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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)

The young people about whom this book is written share mainly the fact that, in one or more cognitive/academic domains, their development is advanced. Aside from this characteristic, however, they are as diverse as any group one can find-diverse in ethnic and socioeconomic backgrounds and experiences, diverse in family composition and family dynamics, and diverse in aptitudes and creativity. They are just as diverse in motivation, energy, confidence, temperament, and social skills. Finally, they are diverse in the asynchronies they exhibit-some advanced in all cognitive domains (though seldom equally advanced in all) and others in only a few; some exhibiting maturity in social skills and emotional self-regulation at a level commensurate with their mental age and many somewhere between mental age (MA) and chronological age (CA) in this respect; some only age-appropriate in fine and/or gross motor skills; and so on. Complicate this with their degree of advancement or giftedness, gender-related issues, age-related issues, and educational experience as well as peer groups, and it is easy to see that any generalizations about social issues need to be tempered by significant caution! The focus of this chapter is deliberately limited to the social world of gifted children, that is, their interpersonal relationships. Because other chapters deal with intrapersonal or emotional issues, with family issues, and with specific populations such as females/males, ethnic groups, underserved populations, and the highly gifted, these topics are touched on here only tangentially. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Being gifted and talented is a set of evolving characteristics that are an asset or limitation depending on the situation. These characteristics vary widely and impact the career choices of adolescents and young adults in high school and college. On the surface, it might appear that the more gifted and talented one is, the easier it is to make occupational, educational, and employment decisions. Unfortunately, giftedness does not always translate into effective career decision making. The same giftedness and talent that can make it easy to succeed academically can also contribute to more difficult career choices. This chapter examines the career development challenges and related career interventions designed to assist gifted and talented adolescents and young adults in making informed and careful career choices. After discussing the key terms presented above, the theoretical approach used to examine challenges and interventions is described. The majority of the chapter is devoted to a theory-based examination of specific challenges and career interventions associated with the career choices of gifted and talented students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This chapter will take a historical look at federal legislation impacting gifted child education and discuss the current status of gifted education across the states. The legal processes that parents can utilize in seeking appropriate identification and services for their gifted children will follow along with the role of the Office for Civil Rights (OCR) in resolving disputes pertaining to gifted students. Future policy issues in gifted education will also be explored. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The Internet is generally a positive development. There are, however, serious risks to the general population. Getnetwise.org lists a number of important types of risks that are available to children. We posit that the highest risks for children are among the following: Exposure to inappropriate material, meeting dangerous strangers, harassment, power without accountability, anonymity, gender-swapping, and loss of personality. Are the gifted at any greater risk? No one knows for sure, but it is possible that some proportion of the gifted may be at greater risk than others. Who are the risky gifted? We define the risky gifted as that portion of the gifted population who may be at greater risk of danger on the Internet, possibly even as a result of their giftedness. Among the gifted who may be more at risk are those who are more curious, energetic, or imaginative. If so, they may be more exploratory, more prone to intellectual risk taking, more sensitive, and more affected by tragedy. Internet risks to children in general are now receiving mainstream attention (Jackson, von Eye, & Biocca, 2003). The particular characteristics of many gifted children invite us to speculate about curiosity or inquiry driven activity using the Internet. Let us consider several of these possible risks in more detail. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

The purposes of this chapter are to raise awareness about the hardships of gifted and talented boys and to describe the process of counseling them. First, we define the terms giftedness and talent. Second, we discuss various adjustment and psychological issues that are common among gifted and talented boys. Finally, to illustrate therapeutic work with gifted boys, two case studies are presented. The first case study is focused on counseling, and the second on assessment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted chapter originally appeared in Enriching the brain: How to maximize every learner's potential, Eric Jensen, San Francisco: Jossey-Bass, 2006. What makes a brain gifted? You cannot have functional or behavioral differences (such as being smarter) without some kind of corresponding difference in the brain from a more typical brain. On the whole, brain differences fall into four distinct categories. They are morphology, operations, real estate, and electro-chemical cellular functions, or M-O-R-E as a way to remember them easily. The first category--morphology--refers to the shape, size, and boundaries of structures within the brain. The second category--operations--refers to neural efficiency and speed of internal connectivity in the brain. The third category--real estate--refers to strategic differences in which or how brain areas are used. The fourth category--electro-chemical cellular function--refers to differences in electrical and chemical activity. What's going on inside gifted children? No single profile can be drawn that describes all the gifted. But they do share some strong common tendencies. Conversations with teachers and parents of gifted children as well as with authors and consultants in this area revealed four personality traits or qualities that are most consistent with giftedness: perfectionism, creativity, sensitivity, and intensity. Many books have been written about the gifted learner. One is Susan Winebrenner's Teaching gifted kids in the regular classrooms. In this book she notes the following characteristics: coping mechanisms, discipline, disabilities, and sociability. The chapter concludes with an argument for gifted education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: create)

This chapter briefly outlines the history of research on expertise and provides examples of research merging the views of giftedness and expertise. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

This summary will explore the coexistence of intellectual giftedness and Attention Deficit/Hyperactivity Disorder (ADHD), two disparate, complex conditions that present additional complexities when they are present in the same person. Because these complexities manifest themselves uniquely and on an individual basis, and because of the limited research on the combined gifted/ADHD condition, it is necessary to understand each construct singly in order to frame a discussion of the combined condition. Research pertaining to the underlying physiology, diagnostic methods, and intervention strategies that are relevant to the combined condition will be the focus of this discussion. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

As conceptions of giftedness expanded, researchers provided support for views of giftedness that went beyond high cognitive potential, and more persons became interested in affective issues, moral and ethical development, and what we will describe as intelligences outside the normal curve. A better understanding of people who use their gifts in socially constructive ways can help us create conditions that expand the number of people who contribute to the growth of social as well as economic capital. In the sections that follow, we examine the scientific research that defines several categories of personal characteristics that have been associated with such commitments and form the basis for Operation Houndstooth Theory: Optimism, Courage, Romance With a Topic or Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny. We will refer to these traits as co-cognitive factors because they interact with and enhance the cognitive traits that we ordinarily associate with the development of human abilities. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Discusses what we do and do not know about giftedness in the early years, roughly birth to age 7. In this chapter, we focus on cognitive and academic giftedness because, with few exceptions—mainly case studies—that is the major kind of giftedness about which there exists coherent research-based knowledge. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)