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The 4th edition of Assessment of Children: Behavioral and Clinical Applications is a companion volume to Assessment of Children: Cognitive Applications. It is designed to be used as an independent text in such courses as personality assessment, behavioral assessment, and child clinical assessment. The book is designed not only as a teaching text but also as a reference book for students and professionals. Each chapter has been rewritten to make the text more comprehensive, relevant, readable, up to date, and informative. The book contains new chapters on objective personality tests and functional behavioral assessment and new material on self-monitoring and school violence. Topics receiving expanded coverage include interviewing and behavior observations; adaptive behavior; dynamic assessment; and assessment of children with attention deficit/hyperactivity disorder (ADHD), learning disabilities, mental retardation, visual impairments, hearing impairments, autistic disorder, and brain injury; and children who are gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Provides suggestions for preventing and treating adolescent suicide ideation. The author begins by documenting the prevalence of suicide among adolescents and describes the economic and emotional costs associated with suicide. She examines why suicides are on the rise and looks at differences in adolescent suicide rates and causes that are related to sex, ethnicity, sexual orientation, and giftedness. Risk factors for suicide and methods of attempting suicide are discussed. Eight strategies for preventing youth suicide identified by the Centers for Disease Control are briefly described, along with additional early intervention considerations. The chapter concludes with a discussion of treatment strategies when working with an adolescent who is already suicidal. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

This chapter discusses whether gifted children are socially accepted and respected and how this varies with children's ages, specific school environments, and the extent of their giftedness. It also discusses what these gifted students can do to cope with their differences. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter explores gifted students with learning disabilities as a unique population who are at special risk for social and emotional issues because of their incompatibility of extraordinary talent with significant learning problems. Topics discussed include the interaction of giftedness and learning disabilities; identification, social and emotional characteristics, and implications for the education of gifted students with learning disabilities; and educational interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Notes that gifted children and their families experience unique psychosocial stressors related to giftedness. This chapter explores preventive counseling strategies and counseling interventions for stresses related to giftedness to ensure healthy social and emotional adjustment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter highlights research findings about affective components associated with high levels of creative achievement, the environmental factors that are more likely to result in the actualization of creative giftedness, and the implications for nurturing creative talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter explores the relationship between delinquency and gifted children. Topics discussed include the prevalence of delinquency among gifted children and adolescents, the prevalence of giftedness among delinquent youth, possible reasons for the under-representation of gifted youth among delinquents, criminal logic, and what causes some gifted youth to be violent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Addresses the topic of giftedness. The authors define giftedness, explain giftedness and its connection to testosterone, the right brain hemisphere, and male twins. Also discussed is the social context of giftedness, personal attributes of gifts and the role of testosterone, and the problems accompanying giftedness. The authors conclude that the potential for giftedness is an innate biological feature. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This book is intended to provide a forum for substantial research contributions dealing with current research in psychology. The contributions have been selected for their quality, relevance and timeliness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

Questions what it is that leads children to be similar in some ways but different in others, whether they are identical twins, fraternal twins, ordinary siblings, or 2 children of the same age. The focus of the chapter is on cognitive skills. Topics discussed include: paradigms for understanding individual differences in cognition and cognitive development; two key paradigms for studying individual differences in cognition (the psychometric paradigm, the Galtonian paradigm, the Binetian paradigm); intelligence testing as a means of assessing individual differences in cognition (factor theories, the systems paradigm); heredity, environment, and modifiability (separated identical twins, identical versus fraternal twins, adoption, modifying cognitive skills); extremes in cognitive skills (intellectual giftedness, mental retardation); group differences in cognitive abilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Books can be wonderful bridges for communications on feelings, values, and decision-making. The extensive indexing makes it easy to select appropriate books that are interesting to a particular child. Each book contains characters with which the child can easily identify. Some of My Best Friends Are Books, 2nd Edition describes: (a) Background information on the emotional and intellectual needs of children of high ability. (b) Typical reading patterns, the need for reading guidance, and how to discuss books with young readers. (c) An annotated bibliography of almost 300 books carefully selected to promote intellectual and emotional development of high ability youngsters from preschool through grade 12. This book is for parents, teachers, librarians, and counselors of children and young people who are different from the norm by reason of giftedness or intense interests--intellectual, artistic, or musical. