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This unique guidebook is specifically designed with useful multicultural applications aimed at practice-based school psychology. The text includes an informational and instructional array of helpful "hands-on" checklists, reviews of some of the most current cultural literature applicable to best practices, and guided steps to take in various practice-based situations. Multicultural School Psychology Competencies: A Practical Guide is culturally sensitive and is intended for the multicultural competency preparation of psychologists in training and in practice. It is a significant resource for professionals who work with diverse children and youth in schools and other educational settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Essentials of creativity assessment presents balanced coverage of the wide variety of assessments that can be used to gauge creativity, enabling mental health professionals to select the creativity assessment method that best fits the situations, groups of people, and programs that are involved. Written to gather as many resources as possible to enable professionals to make their own judgment about the most appropriate creativity assessments, this book covers: divergent thinking tests; The Consensual Assessment Technique; self assessment; and assessment by others: teacher, peer, and parent measures. Like all the volumes in the Essentials of psychological assessment series, this book is designed to help busy mental health professionals quickly acquire the knowledge and skills they need to make optimal use of major psychological assessment instruments. Each chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help readers gauge and reinforce their grasp of the information covered. Offering myriad ways to assess creativity, Essentials of creativity assessment arms readers to find the most appropriate technique or combination of techniques for their particular creativity assessment purposes. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This chapter will present a brief history of tests of intelligence or cognitive abilities, particularly as to how they have been used in identification of students with gifts. Next, the chapter will explore theories of intelligence and how they have influenced the most commonly used measures of cognitive abilities. In addition, there is a discussion of some of the strengths and weaknesses of common measures of intelligence or cognitive abilities for gifted identification and how these tests can be used as part of a comprehensive assessment to develop a learning profile of a student. Finally, there is a discussion of some of the challenging and controversial issues facing those who use intelligence or cognitive abilities measures to identify students who have gifts, cultural factors in tests, and methods of testing and identifying students with both gifts and disabilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The goal of this chapter is to assist the psychologist in these tasks by highlighting the major findings from the empirical literature on twice exceptional children and by exploring their implications for psychological practice. In particular, the chapter aims to answer six questions: Who are twice exceptional children? What distinguishes them from other populations? How might they be effectively identified? What issues, if any, are unique to this population? What interventions have been demonstrated to be most effective in enhancing their achievement and social-emotional adjustment? How should educational placement decisions be made? (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Creativity is arguably among the most important--yet least understood--psychological constructs. Creativity is often conceptualized as an engine of economic development as well as the impetus behind technological advances, workplace leadership, and life success (see Amabile, 1998; Davila, Epstein, & Shelton, 2006; Kappel & Rubenstein, 1999; Stevens & Burley, 1999; Tierney, Farmer, & Graen, 1999; Torrance, 1981a). Florida (2002,2005) goes so far as to make a strong case that the American economy is, in fact, a "Creative Economy." Of course, creativity's virtues extend beyond economic benefits. The recent rise in popularity of positive psychology, with its shift in emphasis from pathology to prevention and personal strengths, has focused attention on the use of creativity and creative development as paths to improve the human condition. For example, creativity has been associated with maintaining healthy, loving relationships (Livingston, 1999), effective therapy (Kendall, Chu, Gifford, Hayes, & Nauta, 1998), learning to resolve conflicts effectively (Webb, 1995), combat grief (Davis, 1989), and even the use of humor to defuse potentially violent circumstances (Jurcova, 1998). With such a diverse array of effects, one might presume an abundance of attention and funds have been spent researching creativity. However, Sternberg and Lubart (1996) concluded that psychology researchers have committed far too few resources toward creativity given its importance to the field and the world, and the situation appears to have changed little since their observations a decade ago. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

During the last few decades, an increasing number of psychologists have become interested in gifted and talented students, and the reasons they underachieve or excel in school and, subsequently, in life. While some research has focused on this population, comparatively little has been conducted on the ways that psychologists can help male and female gifted students to achieve well both in and out of school, and find challenging work, as well as contentment in their personal lives. In this chapter, research from the last few decades concerning giftedness and gender is summarized, with special attention paid to how psychologists can help intervene for positive outcomes for both girls and boys. When we refer to academically gifted and talented students, we include those who have been identified as academically gifted and talented, high achieving, or very creative. In this chapter, current research is summarized relating to gender differences in ability, achievement, belief in self, social and emotional factors, socialization factors including teacher and parent influences, and barriers to the development of giftedness in males and females. The chapter concludes with some suggested strategies for talent development in both gifted boys and girls, and the psychoeducational and clinical implications of the interaction between gender and giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

