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In this article we introduce a new assessment instrument ( EDAC: High Abilities Detection Scale) developed to detect subjects with high abilities traits. The scale must be completed by teachers, who therefore become the first source to identify these scholars. In the attempt to avoid biases widespread between teachers as a consequence of the stereotypes and early misconceptions associated to giftedness, items of the EDAC ask not only about intellectual or academic skills, but also about leadership, self-motivation and divergent think skills, which are also characteristic of this population. With a representative sample of 747 subjects, aged between 8 to 12, the EDAC has shown good psychometric properties (reliability and validity), and will probably become a useful instrument for scholar orientation departments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

This study analyzes the family context of high capacity children in a sample of 530 10-year-old school children. 45 gifted subjects were identified alongside 64 with creative talent, 6 who were both gifted and possessed creative talent and 15 high capacity subjects. Maternal cultural level, type of school attended and assertive parenting style were identified as variables associated with the family contexts of gifted children. Maternal cultural level, linked to the mother not working outside the home, was found to be associated with the family contexts of children with creative talent, as well as to those of children who were both gifted and highly creative. Social inadaptation was associated with high capacity children. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

This article reports on career counseling intervention for a purposefully selected, gifted 17-year-old young woman. An intrinsic, single-case study approach was implemented. Data were gathered using an integrative qualitative and quantitative approach. After the intervention, the participant displayed an enhanced sense of self-identity and career-identity. Career construction counseling can be used to assist gifted learners in identifying key life themes that can help them find meaning and a sense of purpose in their career choices. Determining the longer-term effect of this kind of intervention and examining its effectiveness with diverse gifted learners (individually or in group-based settings) is essential. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Background: Currently, there are more cases of giftedness although it is a relatively recent term that still needs much research, as it has received different conceptions, making it difficult to reach a consensus. This work addresses the concept of giftedness from the perspective of the closest environment, specifically parents and teachers of the students. Method: Following the PRISMA methodology, a systematic review was performed, based on Web of Science and Scopus databases from 2012 to 2022. A total of 9 scientific papers were selected for analysis. Results: Both the attitudes of the teachers and those of the parents of gifted students are generally positive towards this group. However, it is a little studied subject, more research and more training on giftedness is needed in order to effectively detect and intervene with these students. Conclusions: In general, parents and teachers have a positive conception of giftedness, even though there are still many myths and stereotypes related to this group. It is necessary to investigate and train more on this subject, as knowledge has been shown to refute false myths. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This work aims to present an adaptation of the Scale of Representations on High Intellectual Capabilities—ERACI, for students of Portuguese higher education. Responded to the Spanish version version of the instrument comprising 34 items, 456 higher education students. They attended the degrees of 8 courses at the universities of Porto, Minho and Madeira and the Escola Superior de Musica de Braga. After reading and analyzing the items, their combination with the theoretical framework, combining the eigenvalues and the graphical representation of the factors (scree plot graph), the best structure found was 5 factors. We suggest the application of the scale, in a larger and more representative sample, in order to deepen knowledge for its better use in the evaluation of high intellectual capacities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The traditional gifted children assessment model has several insufficiencies. It is based on IQ data as a main definition of giftedness. However this paper proposes other perspective from the processing information theory. We studied other cognitive variables that could be used for gifted children’s assessment. A syllabic segmentation skills test was designed after the working memory’s Baddeley and automatic and controlled processes models by Shneider y Shiffrin. The syllabic segmentation skills test allows learning more about the routine information processing, and it is able to prove its predictive capacity identifying gifted students. A total of 480 primary school children from 6 to 9 years old participated in this study. After IQ were assessed with the Wechsler Intelligence Scale for Children (WISC), students were distributed in two different groups (gifted and non gifted). All participants were also assessed by the syllabic segmentation skills test. Different measurements for syllabic segmentation skills test’s standardization were collected. Results shown that gifted children had significant higher scores on syllabic segmentation than non gifted. This suggests that children with a IQ over 130 were able to make routine information processing faster than lower performers, and the syllabic segmentation skills test was able to discriminate gifted and non gifted students. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Children who are gifted have above-average intelligence, an unusual ability, or both. Little attention has been focused on qualitative assessments of their intelligence. The present study analysed the relations between IQ and operational approaches to the assessment of gifted children. 13 gifted and 13 non gifted elementary school children with ages ranging from 6.7 to 9.4 years, from Campo de Gibraltar-Spain School District, were evaluated with Piaget's Operational Assessment Task, the Figure Intersection Test, and the Wechsler Intelligence Scale for Children. Results found relationships between IQ measures and Piaget's developmental model; significant relationships were found between mental-attention capacity and Piaget's stages. Also discussed is the value of the Figure Intersection Test as an instrument for identifying giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The relevance of the assessment of giftedness can be understood within a proposal that seeks to highlight the strengths, aptitudes and talents of individuals, aiming for the prevention of social and emotional problems resulting from lack of identification. Accordingly, its proximity to the ideas of Positive Psychology can be affirmed. Considering the lack of specific instruments for evaluating this phenomenon, the development of a screening scale of indicators of giftedness was initiated. Among the studies to investigate its psychometric qualities, the present study presents the results of the confirmatory factorial analysis. The data from 216 evaluations, performed by teachers of students of grades 2 to 9 of elementary education, were analyzed. Adequate fit indices were found, confirming a multidimensional theoretical model, composed of five domains in which giftedness can be manifested: general intellectual ability, specific academic abilities, leadership, creativity and artistic talent. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing creativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention ( N = 38) involved a 12-week PBL unit focused on designing a video game using block-based programming through Scratch. The second intervention ( N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based robot. Both interventions used strategies for creative-thinking development. The sample included high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants’ creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Background: Teachers’ attitudes towards special educational needs are key in the teaching-learning process. It has been shown that positive attitudes favor students’ comprehensive development, as well as their academic performance. Objective: To analyze attitudes towards the Special Educational Needs for Support (SENS) of students in a sample of Spanish teachers, their relationship with educational engagement, and specific attitudes towards particular educational needs, such as Attention Deficit Hyperactivity Disorder (ADHD), Autistic Spectrum Disorder (ASD), Disability, and High Intellectual Abilities. Method: 205 teachers from different educational stages completed an online questionnaire. Descriptive analyses were performed, and non-parametric tests (Mann-Whitney U-test and Spearman correlation) were used. Results: It is confirmed that teachers have positive attitudes towards SENS, which is of interest, as the educational system currently pursues inclusive education. Conclusions: The results show the importance of material, personal, and pedagogical resources, as well as an improvement in teacher training at all educational stages. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Teachers’ implication is a key aspect for detection, assessment and intervention in gifted children. Because of this reason, the present study analyses the knowledge, perceptions and attitudes towards gifted students among a group of teachers ( N = 158) and trainee teachers at the University of Oviedo ( N = 88), Spain. For this purpose, an ad-hoc questionnaire was designed, also including sociodemographic variables and teaching experience. In this line, results from this study show that preservice teachers have more positive attitudes towards gifted students than in-service teachers. Likewise, there were not statistically significant differences between in-service teachers who received training on this condition or not. However, the time they worked with these students and their teaching experience, were predictors of positive attitudes towards gifted students. Thus, the prime objective of this study was achieved, as teaching experience and training had an impact on knowledge, perceptions and attitudes towards giftedness, although teacher’s training seems insufficient; consequently, many myths and stereotypes are still part of school life today. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Several studies have concluded that children and adolescents with high intellectual capacities (HICC) perform better in a multitude of cognitive tasks when compared to typically developing children. Therefore, studying task switching and creativity is important to better understand this student body and its characteristics. For this purpose, a sample of children and adolescents with high abilities and a community sample was selected, using the Five-Digit Test and CREA (creative intelligence) as instruments. Differences were found in creativity among students with high abilities and from the community sample, and a greater capacity for alternation among adolescents than in the group of boys and girls. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)