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Traditional programs for gifted children have been criticized for relying on narrow criteria of ability and achievement and for under-identifying disadvantaged students. Alternative programs have provided little follow up to demonstrate long term outcomes. This study examined the achievement, academic and career aspirations, and self concept of rural, low income, gifted students upon completion of high school. These students had been identified at the end of third grade utilizing distinctive, comprehensive strategies and had been exposed to a specially designed curriculum intervention from fourth through sixth grade, followed up by modified science classes in 8th and 9th grades. The 28 students in this special program (SPRING) who were available at the completion of high school were compared with a more traditionally identified gifted (GT) group (n = 25), and 53 students (NonGT) never identified as gifted. Analyses of variance, covariance, and chi-square tests demonstrated that upon completing high school, GT students were achieving higher, had taken more science and math courses than SPRING and NonGT students. GT students were also more likely to take college entrance exams and to go on to college than SPRING students. Career orientation differed for the two groups, with SPRING students more likely to prefer realistic or practical occupations. The effects of the program differed for the two schools involved, with one school showing more favorable self concept in high school for SPRING than GT students while the other school had both SPRING and GT higher than the NonGT students. The findings suggest the limitations of proposed alternative interventions when faced with the more powerful effects of family social and economic status and the lack of resources and opportunities in rural communities and schools. The findings also suggest the complexity of the relationship between giftedness and self concept. The study concludes with implications of the research, recommendations for effective practices and areas for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

When seeking answers to the question "Why are there so few eminent women?" Silverman (1995) addressed the inner experiences of gifted children suggesting that the combination of their emotional intensity and cognitive complexity renders them vulnerable to underachievement. She proposed that the emotional component of giftedness is more inclusive of the female experience and that this vulnerability implies the need for modifications in parenting in order for gifted girls to develop optimally. Researchers have investigated relationships between parents and gifted children, between fathers and sons, between mothers and daughters; but no research has been conducted investigating the structure of the relationship between a father and his gifted daughter that is supportive of her giftedness. Thus the current research utilized a qualitative methodology to develop a grounded theory of father support of giftedness in order to: (a) discover what the modifications in fathering gifted girls might be that would facilitate gifted girls' optimal development; and (b) identify what processes account for success without deriving hypotheses from the literature and then experimenting on them. This research investigated personal constructs of father support of giftedness from an intergenerational perspective in eight intact families with gifted daughters who had completed their first or second year of college. Data from three 90-minute in-depth interviews with each father and each daughter, and one 90-minute interview with each mother resulted in over 2,000 pages of cleaned data which were coded and analyzed. A theoretical model of father support of giftedness emerged from the data which expressed (a) intervening conditions influencing support, (b) causal conditions fostering support, (c) phenomenon of father support, (d) context fostering support, (e) context within which support is perceived, (f) action/interaction strategies, and (g) consequences of support. Subcategories for each category of the model were identified. Findings from this qualitative research implied that in these families, the supportive relationship between a gifted girl and her father was basic to her optimal development. Findings in these families indicated that, where fathers held high expectations of their daughters and provided encouragement, advocacy, and guidance, their daughters demonstrated perseverance, and persistence, with a sense of equanimity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Ethnic identity, self-esteem, and reflected appraisal are constructs that promote resiliency and each begins to play a larger role in daily life during adolescence. However, few studies explore these aspects of identity development during early/middle adolescence. Although it is theorized that ethnic identity and self-esteem increase and reflected appraisal (degree to which one's self-esteem is affected by the opinions of others) decreases across adolescence, there