In this chapter, we examine barriers to the recruitment and retention of CLD students in gifted programs, including advanced placement (AP) classes. In addition to discussing barriers, we propose recommendations. Several premises guide our work and this chapter. First, we recognize that change is difficult--resistance to changing is high, specifically if it threatens the status quo. We also recognize that, as we seek to preserve the status quo, a significant segment of our student population is denied access to programs that they are legally entitled to participate in. Second, we believe that increasing access to gifted education cannot occur unless we decrease and, ideally, eliminate, deficit thinking about CLD students. This move away from low and negative expectations requires substantive training and preparation, as well as leadership to set the tone and ensure accountability. Third, we believe that many policies and procedures must be viewed through a lens of equity so that we can see more fully their impact on underrepresentation. A further assumption and proposition is that no group has a monopoly on "giftedness." Giftedness exists in every cultural group and across all economic strata (USDE, 1993). Consequently, there should be little or no underrepresentation of racial and ethnic minority students in gifted education. A fourth premise is that giftedness is a social construct; subjectivity guides definitions, assessments, and perceptions of giftedness (Pfeiffer, 2003; Sternberg, 1985). This subjectivity contributes to segregated gifted education programs in numerous and insidious ways. Sapon-Shevon (1996) states that "the ways in which gifted education is defined, constituted, and enacted lead directly to increased segregation, limited educational opportunities for the majority of students, and damage to children's social and political developments" (p. 196). Accordingly, educators must examine their views about the purposes of gifted education in particular and their perceptions of students from racially and ethnically diverse backgrounds. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The report entitled A Nation at Risk: The Imperative of Educational Reform was prepared by the National Commission on Excellence in Education (1983). It brought great attention to the phenomenon of underachievement among gifted children, pronouncing that fully half of gifted children do not work to their abilities in school. Unfortunately, that report did not reference any basis for the calculation of that dramatic conclusion, so the percentage of underachievers is not clear and can be calculated in many ways. Although the exact percentage is not known, most educators agree that underachievement is a major problem. A broad definition of underachievement is a "discrepancy between children's school performance and their abilities" (Baum, Renzulli, & Hebert, 1995; Butler-Por, 1987; Colangelo, Kerr, Christensen, & Maxey, 1993; Dowdall & Colangelo, 1982; Emerick, 1992; Kedding, 1990; Lupart & Pyryt, 1996; Richert, 1991; Rimm, 1986a, 1995; Supplee, 1990; Whitmore, 1980; Wolfe, 1991), but that broad definition only alerts one to the fact that problems exist. Not all underachievement is attributable to psychological defensive patterns, the focus of this chapter. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The family has very powerful effects on the developing child, impacting attitudes, beliefs, opportunities, habits, and personality traits. The family plays a critical role in determining who a child becomes and what he or she accomplishes. For a child with talent, the influence of the family can be the determining factor as to whether the ability is developed to a high level or not. We all know individuals who are very accomplished and successful despite less than advantageous family circumstances or even truly awful ones and similarly, individuals with seemingly loving and supportive families who do not live up to their potential. In this chapter, we will explore some of the reasons why these different outcomes occur with a focus on the psychological aspects of family functioning as they affect talent development. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

After a brief overview of recent research paradigms in the field of giftedness and talent, this chapter centers on the following main topics: 1. Multidimensional conceptions of giftedness as theoretical basis and preconditions of suitable identification procedures and educational measurements. 2. Functions and benefits versus dangers of identification measures as well as of gifted education and programming versus omission of them. 3. Methodological problems of identification, e.g., for educational programs (talent search), early identification and nurturing, dynamic assessment and nurturing at-risk groups (gifted underachievers, gifted females, etc.) or prediction of excellence in school, higher education, and work. 4. Programs and strategies for nurturing intelligence, creativity, social competence, etc., including cross-cultural studies in gifted education. 5. Counseling aspects of gifted education as tasks of school psychologists, e.g., career counseling with gifted, counseling with families (parents), school counseling programs for gifted students. 