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Few studies directly examine the relationship between giftedness and peer victimization. Despite the limited available data, there is an abundance of prescriptive advice addressing the unique challenges for gifted students. Such advice derives from research on the psychosocial characteristics of gifted youth (at best) or outdated misperceptions of gifted youth as inherently vulnerable (at worst). The purpose of this dissertation was to elucidate the giftedness-victimization link by utilizing measurement and sampling that improve upon research to date. The first goal was to assess victimization frequency of gifted youth and make comparisons to similar non-gifted peers. The second goal was to examine whether victimization was more strongly tied to self-worth, anxiety, and depression for gifted youth compared to their non-gifted peers. At the outset of the study, it was hypothesized that no discernible differences would emerge between gifted and non-gifted students. Data for this dissertation were collected as part of the UCLA Middle School Diversity Project, a multisite longitudinal study of California middle school students from diverse ethnic and socioeconomic backgrounds ( N = 6,058). The analytical sample in the current study consisted of 2,888 students in Grade 6, 50% of whom had been identified for gifted and talented education (GATE) programs. The other 50% consisted of non-GATE students matched on potential covariates using propensity score analysis. Data were collected using surveys in which students reported their experiences with victimization, their self-perceptions, and symptoms of anxiety and depression. Contrary to the stated hypotheses, the results indicated that gifted students were victimized significantly less than non-gifted peers for almost every form of victimization. The exception was physical victimization, and several potential interpretations are offered. Analyses examining the impact of victimization were mixed. Victimization was more strongly linked to depressive symptoms for gifted students (b = .049), but significant differences did not emerge on measures of self-worth or anxiety. Although the need for future research is clear, these findings represent a meaningful expansion of knowledge in this area and help to refute simplistic characterizations of gifted youth. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This chapter addresses some of the most frequent misconceptions about the talent development framework. The misconceptions include: emphasizing domains of talent over general giftedness means that everyone is gifted in something; including a wider range of students may lead to talent development programs being watered down; talent development supporters do not value IQ or general ability; talent development ignores psychological needs by not focusing on the "whole child"; in a talent development framework, it is possible to 'lose' one's giftedness, whereas with the IQ model, once gifted, always gifted; a talent development framework does not serve underachievers; everyone could be gifted if they just had the right opportunities; and talent development only focuses on individuals who can become eminent. Gifted education will continue to evolve and change as new information is learned from basic and applied research studies. New conceptions of intelligence, giftedness, and talent development may emerge as a result. Revision of prevalent models based on new understandings keeps a field fresh and relevant. Talent development offers a new perspective on how to serve gifted and talented students with a greater focus on a broader range of students as well as a broader range of talents and abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, we discuss racial/ethnic identity and gender identity and their association with outstanding performance. We begin with a brief review of giftedness as a construct, and a review of statistics on the demographic membership of gifted and talented education (GATE) programs. Next, we discuss in turn racial identity and ethnic identity and the research that relates these constructs to outstanding achievement. Then, we repeat this discussion in the context of gender identity. Finally, we conclude with some thoughts about research in this area. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance domains, and mathematical and spatial reasoning ability have demonstrated predictive validity for achievement in science, technology, engineering, and mathematics (STEM) domains. We note that domains of talent have unique trajectories and discuss four critical aspects of domain-specific giftedness. These include the developmental nature of giftedness (giftedness moves from potential to competency to expertise and possibly to eminence over time); the temporal nature of giftedness (that domains vary in their starting, peak, and ending points); the contextual aspect of giftedness (societal value of some domains over others, changing of domains and emergence of new domains, and the environmental influences in fostering domain-specific achievement); and the relative nature of giftedness (childhood giftedness is advancement relative to age peers, and adult giftedness is exceptional achievement relative to other domain experts). Finally, we present some implications of a domain perspective on giftedness for educational practice. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This article provides a definition of giftedness that is useful across all domains of endeavor and acknowledges several perspectives about giftedness on which there is a fairly broad scientific consensus. The article summarizes what we have learned about giftedness from the literature in psychological science and suggest some directions for the field of gifted education. Throughout its history, the field of gifted education has been troubled by a lack of agreement on a definition of giftedness. Outstanding performance is almost always judged relative to others in one’s peer group. Increasing the number of individuals who make path-breaking, field-altering discoveries and creative contributions by their products, innovations, and performances is the aim of proposed framework for gifted education. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (see record 2018-07419-003). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg’s proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific, particularly at later stages in the talent development process; (c) the challenge in applying ACCEL in the real world of schools; and (d) whether the arts and other performance areas are compelled to have an ethical theme in order to be valuable. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The authors present a historical perspective on giftedness, highlighting the impact of key research studies on practice, research, and policy. A comprehensive model is presented emphasizing that giftedness is domain specific and developmental and involves the cultivation of psychosocial as well as cognitive skills. Implications for counselors are discussed, specifically which psychosocial issues and skills should be the focus of counseling at each stage of talent development and what counselors can do to support the development of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