are no studies that simultaneously chart age-related differences in and relationships among ethnic identity, self-esteem, and reflected appraisal during adolescence. Therefore, it is unknown whether conventional scales measuring these constructs are appropriate for the measurement of ethnic identity, self-esteem, and reflected appraisal during early/middle adolescence. The current study addressed the salience of conventional scales for the measurement of these constructs and explored age-related changes in and relationships among these construct across adolescence. The participants were 159 adolescents, ranging in age from 10-18, with a mean age of 13.69. The sample derived from a large metropolitan city, with participants from 9 different academic environments. Ethnic identity was assessed using the Multigroup Ethnic Identity Measure, self-esteem was assessed using the Rosenberg Self-Esteem Scale, and reflected appraisal was assessed by the Reflected Appraisal Subscale of the Contingencies of Self-Worth Scale. Results suggests that all scale were at least minimally acceptable reliability for the measurement of ethnic identity, self-esteem, and reflected appraisal during early and middle adolescence. Although, no age-related trends were found for these variables, several correlational relationships emerged among these variables. Ethnic identity and reflected appraisal were correlated with and unique predictors of with self-esteem during adolescence. Reflected appraisal and ethnic identity (including other group orientation) were not correlated. These results suggest that ethnic identity, self-esteem, and reflected appraisal are salient, reliably measurable constructs during adolescence. Age-related trends did not emerge from these data, however, factors such as academic giftedness and sample heterogeneity may have confounded results. Finally, correlational and regression analysis uncovered relationships among these variables. The findings from these data may be helpful for the development of treatment programs aimed at the development of resiliency during adolescence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study explored feelings of isolation among gifted and nongifted students. Further, gender differences and feelings of isolation were explored. Lastly, differences between feelings of isolation among African American and White students were explored. There are seven research questions that were examined: (1) How do gifted students differ from students not identified as gifted in their feelings of isolation? (2) How do males differ from females in their feelings of isolation? (3) How do African American students differ from White students in their feelings of isolation? (4) How do gifted males, gifted females, males not identified as gifted and females not identified as gifted differ in their feelings of isolation? (5) How do gifted African American students, gifted White students, African American students not identified as gifted and White students not identified as gifted differ in their feelings of isolation? (6) How do African American males, African American females, White males and White females differ in their feelings of isolation? (7) How do gifted African American males, gifted African American females, gifted White males, gifted White females, African American males not identified as gifted, African American females not identified as gifted, White males not identified as gifted and White females not identified as gifted differ in their feelings of isolation? Based upon the research questions, the following hypotheses were tested: (1) Gifted students and students not identified as gifted differ with respect to feelings of isolation. (2) Male students and females students differ with respect to feelings of isolation. (3) African American students and White students differ with respect to feelings of isolation. (4) There is a significant interaction between giftedness and gender with respect to feelings of isolation. (5) There is a significant interaction between giftedness and race with respect to feelings of isolation. (6) There is a significant interaction between race and gender with respect to feelings of isolation. (7) There is a significant interaction among giftedness, race and gender with respect to feelings of isolation. A causal comparison research design was employed. Two hundred sixty-nine African American and White students in grades 9 through 12 were surveyed. The School Achievement Among Black Students Survey ( SPSABSS) (Ford, 1991) was chosen to measure feelings of isolation. To determine whether statistically significant differences in feelings of isolation across groups existed, one 3-way analysis of variance was employed on group mean scores for the dependent variable, feelings of isolation. The overall interaction of giftedness, race and gender was not statistically significant F(l, 261) = 0.011, p > 0.05. The interaction of gender and race with respect to feelings of isolation was statistically significant F(l, 261) = 5.83, p < 0.05. The interaction of giftedness and race on feelings of isolation was statistically significant F(1, 261) = 13.89, p < 0.00. The interaction of giftedness and gender on feelings of isolation was statistically significant F(1, 261) = 4.17, p < 0.05. (Abstract shortened by UMI.) (PsycInfo Database Record (c) 2022 APA, all rights reserved)

