Su búsqueda

This volume of "Adolescent Psychiatry" reflects the fulfillment of the prediction that new subgroups or segments within the Society [American Society for Adolescent Psychiatry] would emerge, emphasizing a wider range of clinical and research issues. The arrival at psychological manhood, after thirteen years of presenting an overview of the best clinical and research studies on adolescence, reflects the segmenting and branching foreseen. The volume represents a panoramic display of the many vicissitudes of adolescent development: normative and pathological; family reactions and supports; cultural aspects; creativity; regression; contributions and hindrances to diagnosis; and treatment whether inpatient or outpatient. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

explores the literature on gifted and creative children / reviews the development of intelligence testing and attempts to measure creativity; psychoanalytic perspectives, including constitutional, developmental, and parenting influences; and the studies of lives of creative geniuses / cites some specific case examples—Mozart, Schubert, Mendelssohn, Raffaelo, Bernini, Picasso, and Chatterton concludes that the early flowering of creative genius in adolescence is favored by an intense supportive relationship and identification with the father figure / practical suggestions for psychiatric help with the gifted and creative are discussed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Explores the career educational needs of gifted girls. Three identified problems associated with giftedness among female students are discussed: sex-role conflicts, multiple abilities and interests, and lack of same-sex role models. Potential solutions to these career related obstacles are discussed. It is suggested that the most meaningful approach to dealing with these problems is that of a career education program designed to fit the needs of the gifted female student. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the relationship between gifted programming and instrument development in terms of both historical perspective and the personal point of view of a researcher/practitioner. The interdependence and supportive components as well as the productive offspring of the two suggest the analogy of a compatible marriage. Specific tests designed to identify gifted children are reviewed as are the changing definitions of giftedness. New definitions and ways of identifying gifted underachievers using specific instruments are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated intrafamilial correlation of divergent thinking, using 54 12–13 yr old males (with IQs over 150 or outstanding math/science SAT scores) and their parents. Divergent thinking tests were administered to the Ss and their parents as one component of a large set of interview/self-report/ability measures. Canonical and bivariate analyses indicated that there was a strong correlation between Ss' divergent thinking test scores and parents' divergent thinking test scores. High-IQ Ss' divergent thinking test scores related to those of both parents, and the math/science Ss' divergent thinking test scores related only to those of their mothers. It is concluded that the relationship between parents' and their children's divergent thinking is a function of level of ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Developed a checklist to assist parents in identifying gifted young children. The checklist identified 16 characteristics associated with giftedness, including problem-solving and rapid learning abilities, extensive vocabulary, good memory, long attention span, sensitivity and compassion for others, perfectionism, and perseverance in areas of interest. The checklist was refined on the basis of several research studies and printed in a major daily newspaper. 21 parents who felt that their children fit the descriptors in the article brought their children to an assessment center where they were tested with the Stanford-Binet Intelligence Scale (SBI). Results indicate that 66% of Ss tested were found to be in the gifted range on the SBI. Those Ss who fit the checklist characteristics but tested below the gifted range had all had ear infections in the 1st yr of life, and 75% of these Ss had experienced chronic ear infections. Findings indicate that parents are capable of identifying exceptional behavior in their children. Early identification by parents, supported through professional testing, could lead to appropriate early intervention. (41 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Notes that with a broadened definition of giftedness including creativity, there has been increasing attention to the role of intuition and creative imagery in programming for the gifted. Procedures that help develop the intuitive function are described, and the relationship between creativity and imagery is noted. Classroom strategies for developing creativity and intuition are also reviewed, including autogenic training, progressive relaxation, and autoanalysis. The importance of relaxation, focused attention, and a receptive attitude in the development of creativity and intuition is emphasized. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Provides information to teachers and counselors that will guide parents seeking intelligence testing for their child and addresses questions regarding giftedness and testing that are most often posed by parents. It is suggested that counselors and teachers need to work with parents to guide them in what information would be helpful to the child and at what stage the information should be shared; assistance can be provided in the form of information and emotional support. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Based on personal experience, the present authors recommend IQ testing as a tool to direct other parents of gifted children to a starting point that could be documented and on which future decisions regarding the child's education and other activities could be based. The benefits derived from early identification of intellectual giftedness are described, and it is suggested that the earlier the testing is conducted, the sooner the potential benefits will be manifested. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Argues, on the basis of personal experiences, that IQ testing is an invaluable and irreplaceable tool for identifying gifted children and for obtaining a measure of the urgency of their special educational needs. Ideas for how parents of gifted children can create an environment in which their children's gifts can flourish are presented. It is suggested that early recognition and nurturance of giftedness lead to emotional well-being and to the development of self-worth that provides the foundation for intellectual and moral development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes some Eastern metaphysical and psychological tenets (e.g., the Tao) as a pragmatic philosophical foundation for the concept of giftedness and the field of gifted education. This approach suggests that many of the theoretical and research-based conflicts in the field are apparent rather than real. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes appropriate uses of intelligence testing with gifted children, recognizing both what the tests were and were not designed to accomplish. It is suggested that many criticisms of intelligence testing are based not on the tests themselves but on unrealistic expectations that they will accomplish what they were never intended to do. The current recognition of abilities and talents other than intellectual giftedness in children is noted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Describes the lag between theory and research in gifted education and proposes reasons for gifted education to move away from the IQ test cutoff (or test score criterion) as a method of identification. Guidelines for identifying and developing gifted behaviors are outlined, and recommendations are made for necessary improvements in policies and procedures at the local, state, or national levels. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Describes the case of a gifted 3rd-grader who was having school problems and faced the possibility of not being promoted, despite high intelligence. The child's feelings of rejection and resultant parental concern are examined. Testing procedures are discussed, and programmatic suggestions are outlined. The emotional aspects of creativity and giftedness are discussed in the context of a parent group that was created as a result of the S's problems. (0 ref) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Reviews the literature on the identification of gifted infants and preschoolers. The importance of early identification is stressed. Difficulties encountered in attempting to identify potential giftedness in very young children are discussed. The traditional identification method (a group ability test followed by individual intelligence testing) and the case study method are examined. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Examines multiple conceptualizations of giftedness and influences on its expression within a sociocultural context. Two approaches to educating the gifted are described: an enrichment and an acceleration model. It is noted that evaluation of these approaches and information on how best to nurture talent remains insufficient to inform policymakers. Similarly, knowledge about the developmental course of giftedness and how such behavior is nurtured and sustained remains sparse and should be a high-priority research area. A research agenda is outlined that focuses both on understanding intellectual, social, and personality processes in the gifted over the life span and on evaluating and developing appropriate educational programs. (27 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses conceptual issues related to giftedness, and describes recent theories and research approaches in the area of giftedness. Additional topics include: (1) methodological problems in the identification of gifted children and adolescents, (2) psychosocial problems of gifted children, and (3) educational strategies for gifted students. (English abstract) (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses insights gained by cognitive psychologists and psycholinguists into how persons read to obtain meaning that can be used to enhance the teaching of reading to gifted students. Characteristics of giftedness, such as those identified by B. Clark (1979) as "differential cognitive characteristics of the gifted" play an integral part in the high level of reading performance displayed by the gifted reader. The interplay of these cognitive characteristics of giftedness facilitates the processing of printed language to construct meaning. Curricular emphasis for these students should be on reading to learn rather than learning to read. Comprehension skills should be emphasized through critical, creative, and inquiry reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved)