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summarizes and synthesizes the recent research and literature related to counseling gifted girls and women of color / discusses issues and concerns that [can jeopardize women's recognition and expression of their giftedness] / summarizes [multicultural] counseling strategies that are most appropriate / the terms "gifted girls of color" and "gifted women" of color refer to those of African American, American Indian, Asian American, and Hispanic descent, who were either born in the US or whose socialization occurred primarily in the US / case examples discussed in this work are taken from the author's practice and from the case loads of her counseling-in-training / Ss consist of graduate and undergraduate students and community residents who were clients of the university counseling center common issues of gifted women of color [racial and cultural identity, socialization of gifted women of color, families, employment opportunities] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

[delineates] the strengths and weaknesses of lower class values which affect gifted women's educational progress / these strengths include experience with perseverance, creativity, and the ability to make do with available resources / some weaknesses include the devaluing of nonmanual labor, isolation, lack of stimulation, and the availability of few role models / clinical case studies and current literature [are] utilized to clarify the relationship between class and giftedness / the identification of gifted women by their families of origin and the schools, as well as their presenting concerns in therapy, are often affected by economic class / implications and recommendations for therapists and educators [are] discussed (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book examines the dominant techniques used to educate gifted youth today and the exemplification of those techniques in various university-based programs across the country. From a review of the current research on individual differences and its relevance to intellectual talent to descriptions of the current knowledge about educating gifted children, this book illustrates how our educational system can enhance gifted youths' academic achievement. "Intellectual Talent" examines the political ramifications of emotionally loaded findings about individual differences—documenting cases in which findings that contradict prevailing social values are simply ignored. The book also explores what is known about educating gifted children and why educators sometimes fail to act on that knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

reflect on the complex difference between intellectual giftedness and genius / focus on factors, many intriguing in and of themselves, that are characteristic of genius / the author's primary thesis is that the emergence of genius is best described using a multiplicative model / argue that exceptional achievement is a multiplicative function of a number of different traits, each of which is normally distributed, but which in combination are so synergistic as to skew the resulting distribution of achievement / how many different traits are involved in producing extraordinary achievement, and what are they / provide some conjectures that can be drawn on to answer this critical question intelligence / creativity [the creative process, psychosis, productivity, mental energy, other personality correlates, characteristics of genius: some conclusions] / giftedness and genius: important differences / educational implications (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book was written to help capable kids, their parents, and teachers consider a variety of coping strategies for dealing with their concerns. It also explains why having a range of strategies available maximizes the outcomes and increases a sense of control and adequacy. It details the problems and needs of bright young people and the unique patterns of personality, social, emotional, and moral development that typify this group. True stories of bright kids and how they cope are told from varied perspectives—their own, their teachers, and/or their parents—and offer a glimpse of the differing viewpoints on common problems. This book is actually two books in one. One is written specifically for adolescents and preadolescents; the other is written for teachers and parents. However, the authors believe that capable kids can understand complex ideas, and that adults should not be told one thing and kids another; therefore, both groups should read both books. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

This chapter begins with the issue of defining 'giftedness' (or the preferred term, 'high ability') and stressing the complex relationship between high ability (or specific talent) and achievement in educational terms. The author also addresses important issues in the assessment of high ability or talent. Her conclusion is that we need to move beyond oversimplified testing and towards approaches to the identification of special abilities that may have more educational validity. The final section covers possible strategies for educational provision, including cognitive process teaching methods, for these pupils. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This book offers advice for the beginning therapist, and discusses the persons and process of psychotherapy. Speaking from retrospective and personal experience, the author speaks directly to people in the helping professions about the characteristics of a therapist, the ethics of psychotherapy, self-healing, and the purpose of therapy both for the client and for the therapist. Without focusing on any specific therapeutic model, the author provides a humanistic framework with an emphasis on the therapist/client relationship. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

There is a dynamic interplay of social and historical forces that shapes the conceptualization and nurturing of talent. In "Talent in Context," eminent contributors address the various social and historical contexts within which giftedness evolves. Chapters span a variety of perspectives—psychological, sociological, biological, and anthropological—to spark a reexamination of assumptions about the impact of context on the emergence of talent. "Talent in Context" explores many of the cutting-edge themes driving talent research across disciplines and will be a valuable resource for professionals in the social and behavioral sciences seeking to define, understand, and enhance the talents of extraordinary individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

The authors trace the historical and cultural factors that have led the education establishment to ignore outstanding potential in the many subcultural groups that make up our society. Much of the blame, these authors assert, must be laid at the door of the testing movement and the narrow definitions of giftedness and talent it engendered. As an alternative to the current system of gifted education, Callahan and Hiatt envision schools of talent development, in which talent identification is based on authentic assessments of performance or production to find those with "expertise;" in which the procedures are inclusive, not exclusive; and in which all subcultural groups are equitably represented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The author analyzes two key Pacific Rim cultures (China and Japan) relative to how they view and develop giftedness and talent. Stevenson suggests that the US may be on the wrong track as a society in its approaches to defining and nurturing giftedness and talent. Through these case presentations, Stevenson investigates the impact of society and culture on the emergence and shaping of talent. He raises questions about defining giftedness and educating gifted children, and relates the answers to the setting of societal goals. In trying to ensure that their most able students will further the culture's progress, each of the 3 cultures has taken a very different path, from ignoring the term giftedness altogether but educating all students with the hope that some will emerge (Japan); to heeding the term and educating this group differentially but enforcing their common socialization (China); to halfway acknowledging the term, halfway attempting differentiated education, and halfway encouraging common socialization in the US. An interesting area for future research is which approach best matches the values of a particular society and culture. Has each country selected its "best" or its "only" method because of the maximum benefits of interaction for able learners with that culture's parameters? As Stevenson points out, we have much to learn from what we can see occurring in other cultures, about best practices as well as unproductive strategies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

Three major themes are discussed in this chapter. The first is the uniqueness of each creative person. The chapter explores a possible rapprochement of ideas about giftedness, creativity, and human variability and draws on Piaget's thinking, but not so much his well-known ideas about universals of human development as his ideas about creativity, including his own. Approaching the subject from this angle leads to the insistence on the uniqueness of each creative person. The second theme is the question of collaboration. If each creative person is unique, how can unique individuals enjoy a social existence? Can they collaborate, and if so, how? The last theme is the evolving systems approach to creative work. The chapter sketches briefly the evolving systems approach to creative work and attempts to show how it contributes to our understanding of human diversity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The author's thesis is that genetic engineering and all its possibilities are not likely to be used for positive eugenic purposes. The reasons, he claims, center around current societal values that do not include high intelligence. Hanson points to prevailing attitudes such as right-to-life, religious fundamentalism, and popular priorities (appearance and health rather than mental or physical ability) as having great influence over personal choices to use or not use genetic engineering options such as sperm banks and artificial insemination. The chapter has implications for social policy as well as the psychobiology of talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The author identifies the general set of personal characteristics and external factors that shape the gifted woman's level of accomplishment: commitment to relationships and intimacy, difficulty in discerning one's self, serendipity in career choices, and motivational level. She then examines the contextual forces shaping women's lives in their formative years: family and home environment and opportunities for enhancing achievement. The author concludes that the complexities of women's lives require appropriately multifaceted research to uncover "appropriately nuanced patterns of gifted women's lives." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This chapter has two purposes: to provide a review of the existing research on the characteristics of families of gifted children, and to make suggestions for future research on such families from a systemic perspective. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The research reported in this chapter tests the hypothesis that talents pertinent to the classroom ecosystem can be consistently recognized by peers and teachers through the behaviors manifested by the individual. The rate of talent acknowledgment and types of talents identified also are explored. Findings suggest that when the types of valued talents increase, the pool of talented individuals likewise expands (prevalence); however, the number of students recognized as displaying multiple talents also increases (polyvalence), thereby creating a talent-incubating dynamic. In conceptualizing the investigation, Gagné implicitly endorses the power of the classroom ecosystem through his use of peers as recognizers of talent. Ss consisted of 2,432 French-speaking upper-elementary pupils, about equally distributed between the sexes and between Grades 4 to 6. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

The authors review 8 different cognitive conceptions of expertise: (a) general process (speed and accuracy in executing applicable cognitive processes in a given task); (b) quantity of knowledge (extensive stored knowledge about task or field); (c) organization of knowledge (attention to the deep structures of problems); (d) automaticity (mental efficiency in information processing); (e) analytical ability (making inferences beyond given information); (f) creative ability (application of insight to novel problems); (g) practical ability (application of tacit knowledge or "savvy"); and (h) labeling (getting oneself "recognized"). The authors conclude that no single conception captures the essence of expertise: All are necessary. The authors then propose a ninth, synthetic view, in which expertise (and giftedness) become a prototype against which a person is compared and recognized as gifted, depending on the degree to which she or he resembles the expert prototype. What is exciting about this proposal is that it requires use of a clear, independent criterion in identifying individuals as gifted. In a time of "talent development" and a move toward eliminating the use of the term gifted, the authors' conceptualization allows us to maintain a manageable field of study that is based on current theories of cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This chapter explores Shakespeare's observation (1601/1952) that "Some men are born great, some achieve greatness, and some have greatness thrust upon them." Organized around these 3 central perspectives, this chapter explores the developmental process: the biological perspective—why some are born great; the sociological perspective—why some have greatness thrust upon them; and the psychological perspective—why some achieve greatness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is a concept ingrained in our educational vocabulary. We often think of a small, elite group of academically and intellectually bright children, sitting in classrooms, hungry for bookish knowledge. In fact, "giftedness" is a narrow conception of a multifactor phenomenon better described as "talent." This chapter promotes the concept of talent and talent development, first providing some historical background information about the concept of giftedness in American education, including the nature–nurture debate. Next, some of the myths surrounding gifted education are debunked by identifying the failures of the system to recognize and foster talents. Finally, models are presented that explore the development of academic, artistic, vocational, and personal—social talents in schools and that delineate a developmental sequence of talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This study examined the influences of the family environment on the development and realization of scientific giftedness in 130 male high school seniors. The respondents were candidates for a special program of the Israeli Defence Force with excellent school grades in science subjects. The results of a 13-yr follow-up show that better achievements in adulthood were observed in Ss with educated parents and Ss who had grown up in moderate-to-large-sized families. Those Ss recognized as scientifically successful when adults reported an encouraging and well-structured family surrounding, with very little conflict. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

What is genius? How do individuals of exceptional creativity arise, and how do we recognize them? Are there easily identifiable psychosocial or personality traits associated with giftedness? What is the link, often perceived, between intense creativity and madness? By examining the lives and works of exceptional individuals in the context of psychosocial processes, this book attempts to answer some of these questions. Each chapter takes as its example the lives of creative individuals through history. Mozart's precocity, Byron's mania, Shakespeare's plays, the personalities of the great Italian Renaissance painters, and the psychoses of many celebrated creative writers are all explored. The emphasis on well-known historical figures makes this an accessible and fascinating text for all readers who have an interest in the psychology of genius and geniuses, as well as for students and researchers in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)