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Discusses socioculturally promoted biases against the education of gifted females and the disparity between male and female representation among the illustrious. The perspectives of gifted women including L. S. Hollingworth (1914, 1926), M. C. Thomas, and men such as John Stuart Mill (1869) supporting the advocation of educational equity are contrasted with those of men such as Sir Francis Galton (1870) and E. Clarke (1873) whose scholarly propositions provided "scientific proof" that females were intellectually inferior, providing an "acceptable" discriminatory basis for hindering women from the attainment of eminence. A newer, more equitable definition of giftedness focuses on the inner experience of the gifted person throughout the life span, and on how gifted women define success. The developmental aspects characteristic of giftedness, viewed as less culturally biased than achievement, are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Suggests that the lens through which the gifted Self sees the world is at once complex and vividly intense. Giftedness is seen as a ground of experience that differs significantly from the norm. Just as developmental delay produces lifelong effects on social and emotional development, academic achievement, home life, response of the community, and career goals, developmental advancement exerts a profound impact on the Self, permeating all facets of a person's life in childhood and adulthood. Children with significant developmental differences in either direction require modifications in parenting, teaching and counseling in order for the Self to be fully realized. Because their abstract reasoning abilities enable the gifted to compensate, true disabilities and disorders are often masked, while typical behaviors of the gifted may be misinterpreted. Diagnosticians, school psychologists, therapists and educators need to be aware of the characteristics of giftedness in order to recognize what is atypical for this population, rather than comparing gifted individuals with the general population. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Demonstrates that the cognitive complexity and certain personality traits, such as heightened moral sensitivity, of the gifted create unique experiences and awareness that separate them from others. This awareness is demonstrated using a combination of clinical observations and theoretical propositions from case examples. A central feature found to be part of the gifted experience is their moral sensitivity, essential to the welfare of the entire society, yet making them vulnerable to environmental exposure. These inner qualities of the gifted are overlooked in most of the formulations of giftedness and talent. Giftedness defined as asynchronous development, a phenomenological approach, focuses on the inner world of gifted children and stresses their vulnerability in society. The need to understand the relationship between abstract reasoning, complexity, moral values, and the evolution of society is stressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Perfectionism is the most misunderstood aspect of the personality of the gifted. The psychological field characterizes it in extremely negative ways, which may be counterproductive to the development of the gifted individual. There are positive as well as negative aspects of perfectionism, depending on how it is channeled. As one gains higher consciousness, perfectionism becomes a catalyst for self-actualization and humanitarian ideals. K. Dabrowski's theory allows us to see how perfectionism changes inform at different levels of development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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provides an historical account of the ways in which the expression of women's talent has been shaped by the era in which they live / concentrating primarily on the last 2 centuries, [the author] traces the inroads and impediments to achievement of remarkable women in previous generations / documenting the ways in which women have been barred from attaining eminence, [she] questions eminence as an adequate gauge of women's giftedness / urges us to respect the untold nameless women who have laid the groundwork for gifted women today to be able to develop their talents (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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Discusses the role of developmental counseling in helping children cope with the problems and complexities that result from being gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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