6. Practical recommendations for (school) psychologists who are responsible for identifying and nurturing gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is to provide an overview of the current state of the art regarding counseling gifted students. The chapter begins by giving clinicians an overview of the developmental issues facing gifted students and the typical presenting problems of this population when they seek assistance from counselors. Then counseling models that have been described in some depth in the literature are reviewed in three categories: individual, family, and group. Finally, implications for practice, training, and research are discussed. It is hoped that the chapter will serve as a rough guide for practicing clinicians and encourage university-based counselors and psychologists to initiate programmatic research to test interventions with this population. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This chapter describes rating scales and other tests and procedures used in gifted identification aside from traditional intelligence tests (see Newman, this volume, for discussion of IQ tests). The chapter highlights how a psychologist's conception of giftedness should guide the particular tests and procedures that one selects in conducting a gifted evaluation. The chapter very briefly describes a variety of alternative tests and procedures used in gifted identification, including nominations, nonverbal measures, portfolio assessment, dynamic assessment, and auditions. A more detailed discussion on gifted rating scales is provided. The Gifted Rating Scales is described in detail to illustrate how rating scales offer flexibility that complements and extends information from the intelligence test. The chapter proposes a gifted assessment model that intentionally links gifted identification and talent development by endorsing ongoing evaluation of a gifted student's performance. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

We have gained profound respect for the 5000 families served by the Gifted Development Center over the last 28 years. These unsung heroes have an uphill battle convincing educators that their children have legitimate needs. They often face a wall of resistance, if not outright hostility. Would those who claim, "All our children are gifted" be as likely to say, "All our children are retarded"? While gifted children have parents and some teachers who advocate for them, their parents may have no advocates at all. Parents of the gifted need as much support as their children. As the primary influence in their children's lives, they should be perceived as partners in the emotional and academic development of their children. Parents have fought for provisions for the gifted and are invaluable allies in keeping special programs alive. They need practitioners who care not only about their offspring, but also about them. Everyone who serves gifted children needs to become an advocate for the parents of these children. Although empirical research on the issues of gifted families is sparse (Moon, 2003), there is ample clinical research on the types of support needed by families of the gifted. Parents often seek psychological services to (a) confirm their child's giftedness, (b) guide them in parenting, (c) determine an educational path, (d) help them advocate more effectively, (e) locate available resources, (f) deal with family dynamics, (g) provide home stimulation, and (h) obtain guidance with specific issues, such as underachievement (see Chapter 8), finding friends (see Chapter 3), twice exceptionality (see Chapter 7), and, occasionally, undeveloped potential in the parents. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Part of this chapter is a revision of an article published in the Annual Review of Psychology (Robinson & Clinkenbeard, 1998). We thank Annual Reviews Inc. for permission to adapt that material. Across centuries and cultures, exceptional performances and performers have intrigued scholars, practitioners, and the general public. Whatever the domain, high-level achievements interest people, sometimes as a model to emulate, sometimes as an area of inquiry, sometimes as a curiosity. Theoretically, the modern study of giftedness is related to the psychology of individual differences. In the nineteenth, twentieth, and twenty-first centuries, the psychological constructs of intelligence, creativity, and motivation provided the foundation for understanding giftedness. There are, however, earlier conceptions of extraordinary people and performances that have influenced our perspectives on giftedness as well. This chapter reviews briefly the historical interest in giftedness to the nineteenth century, shares four biographical summaries that illustrate key issues in the twentieth-century history of gifted education, offers a review of cognitive and affective variables which have historically been used to study giftedness, and concludes with attention to issues of particular interest to psychologists and mental health professionals. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

First, "giftedness" is a label-nothing more. We are frequently asked whether such-and-such or so-and-so child is gifted. The answer depends on the criteria one sets. But there is no one absolute or "correct" set of criteria. Criteria for such labeling are a matter of opinion, nothing more, and there are many disagreements as to how the label should be applied. Second, the label can be applied in either a more general or a more specific way. The more general way implies that giftedness is relatively general across many domains--that is, someone is either gifted or not. On this view, someone who is gifted is gifted very broadly. The more specific way implies that giftedness is something that is potentially limited to one or several narrow domains-for example, verbal skills; or within the verbal domain, writing skills; or within the writing domain, fiction--writing skills. Indeed, relatively few successful fiction writers are also successful nonfiction writers, and vice versa. Third, conceptions of giftedness can and do change over time