and, subsequently, in life. While some research has focused on this population, comparatively little has been conducted on the ways that psychologists can help male and female gifted students to achieve well both in and out of school, and find challenging work, as well as contentment in their personal lives. In this chapter, research from the last few decades concerning giftedness and gender is summarized, with special attention paid to how psychologists can help intervene for positive outcomes for both girls and boys. When we refer to academically gifted and talented students, we include those who have been identified as academically gifted and talented, high achieving, or very creative. In this chapter, current research is summarized relating to gender differences in ability, achievement, belief in self, social and emotional factors, socialization factors including teacher and parent influences, and barriers to the development of giftedness in males and females. The chapter concludes with some suggested strategies for talent development in both gifted boys and girls, and the psychoeducational and clinical implications of the interaction between gender and giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Creativity is arguably among the most important--yet least understood--psychological constructs. Creativity is often conceptualized as an engine of economic development as well as the impetus behind technological advances, workplace leadership, and life success (see Amabile, 1998; Davila, Epstein, & Shelton, 2006; Kappel & Rubenstein, 1999; Stevens & Burley, 1999; Tierney, Farmer, & Graen, 1999; Torrance, 1981a). Florida (2002,2005) goes so far as to make a strong case that the American economy is, in fact, a "Creative Economy." Of course, creativity's virtues extend beyond economic benefits. The recent rise in popularity of positive psychology, with its shift in emphasis from pathology to prevention and personal strengths, has focused attention on the use of creativity and creative development as paths to improve the human condition. For example, creativity has been associated with maintaining healthy, loving relationships (Livingston, 1999), effective therapy (Kendall, Chu, Gifford, Hayes, & Nauta, 1998), learning to resolve conflicts effectively (Webb, 1995), combat grief (Davis, 1989), and even the use of humor to defuse potentially violent circumstances (Jurcova, 1998). With such a diverse array of effects, one might presume an abundance of attention and funds have been spent researching creativity. However, Sternberg and Lubart (1996) concluded that psychology researchers have committed far too few resources toward creativity given its importance to the field and the world, and the situation appears to have changed little since their observations a decade ago. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Being gifted and talented is a set of evolving characteristics that are an asset or limitation depending on the situation. These characteristics vary widely and impact the career choices of adolescents and young adults in high school and college. On the surface, it might appear that the more gifted and talented one is, the easier it is to make occupational, educational, and employment decisions. Unfortunately, giftedness does not always translate into effective career decision making. The same giftedness and talent that can make it easy to succeed academically can also contribute to more difficult career choices. This chapter examines the career development challenges and related career interventions designed to assist gifted and talented adolescents and young adults in making informed and careful career choices. After discussing the key terms presented above, the theoretical approach used to examine challenges and interventions is described. The majority of the chapter is devoted to a theory-based examination of specific challenges and career interventions associated with the career choices of gifted and talented students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is not to catalog research on individual social or emotional traits associated with gifted individuals; such summaries will be found in subsequent chapters. Rather, it is to offer a survey of theoretical frameworks through which those traits can be more effectively understood and addressed. The following section highlights several theories of social or emotional development that have found use in recent years among gifted educators, as well as recent research drawing on those frameworks. It is not a comprehensive list, but it represents a cross-section of popular acceptance, recent development, and depth of application. The greater intent is to demonstrate how placing traits of giftedness in a theoretical context can help us formulate better service. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

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)

For most people, talent development is the implementation of specific resources aimed at fostering the growth of outstanding performances in specific occupational fields: natural and social sciences, technology, visual and performing arts, health and education, commerce, sports, and so forth. Considering this handbook focuses on the field of gifted education, this chapter similarly adopts as its focus the emergence of outstanding school achievements, from kindergarten forward. I analyze academic talent development (ATD) from two distinct perspectives: theoretical and practical. Each of these perspectives can be circumscribed by the following questions. Which personal and contextual causal influences contribute significantly to the emergence of excellence in school subjects? Which educational resources will maximize the transformation of outstanding aptitudes into academic excellence? These two questions will guide the contents of this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

It is evident in the last two decades that there has been a sustained growth of knowledge and understanding of the diverse educational needs of gifted and talented students. An increasing number of teachers have become more conscious of supporting the intellectual, social, and emotional needs of their academically able students in our more competitive world. This has emerged largely from a small group of academics in universities in Australia and New Zealand who have conducted their research in the field of gifted education and talent development and shared their knowledge with their students at universities. By academics responding to teachers’, psychologists’, and educational administrators’ requests for professional learning in schools, there has been an expansion of the field of gifted educators at the state and national level. In addition, academics have worked with ministries of education in Australia and New Zealand to raise the awareness of gifted and talented students’ needs, and to create relevant policies with local departments of education. The development of these policies have varied in impact, yet these have had a significant influence on teachers’ acknowledging the importance of gifted and talented students’ educational needs in their care—at the early childhood level and within primary and secondary schools. Within Australia and New Zealand the egalitarian mantra is that gifted education tends to be favored within an inclusive education framework, yet, the research indicates that much of our successful education with these students takes place in selective environments, especially at the secondary level (Kaman & Kronborg, 2012; Kronborg & Plunkett, 2012, 2013). It will be interesting to see what research questions guide our investigations of the educational needs of gifted and talented students in the coming decade, as educators revise their pedagogy, curriculum, knowledge, and understanding of what gifted and talented students need to realize their talent potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes “gifted” drives assessment and identification practices. Conceptualization also guides the development of measures used in gifted assessment; however, the perceptions of giftedness held by test authors have not yet been explored empirically. The aim of this study was to investigate the perspectives of giftedness held by authors of the leading tests in gifted assessment. Test authors provided their views on topics, including gifted identification, use of cutoff scores, and how their tests serve the needs of this unique population. Findings indicate that there are varying opinions and views of giftedness, although most test authors in the sample embrace a multi-dimensional approach to gifted assessment. This article includes a discussion of clinical implications and future directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This chapter discusses key aspects of instructional practices and teaching strategies that allow teachers to respond to the needs of gifted students and to promote effective learning for this population. It begins with a discussion of some of the foundations and support structures that underscore instruction appropriate for gifted learners, as well as some of the essential components of that instruction. Several instructional approaches and strategies prevalent in the gifted education literature also are outlined. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Considerations in designing and developing curriculum for gifted students is a dynamic enterprise, influenced by many factors in the larger environment of education and the field of gifted education itself. Standards debates, ethics infractions, the development of new models, methods, and materials all influence how we view curriculum for gifted students and its essential components. This chapter addresses considerations considered universal and timeless, as well as newer considerations on the basis of contemporary topics. The context is aimed at K–12 educational landscapes, although the ideas have salience for college experiences at the undergraduate level as well. The chapter lays out the considerations for development of a specialized curriculum for gifted students, and the features of designing such curriculum. It concludes with a checklist that may be used for purposes of development and design on the basis of the commentary provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

