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The physical, social, and emotional characteristics of any child or adult who is different from the majority of their peers is likely to result in misunderstanding or bullying. Bullying can occur in face-to-face situations, behind the backs of targeted individuals, or in more recent times, through what has been termed cyberbullying. Gifted students often stand out because of their academic superiority or their moderate to extreme sensitivity to issues, ideas, or situations. These young people often have deeper concerns about issues ranging from world problems such as world peace, climate devastation, and child labor to local situations such as unfairness on the part of a teacher or parent, unreasonable inflations of commonly purchased products, or even the act of bullying itself on the parts of classmates or others. Expressions of these sensitivities are often ridiculed by others in the form of name-calling, exclusion from social situations, lost friendships, or outright hostility on the parts of their peers. Very little empirical research has been conducted on the topic of gifted student bullying, but the personality characteristics of both the person being bullied and the perpetrator(s) of the bullying is a topic of much needed research. Gifted students often have highly focused interests, challenges, and concerns, and a values structure that may make them feel different from their peers; and any type of “difference” may result in bullying. The firsthand case studies and classroom experiences of the chapter authors provide invaluable insights about and guidance learned from the experiences of gifted young people who have been bullied or who have, on occasions, (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: foreword)

Raising twice-exceptional kids is definitely next-level parenting, and there are no tutorials or easy levels to start. Just because a child is gifted doesn't mean they don't have other types of neurodivergenic, like ADHD, autism, dyslexia, and more. Conversely, even children with one of these diagnoses can be cognitively gifted. This book provides the reader with a road map to understand the complex make-up of their "gifted-plus", or twice-exceptional, child or teen. It helps the readers to understand their child's diagnosis, meet their social-emotional needs, build self-regulation skills and goal setting, and teach self-advocacy. It also shows them effective ways to collaborate with teachers and school staff, and it offers advice on finding strengths based strategies that support development at home. For too long, these kids have fallen through the cracks. The book provides key information on how to best support neurodivergent children by leveraging their strengths while supporting their struggles. It is sorted into four major sections. Part I of the book is all about understanding neurodiversity, giftedness, and twice-exceptionality. Part II of the book includes a parents' toolkit of strategies for the reader to consider as they support their twice-exceptional child. The topics in the parent toolkit section helps the readers to implement the strategies included in Part III. Finally, part IV wraps up with information about how to understand school options for their twice-exceptional child. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This book is a unique and practical manual of how to improve interactions that involve adults who stand out from the neurotypical majority by having top 2% IQ. The main message is that understanding the individual differences involved in extreme intelligence and mastering relevant communication skills can break through barriers of frustration, underachievement, and loneliness, to bring about brain-changingly positive conversations and interpersonal effectiveness, connection, and joy. The book begins by explaining the neurophysiological and social foundations of why one communicates the way one does and explains in detail seven essential communication skills. Following this, the author shows how to put these skills into practice, applying insights from depth psychology and demonstrating how to have better conversations in a variety of contexts from general social gatherings to the workplace and intimate relationships. The author draws on case examples from her consulting work (psychotherapy and coaching) with clients who have extreme intelligence, and examples from novels, cinema, the media, the literature on giftedness, and biographical material on high-profile high-IQ figures like Steve Jobs, Elon Musk, and Lady Gaga. Throughout, the author emphasises the theme from her original model of interpersonal relating, which is that experiencing freedom of self-expression with others who offer the reader a high level of acceptance is what puts the reader in a state of thriving. The book provides step-by-step guidance for engaging in numerous interpersonal situations, such as how to handle difficult conversations, how to write effective emails, how to breathe, listen, play, take a risk, bond, repair a broken connection, and keep oneself well through changes like failure, success, and falling in love. It is essential reading for anyone affected by, or interested in, issues associated with extremely high intelligence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Giftedness and talent are central for understanding and fostering human potential and represent important and exciting research topics. In recent years, numerous new findings on these topics have appeared, some of them as systematic overviews in the form of literature reviews or meta-analyses. This book summarizes important new findings, results, and conceptions. It presents information on the identification and assessment of giftedness and talent and on special fostering options and programs in particular. The book concentrates on the core basics for entering the subject area and provides references to further literature, especially on topics that receive less attention in this book but are nevertheless of great relevance. It is useful for training educators and psychologists, for example, within a seminar. The book begins with the basic question of what giftedness is and how it relates to exceptional performance. It discusses the role that intelligence and creativity play in giftedness, and presents basic knowledge about both constructs. Furthermore, regarding the connection between giftedness and exceptional performance, the book offers a critical perspective on the respective contributions of the differential approach of giftedness research and of expertise research. It discusses three pioneering longitudinal studies with gifted students: the Terman Study and the Study of Mathematically Precocious Youth from the USA and the Marburg Gifted Project from Germany. The book describes the relationship between intelligence and academic achievement, and distinguishes between implicit and explicit theories of giftedness, and the harmony and the disharmony hypothesis. It deals with how gifted students can be identified. Intelligence tests continue to play a central role here, and one will learn what to consider when selecting intelligence tests for giftedness diagnostics and about the problem of ceiling effects in many of the available test procedures. Finally, the book examines supporting gifted students in school and early childhood education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Children with high learning potential or giftedness have remarkable potential. This book offers the DME-C approach, which is a tried-and-tested approach to help children who have challenges relating to their high learning potential, as well as sensory processing differences, unhelpful thought patterns and self-regulation. It draws on the heart of occupational therapy that considers the whole profile of the child, actively caters to the unique profiles of children with dual or multiple exceptionality (DME) or twice exceptionality (2e), and guides therapists towards therapy provision that is strengths-based and achieves favourable outcomes. The book includes a clear and comprehensive introduction to high learning potential and DME or twice exceptionality (2e), along with guidance to help identify children with these profiles. It covers questions and concerns occupational therapists may have when working with children with DME or 2e. The book considers the similarities and differences between high learning potential/DME/2e and neurodivergent conditions such as developmental coordination disorder, autism and attention deficit hyperactivity disorder, with a focus on sensory processing differences. It explains, in easy-to-understand language, the full DME-C therapy approach, with a range of example activities to use in therapy to achieve its principles, and a suggested therapy progression plan. The book is packed full of real-life case studies to translate theory into practice. It empowers therapists and educational professionals further by drawing attention to how they can better relate to children with DME/2e in therapy regardless of the children's specific needs. Full of examples and with the voices of parents and children at its heart, this resource is essential reading for occupational therapists, special educational needs and disabilities coordinators, education psychologists and other relevant professionals who want to improve the lives and wellbeing of children with DME or twice exceptionality and help them reach their full potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This book answers the following questions about underachievement: What are the major factors influencing underachievement? Is it a case of once an underachiever, always an underachiever? How is underachievement determined? Are there levels of underachievement, and does it matter? How does it compare to overachieving? Is "underachiever" a preventable status for gifted individuals? How does underachievement look in settings beyond the classroom? and Is it socialized or taught? This book provides an opportunity for researchers, professionals, and practitioners working directly with gifted individuals to engage with and examine the concept of underachievement of highly capable and talented individuals from different perspectives. Chapters written by experts in gifted education from diverse backgrounds explore underachievement in principle, illuminate underachievement as a response to written and unwritten policy and practice, showcase ranges of intellectual capability outside of traditional academic subjects, shift deficit views of not meeting rigid expectations to honoring interests and cultural values of the individual, and provide suggested and proven practices and services as solutions to bridge the gaps in achievement and performance for gifted and talented students. Expertly blending theory with practice, the book is a must-read for all practitioners, educators of gifted individuals, and researchers seeking more opportunities to help students align how they choose to exhibit their talent and efforts with external and internal expectations, personal interests, and cultural values to reach their maximum potential. Part I, "Perspectives", offers background information on underachievement in principle to include factors and manifestation. Part II, "Practices", illuminates underachievement as a response to policy and practices put in place by stakeholders, written or unwritten, and gaps within well-intended policy, that lead to underachievement. Part III, "Possibilities", shifts focus from deficit views to honoring individual interests and cultural values, showcasing gifted students' diverse capabilities beyond traditional subjects and rigid expectations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is more than a student's score on an IQ test or their performance on a series of academic tests. It involves every aspect of the person, including intellectual and social-emotional development. Understanding the complex nature of giftedness is the first step to supporting our gifted youth. Designed to provide support for the difficult job of parenting gifted children, this third edition provides the resource one need to not only understand why gifted children are so extreme in their behavior but also learn specific strategies to teach the children how to live with their intensity. This book puts increased emphasis on strategies to help within the home setting, as