It has been claimed that highly gifted children become aware of philosophical, ethical, societal, and environmental issues at an unusually young age. Hollingworth (1942) considered an early interest in what she called "questions of origin and destiny" to be a marker for giftedness (p. 279). According to Hollingworth, children develop such concerns when they reach the mental age of 12 or 13. Since Hollingworth's time, many have echoed her assertions. With few exceptions, these claims rest upon case studies and intuition. To determine whether highly gifted children show early issue awareness, a comparison of highly gifted and typical children was undertaken. Highly gifted 7- to 9-year-olds were compared to two control groups, one matched on age, the other made up of 12- to 13-year-olds. Three approaches were used to gather information about children's issue awareness: Parents rated children's issue awareness and children responded both to a structured interview and to drawings depicting environmental and human rights issues. Whereas children's responses provided mixed results, with responses to drawings revealing early issue awareness in the highly gifted more so than interview-based responses, parents' perceptions of children's issue awareness strongly supported the hypothesis that highly gifted children have early issue awareness. It is not clear whether these discrepancies reflect parental bias, measurement error, or as proposed here, the effect of differential parenting strategies. The speculation that parents observe highly gifted children's early issue awareness and respond by protecting them from exposure to issues is consistent with the pattern of results. Although results failed to support Hollingworth's assertion that issue awareness arises when children have reached the mental age of 12 or 13, taken together, results provide modest support for the hypothesis that highly gifted children do indeed have early issue awareness compared to agemates. No differences were found between highly gifted and typical children in terms of emotional intensity or altruistic nature of their responses to issues that they considered important. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In this study, examining the relationships among age, culture, training in the fine arts, the technical and aesthetic properties of drawings, and realized artistic giftedness, the researchers intermixed the juvenile drawings executed by critically acclaimed artists with artworks executed by contemporary North American and Chinese North American children. When judges from the North American culture and from the Chinese North American culture, blind to this mix, assessed the drawings, assessments made by the representatives of both cultures were more alike than they were different. Only the North American judges' assessments, however, suggest that the art students' life drawings were more technically and aesthetically successful, and more creative, on the average, than the non-art students' drawings. These judges also gave the juvenilia the highest scores in technical skill and the lowest scores in creativity independent of technical skill and aesthetic success. Conclusions and implications stress the role of technical skill in the development of artistic potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Although many ways of doing research exist in education, much of the research conducted has focused on identifying or defining strategies to fit learners to existing theories of education and schooling. This article examines historical styles of research conducted around the construct of gifted underachievement. It then explores possibilities of implementing alternative approaches and theoretical arguments in practical applications in this area. Goals include providing an overview of research focused on gifted underachievement, examining research positions (paradigms) that more vividly represent complexity inherent in educating gifted individuals, and providing precepts that guide practitioners and scholars to alternative views of the research process and use of research outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Stanford-Binet Intelligence Scale-Fourth Edition (SB-IV), were administered to 20 gifted children and 20 nongifted children (all students aged 6.0-13.9 yrs) to examine the extent of the difference in IQ scores obtained on the 2 tests and whether order effects were present. Results show that the SB-IV Composite Score was significantly higher than the WISC-III Full Scale IQ for both groups. However, for the gifted group, unlike the non-gifted group, this difference achieved significance only when the SB-IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB-IV influenced the WISC-III Full Scale IQ in a downward direction whereas the WISC-III influenced the SB-IV Composite Score in an upward direction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Investigated the effectiveness of a new self-contained classroom with curriculum differentiated for highly intellectually gifted students. The cross-grade magnet class was investigated throughout its first year of operation in a midwest school district. Ss in the qualitative case study were 24 4th and 5th graders graders with IQs on the Slosson Intelligence Test Revised ranging from 148-193. Outcome areas assessed were educational, emotional, social, life outside school, and transition issues. Qualitative and quantitative data were collected using observations, interviews, comparison essays, and a goal-attainment scale. The results suggest that the self-contained classroom provided a challenging learning environment for highly intellectually gifted students, but that the responses of individual students to this more challenging environment varied considerably, creating different emotional and social outcomes for specific students at different times. It is concluded that the results support use of systems-ecological theory as a theoretical framework for investigations of educational intervention for talented youth. (PsycINFO Database Record (c) 2016 APA, all rights reserved)