To understand giftedness, and particularly intellectual giftedness, one must understand intelligence. But what is intelligence? In 1921, when the editors of the Journal of Educational Psychology asked 14 famous psychologists that question, the responses varied, but generally embraced two themes. First, intelligence involves the capacity to learn from experience. Second, it involves the ability to adapt to the surrounding environment. Sixty-five years later, 24 cognitive psychologists with expertise in intelligence research were asked the same question (Sternberg & Detterman, 1986). They, too, underscored the importance of learning from experience and adapting to the environment. They also broadened the definition to emphasize the importance of metacognition—people’s understanding and control of their own thinking processes. Contemporary experts also more heavily emphasized the role of culture. They pointed out that what is considered intelligent in one culture may be considered less intelligent in another culture (Ang, Van Dyne, & Tan, 2011). To summarize, intelligence is the capacity to learn from experience, using metacognitive processes to enhance learning, and the ability to adapt to the surrounding environment; it may require different adaptations within different social and cultural contexts (Niu & Brass, 2011; Saklofske, van de Vijver, Oakland, Mpofu, & Suzuki, 2015; Sternberg, 2004). According to the Oxford English Dictionary, the word intelligence entered our language in about the 12th century. Today, we can look up intelligence in numerous dictionaries, but most of us still have our own implicit ideas about what it means to be smart. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Globalization in economy and in education has highlighted the importance of developing top students for global competition in various fields in Asian countries (Ibata-Arens, 2012). In response to the increasing demand for national talents, many Asian countries have actively moved to develop some form of gifted education. Generally, Western conceptions of giftedness, largely the Euro-American perspectives, provide the theoretical basis for the development of educational programs, procedures for the identification of gifted children, program delivery, and methods of instruction (Wu, Cho, & Munandar, 2000). However, Asian countries differ among themselves in the pace of gifted education development, and the policies and actual practices of gifted program provision. Globalization has also brought about the realization of the diversity of cultures and contexts, including the different cultural conceptions of giftedness. Although it is tempting to define a homogeneous Asian conception of giftedness, it soon becomes apparent that it is not possible nor is it desirable. Asians come from some 50 countries in five geographical regions: Central Asia, Eastern Asia, Southern Asia, Southeastern Asia, and Western Asia. Historically, each of these regions has pursued very different social and political paths, and countries in these regions are not necessarily homogenous ethnically. Although some countries, such as Japan and South Korea, are relatively homogeneous ethnically, others, such as India, Indonesia, Malaysia, and the Philippines, have several distinct ethnic groups. Despite the amazing diversity, when the development of gifted education is considered, attention has often been drawn to those countries where a period of sustained economic prosperity has brought about significant investment in education by their governments or the private sectors. These countries or regions include China, Hong Kong, Taiwan, Japan, and South Korea in Eastern Asia, and India, Indonesia, Malaysia, the Philippines, Singapore, and Thailand in Southern and Southeastern Asia. The focus of this chapter will be on the development of gifted education in these 11 Asian countries or regions, especially those in Eastern Asia. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness as a concept has evolved in history to become an entity of its own, on which conceptual, social, and educational enterprises have been built. Conceptually, whether what we call giftedness denotes an essence or quality that holds its identity, unity, and continuity relies on empirical verification in differential and developmental psychology research as well as theoretical and practical justifications. Socially, whether giftedness as a social construct serves an equitable, productive social cause or the public good relies on the affirmation of cultural values as well as cognizance of the nature of this precious human capital. Educationally, effective identification and education for the gifted and talented depends on a deep understanding of the nature and nurture of human potential. In this chapter, I provide an overview of the 100-year history of searching for this elusive human quality or exceptionality, delineating major historical periods and identifying related issues. I provide a critique of the construct of giftedness and its history, and discuss alternative ways to build on the legacy and move forward. The chapter concludes with the argument that a talent development approach to understanding human exceptional competence in the form of increasing differentiation and multiple developmental trajectories/pathways (involving nature and nurture) leading to various forms, kinds, and degrees of talent, high-level expertise, and creativity will help us get out of the conceptual quagmire and better guide educational policy and practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)