In this article, the authors respond to the eight commentaries, J. Y. Jung (see record 2012-24309-003); A. Ziegler, H. Stoeger and W. Vialle (see record 2012-24309-004); M. C. Makel, M. Puttalaz and J. Wai (see record 2012-24309-005); A. Robinson (see record 2012-24309-006); A. N. Rinn (see record 2012-24309-007); M. T. McBee et al. (see record 2012-24309-008); T. C. Grantham (see record 2012-24309-009) and J. A. Plucker (see record 2012-24309-010) , on the original article “Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science” (see record 2012-24309-002), using several themes to organize their response. These themes include ability, developmental trajectories, effort and opportunity, psychosocial factors, eminence, and equity. The authors reaffirm the contention that eminence is an appropriate standard for assigning the gifted label in individuals with well-developed talents. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

We all have an intuitive feel for the terms gifted, talented, high performer, expert, and eminent and often use the words interchangeably. Most have identified themselves as talent developers as well as psychologists of high performance. They have in some way engaged with programs serving children, youth, and adults who have been classified as gifted. They have been called experts themselves, and some are eminent psychologists, scientists, artists, and sporting greats. This chapter serves to frame the discussion of talent development and high performance. It begins with an overview of the talent development mega model because it provides the theoretical basis for this volume. The chapter provides brief definitions of several of the terms that reoccur in discussing high performance including potential, giftedness, talent development, high performance, expertise, and eminence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter briefly discusses programming options for the primary grades, intermediate grades, and upper grades. Adopting a talent development framework for gifted education services in schools requires significant shifts in perspective and practice, but these are shifts that many administrators find appealing and that communities will support. A talent development approach expands the traditional concept of a gifted education program. Gifted education programs that emphasize domains of talent instead of a notion of global giftedness are easily understood and embraced, not only by other education professionals, but also by the public, which can lead to expanded parental, legislative, and corporate support for services for gifted students. With this support from important stakeholders, parents of gifted learners and K–12 educators are able to address a wide variety of challenges that impede school districts from providing appropriate services across all grade levels on a day-to-day basis for students with gifts and talents. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Mathematical talent is an intriguing human phenomenon. From the time of Poincare (1908/1952), who linked mathematical talent to mathematical creation, the relationship between mathematical talent and mathematical creativity has been at the heart of the discussion of mathematical talent. Analysis of the criteria used for empirical examination of mathematical talent shows that researchers connect mathematical talent to general giftedness, to mathematical achievement, or to mathematical creativity. This chapter discusses the developing mathematical talent in schoolchildren. It starts by discussing the components and complexities of mathematical talent and goes on to review several frameworks for its development. It briefly addresses characteristics of mathematical content and didactical principles directed at the development of mathematical talent. Finally, it briefly addresses the proficiency required for teaching the gifted and presents examples of mathematical problems and their solutions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is described as the possession and use of outstanding natural abilities, called aptitudes, in at least one ability domain [i.e., intellectual, creative, social, perceptive, muscular, or motor control] to a degree that places an individual at least among the top 10% of age peers. The definitions of giftedness that are adopted by schools and education systems provide a rationale and framework for the specific procedures to be used in the identification of gifted students. The identification of gifted students has always been a difficult exercise, due to factors such as the diverse range of gifted domains, the various levels of giftedness, and the existence of gifted students from diverse cultural and socioeconomic status backgrounds. Consequently, multiple identification tools, including objective instruments (e.g., IQ tests and achievement tests) and subjective instruments (e.g., teacher nominations, parent nominations, peer nominations, and portfolios of work), are recommended by scholars to accurately identify gifted students. Although substantial progress has been made in Australia in terms of practice and research in giftedness and gifted education, a number of areas are in need of further attention. