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This reprinted article originally appeared in Parenting for High Potential, March 1997. The article reminds us about the importance of keeping our own beliefs and assumptions about children's potential in check. In the discussion of how giftedness and talent is manifested, the author offers some consideration for the genetic background of the child; however a stronger case is made for a stimulating and nurturing environment as a more powerful force in the talent development process. The author then offers specific ways in which parents and teachers can optimize the development and learning of young children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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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)
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identify and summarize briefly some contemporary views of giftedness / consider a contemporary understanding of creativity / identify several significant connections among giftedness, creativity, and learning style (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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interest in creativity tends to focus on three principal issues: understanding the nature of creativity, methods and resources for identifying or measuring creativity, and methods, techniques, or programs for nurturing or developing creativity / the principal focus in this chapter will be the third of these issues four major purposes of this chapter are: first, to address briefly some basic issues of definition, so as to provide a common vocabulary for the chapter; second, to review, also briefly, the history or chronology of major themes in research on creativity development; third, to identify several areas about which there is a degree of agreement or consensus about creativity development, with specific emphasis on gifted education; fourth, to identify and describe briefly several critical issues in the field and several promising directions for future research on the topic (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This reprinted article originally appeared in Parenting for High Potential, September 2007. A child's primary care physician can play an important role early in the life of a gifted child. In today's healthcare arena, medical professionals are the first line of treatment and the gatekeepers for more specialized services. We discuss several issues related to the role of physicians, including what information a physician might need to know, why it is important for them to understand both your child and giftedness, how to discuss these issues, and finally what roles physicians can play outside of the typical medical domain. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This reprinted article originally appeared in Parenting for High Potential, December 2003. For many years, our definition of giftedness has been based on the interaction of three characteristics: above-average (but not necessarily superior) ability, creativity, and task commitment. In other words, high ability is not enough to explain giftedness. It also takes an intensity and focus in a certain area, along with the willingness to try new ideas or look at something with a different perspective. Gifted behaviors occur when these three components intersect, and this happens in some people (not all people) at certain times (not all times), and under certain circumstances (not all circumstances). We only recently began to turn our attention to understanding more fully the sources of these gifted behaviors and, more importantly, the ways in which people use their gifts and talents in a constructive and positive way. This article addresses the following questions: (1) Can a better understanding of people who use their gifts for the greater good help us create conditions that expand the number of people who willingly contribute to the growth of both social and economic capital?; and (2) How can parents provide opportunities so their children develop their abilities in responsible ways? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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