and place. At times in the past, a child's ability rapidly to learn classical Greek and Latin might be viewed as an important sign of giftedness. Today, such an ability generally would be relatively less valued. Similarly, the skills that lead a child to be labeled as gifted might be different in a hunting and gathering village in rural Tanzania than in urban Los Angeles. Fourth, conceptions of giftedness can be based on either explicit theories or implicit theories of giftedness. An explicit theory is one proposed by a scientist or educator who has studied giftedness and has arrived at a conception of giftedness that has been subject to some kind of empirical test. An implicit theory is simply a layperson's conception of a phenomenon. It has no explicit scientific basis. It might be looked at as a "pragmatic" conception rather than as one based on rigorous research. As we review conceptions of giftedness, keep in mind the four constraints above. The chapter does not provide final "answers," because there are no such answers. Rather, each reader will have to decide for him- or herself which conception or conceptions he or she finds to be compelling. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Psychologists show great curiosity about the world and human behavior. They are forever asking Why? Or What? Or How? about various aspects of human behavior. It is no surprise, therefore, that they respond enthusiastically to some of the questions surrounding the behavior of those labeled as gifted and talented in our society. As we shall see in this volume there are more psychologists intrigued by these questions than are actively working on them but that is due to the vagaries of funding, access, and other technical matters. Some of the key questions posed in this handbook are: • Who are the gifted? • How do we identify gifted? • What are the key characteristics of gifted students? • Where does giftedness emerge from? • Can we suppress giftedness? • Can we enhance giftedness? • Can we design public policy to favor students? All of these issues will be discussed in greater length in the following chapters but we propose to provide an overview of what is necessary to answer these questions and provide some understanding of why we stand at this point in history. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Mention "special needs children", and most people think of students struggling to overcome learning and physical disabilities as well as problem behaviors that interfere with achieving full academic potential. But there is a hidden population of special needs children--the gifted and talented--and their teachers, parents, and other professionals are often not well equipped to respond to their unique academic and developmental needs. In one comprehensive resource, the Handbook of Giftedness in Children brings together leading experts from the fields of psychology and education, combining theory and applied empirical research on such crucial topics as conceptualization, types of intelligence, developmental considerations, and ethical and legal concerns. Particular attention is given to social and family contexts, and evidence-based strategies and interventions offer solid guidelines on assessment, curriculum design, and encouraging and nurturing talent--from preschool through adolescence. Sample topics include: • Approaches to screening and assessment, including IQ and other tests • The gifted child's social world, from peer relationships to gender issues • Special issues of gifted but disadvantaged students • Problems and interventions specific to families with a gifted child • Career counseling, planning, and mentorship • Counseling the gifted child and working therapeutically with the family This volume is an essential resource for anyone working with gifted and talented children, including clinical child and school psychologists, educators and other allied professionals as well as child psychiatrists, family therapists, social workers, and pediatricians and other healthcare professionals. It also serves as an invaluable guide for graduate students in these and related fields. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: cover)

This chapter looks at characteristics in childhood of persons who have produced creative products in domains not usually considered when talking of giftedness--visual artists, musicians, actors, and dancers. What are their backgrounds, their personalities, their experiences, and their ways of looking at the world? (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Preparation of this chapter was supported, in part, by the Jacqueline Anne Morris Memorial Foundation's "Children's Policy and Research Project" at the University of Arizona. In this chapter, we discuss the ethical and professional practice issues associated with the provision of educational assessment and intervention services to gifted children. We first begin with a discussion and commentary on the issues surrounding the definition of the term "giftedness," followed by discussions and commentaries on the ethical and professional practice issues pertaining to the assessment and identification of gifted children, as well as the associated placement and curriculum issues that may arise. The chapter closes with a brief discussion of issues associated with providing counseling services to gifted children. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Considering this orientation to gifted learners and their needs, this chapter will (1) examine the philosophical underpinnings of curriculum for gifted learners, (2) discuss the research base of various curriculum models, (3) examine embedded affective curriculum options for gifted learners, (4) share ideas for evaluating the implementation and the effectiveness of curricular and affective components of an overall schoolwide system of service for gifted learners, and (5) describe implications for support personnel like counselors and psychologists for working with gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)