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter addresses the question of how gifted athletes were discovered and developed their potential into exceptional performance. It focuses on talent identification and talent development in game sports. Some coaches in youth basketball, football, or soccer may feel delighted when someone joins their team who appears to be "a natural," "a once-in-a- century-talent," or a prodigy, expecting that the individual's involvement in their practice program will lead to exceptional performance within a few years. On the other hand, coaches may believe that only hard work makes champions or perhaps hard work beats talent until talent starts to work hard. The chapter first outlines central tenets of general frameworks for research into giftedness and the developmental acquisition process of expertise. It describes significant particularities of the game sports domain and provides an overview of existing empirical research evidence with reference to the generic frameworks. Finally, it discusses implications and future directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Imagine a scenario where you wake up as principal of an elementary school. You are standing in front of parents explaining the implementation of a new gifted program. In this dream, you are describing to the audience how you will be serving high IQ children with a daily program designed to enhance and support the participating children’s gifts. The next night you are once again in the limelight at a parent meeting rationalizing a new program for mathematically talented students, selected by virtue of demonstrated interest, achievement, and creativity in mathematics. What arguments would you use in each case? Which program would be easier for you to explain to the parents and to other audiences in your professional world? We hope in this chapter to acknowledge drawbacks while leaving readers as supporters of the domain-specific talent development approach to gifted education. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The material in this chapter results from a comprehensive review of the scientific literature in psychology that draws from these five views of giftedness and talent development as well as research on expertise, high performance, creativity, motivation, and human development. The outcome of the Subotnik et al. analysis is a framework that includes the following central points: (a) giftedness is not static but maleable and needs to be developed; (b) it is more useful to consider giftedness as domain specific rather than global; (c) psychosocial skills play an outsize role in optimal development; and (d) the desired outcome of gifted education is to provide the skills, knowledge, and opportunities needed for talent to be developed to optimal levels of performance or creative productivity at each phase, which includes eminence for those individuals who wish to and are able to pursue that goal. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This chapter provides a framework for conceptualizing talent development within two professional domains: medicine and software engineering. It reviews these two domains as they cover two of the most impactful science, technology, engineering, and mathematics (STEM) professions in the United States. Based on the literature reviewed, it suggests that although cognitive factors and environmental supports are necessary to generate talent, psychosocial factors catalyze transitions through developmental stages within each specific domain. Talent development currently focuses on two points of interest: the cognitive, psychosocial, and environmental factors that contribute to the development of giftedness; and stages of talent development. The chapter discusses higher mastery framework which contributes to the understanding of giftedness by making the factors that aid transitions between stages and the identification of long-term giftedness more easily identifiable, and to introduce a new perspective with which to conceptualize development of giftedness within professional fields. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Negative responses to the proposal that eminence should be the ultimate outcome of gifted education was surprising to us, especially as this outcome emerged from the extant literature (e.g., Albert, 1992a). As should be the case, the responses led us to revisit the proposed role of eminence in a formulation of gifted education. We concluded that we did not articulate what we meant as clearly as we intended, an omission that this chapter attempts to rectify by incorporating our most recent thinking on this issue. Additionally, much of the pushback against eminence is based on a misunderstanding of the concept and the process by which eminence is attained. To set the stage for addressing these misconceptions, we discuss definitions of eminence, and propose a definition of our own (see also Chapter 18, this handbook). We review some of the definitions of giftedness and talent in our field, and the reasons why individuals are identified for gifted and talented programs. We also highlight the similarities between the goals of gifted education in several of the well-known models of gifted education and the quest for eminence, drawing from the extant literature on outstanding performers as well as more popular media, and addressing the focus on a small elite population. We also discuss eminence in relation to groups that are underrepresented in gifted and talented education programs in school. Finally, we conclude with a rationale for proposing eminence as a goal for gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Family is the first and often most powerful influence on a developing child, impacting the existence and quality of educational opportunities, promoting productive mindsets and meaningful values and beliefs, and encouraging cognitive, social, psychological, and emotional growth. For a gifted child, the influence of family can determine whether talent is recognized and allowed to flourish. In this chapter, we present research findings on the psychological aspects of family functioning as they affect talent development. We also discuss parenting within a general conceptual and developmental model for talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter focuses on a conception of giftedness that encompasses five main principles in defense of domain-specific talent development. First, ability is a cornerstone of talent development, especially ability in specific domains (e.g., mathematics, music, creative writing). Second, foundational abilities are malleable and need to be developed. These developing abilities begin, peak, and end their trajectories at different ages. That is, talent in violin or mathematics may be recognizable in elementary school with reasonable accuracy, whereas potential giftedness in diplomacy or mediation skills may not emerge until adulthood. Third, to transform potential into accomplishment, opportunities need to be offered to talented individuals that match their stage of talent development, and it is important that talented individuals take those opportunities. Fourth, all individuals can benefit from psychosocial skills training or coaching to enhance their performance and confidence in risk taking. Some children and adolescents are reluctant to take opportunities when offered, which may be due to underdeveloped psychosocial skills. Fifth, in this conception of talent development, the aspired outcome of gifted education is to prepare talented youth seeking to “change the world” to transform their abilities into creative or path-breaking contributions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)