well as expanding the sections on twice-exceptional children, addressing social-emotional learning and the impact of trauma, expanding support for unhealthy perfectionism and executive function underdevelopment, and the most recent research regarding the social and emotional needs of gifted children. Presented in a readable and practical format, updated case studies and role-playing scenarios bring the information to life to provide with the tools needed to make a positive and lasting impact on child. The book includes an updated research addressing the neurobiology of gifted people and the social-emotional development of gifted children, including toddlers. It presents new and expanded case studies, role-plays, and interviews with parents of gifted children to provide real-world examples of the information. The book shares tips to address underperformance, perfectionism, and social-emotional wellness and explains evidence-based strategies to assist parents in helping build emotional intelligence, resilience, and empathy in their children. The book discusses updated and expanded resources which provide parents and educators with extended learning opportunities in areas of interest or concern. This practical new edition is a must-read for anyone wishing to make a positive and lasting impact on the lives of gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The Oxford International Handbook of Creativity and Education brings together cutting-edge scholarship about the global trends and future directions of creativity in education. Diverse models and frameworks capture the state of the field with a focus on cognitive, social, and cultural areas of creativity in education. Barriers and supports to creativity are examined in educational policy, assessment, curriculum, classroom environments, and school contexts. This handbook is designed to propagate new research and applications in the field by helping students, researchers and program evaluators understand and apply these models of creativity to how students, teachers and leaders enact creativity in learning, teaching, and leading. The handbook will inspire new work to advance the study and practice of creativity in education. Section I provides an overview of creativity frameworks, models, and pedagogies of education to anchor the handbook. Research on creativity in students, teachers, and schools are discussed in Section II. Culture and communities of creativity are explored in depth in Section III. Section IV covers creativity in academic disciplines like art, music, math, science, and engineering. Lastly, Section V provides thought-provoking chapters on researching education.

Abstract The idea that a child is intellectually ‘gifted’ has a social and cultural history. This book analyses that social history at multiple scales, and makes the ‘voices’ of the gifted young themselves central. In daily encounters, those labelled ‘gifted’ sometimes loved this label, and felt special in comparison to peers at school and siblings at home. For others, ‘gifted’ was a silly or embarrassing label, and many questioned the idea of separating off young people in terms of intelligence, as well as specific forms of testing. Ideas of the gifted child also reshaped family lives—parents dedicated time to providing special leisure spaces, running them in their own homes and taking their children significant distances to spend time with others. Voluntary organisations were critical here, as the network through which young people and adults encountered the term, ‘gifted’, and lived and created it relationally. Voluntary organisations, looking to gain attention and visibility, also critically shaped the idea that the gifted young were elites of ‘the future’, central to answering challenges of economic decline, global warfare, or humanitarian aid. The hopes placed on gifted children between the 1960s and the 1990s were often sky high—yet many gifted young still felt that the community ‘wasted’ their talents, and did not support them. This book, then, provides new perspectives on the tensions between elitism and equality in modern Britain. It also offers vivid stories of optimism, hope, disappointment, and criticism, in which young people themselves play a central role.

Donald Rodney (1961-1998) was one of the most gifted, perceptive, and innovative contemporary British artists of his time.A protagonist from the first generation of Black British-born art students in the early 1980s, Rodney and his peers brought a new dynamic to British art – a hitherto unseen interplay between aesthetics, politics, humour and Black consciousness.Donald Rodney: Art, Race and the Body Politicis the first book-length study of a protean practice which spanned the early 1980s to the late 1990s and included a prodigious output of work across painting, photography, collage, assemblage, sculpture, installation, and new technologies. Across eight meticulously researched chapters, the book examines the social and cultural events which inspired Rodney's artwork and the responses it elicited. From his formative years in the West Midlands as a leading exponent of ‘Black Art’, to a subsequent decade of unbridled visual innovation and social critique, the book ventures new detailed analyses of key works, exhibitions, artistic influences and collaborations. Deploying recurring metaphors of the ‘diseased’, traumatised and ‘raced’ body, Rodney addressed racial and social inequality, legacies of slavery, police brutality, sport, and Black male identity in novel and powerful ways. Attending to the artist’s material dexterity and visual acuity, the book considers how and why Rodney’s innovative practice uniquely challenged delineations between the political and non-political, personal and public, representation and visibility. Over a generation has passed since Rodney’s premature death from the effects of the hereditary blood disorder sickle cell anaemia at aged thirty-six. Despite this, Rodney's work continues to speak to our contemporary moment in a multiplicity of ways. As such, the book provides a much-needed critical perspective and insight to the work and legacy of a nonpareil British artist.

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