Studied the utility of a peer nomination technique for the identification of gifted students. Human Ss: 150 normal male and female Spanish school-aged children (aged 7–12 yrs) (elementary school students). Ss were asked to write down the names of 3–5 students whom they considered either their best friends or with high ability. The results were evaluated according to number of nominations in group status and high ability categories and IQ. Test used: Wechsler Intelligence Scale for Children (WISC). Statistical tests were used. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The main of this work is to identify and analyze the constitutive elements of social representations of giftedness and talent in high school students with high abilities. The social representations comprise a substrate of the acceptance or rejection of the characteristics of these students. Furthermore, such representations are not always conscious, are not always expressed nor perceived verbally, but nonetheless influence the judgment or evaluation about them in several aspects. We used a questionnaire designed ad hoc with open-ended questions to explore the following dimensions: Myths, prejudices or stereotypes and generalized images; Attitudes toward people with giftedness and talent; Deny, hide or downplay your own outstanding characteristics; Manifestation of their abilities and capacities. It discusses the educational implications. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The aim of the study was to understand the components associated with the types of perfectionism described as adaptive/healthy, maladaptive/unhealthy or non-perfectionism, which could offer positive or negative aspects to improve excellence and welfare, exploring the number and content of the latent perfectionism structure as a multidimensional construct in a sample of High Intellectual Abilities (HIA) students. Links with Positive and Negative perfectionism were also compared across perfectionism latent profiles. A total of n = 137 HIA students, mean age 13.77 years (SD = 1.99), participated in a survey. The Almost Perfect Scale Revised (APS-R) and Positive and Negative Perfectionism Scale-12 (PNPS-12) were used. Results obtained showed three latent classes (LC): ‘Unhealthy’ (LC1), ‘Healthy’ (LC2) and ‘No perfectionism’ (LC3). LC1 showed high scores on Discrepancy subscales but low in Order and High Standards. LC2 displayed higher scores on High Standards and Order. LC3 displayed lowest scores across all perfectionism facets. Statistically significant differences were found across latent profile in almost all perfectionism features. Different patterns of associations with Positive and Negative perfectionism were obtained across latent profiles. These findings address the latent structure of perfectionisms in HIA students and allow us to delimit, analyze, and understand the tentative latent profiles within the HIA arena. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The main objective of this study was to compare children selected in a community setting with ADHD, high-performance, and normo-typical development on a sustained attention task. Three groups of children were selected: ADHD ( n = 42), high-performance ( n = 20), and normo- typical development ( n = 28). A brief computerized vigilance task (CSAT-R) was applied to compare attentional capacity and reaction time. The participants were divided into those with “attentional dysfunction” and those with “normal attention” to analyze clinical validity. Children with high-performance were clearly differentiated from the other two groups, with large effect sizes. The differences between normo-typical and ADHD groups were only significant in the errors and in a nonparametric index of attentional capacity, but with small effect sizes. The CSAT-R showed good specificity and an acceptable positive predictive value, but low levels of sensitivity, and a poor negative predictive value. Therefore, sustained attention could be a prominent mechanism in children with high capacities. The CSAT-R (and probably most of attentional tasks) would be moderately useful in community settings for ADHD diagnosis, but not to rule it out. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The professional guidance for adolescents with high abilities/giftedness is important for understanding their skills and competences that will facilitate their entry into the labor market. Objective to compare the effects of intervention in professional guidance for adolescents with and without giftedness in relation to the maturity for professional choice, vocational indecision, self-efficacy and symptoms of depression, anxiety and stress. We used a questionnaire of sociodemographic data, Brazil Classification criteria, Maturity Scale for Professional Choice, Vocational Indecision Scale, Depression, Anxiety and Stress Scale and the Perceived General Self-efficacy Scale. 31 adolescents participated. It was observed that the intervention in professional guidance reduced vocational indecision and symptoms of stress. The gifted showed an increase in determination, self-knowledge and maturity for professional choice. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Previous studies have found that gifted children experience symptoms such as existential anguish, anxiety, depression, experiential avoidance, and cognitive fusion. The inherent intensity and sensitivity of these young people may make them more susceptible to significant emotional distress and existential concerns. Endeavoring to address such issues, we designed a second-generation mindfulness-based intervention, called the “Atención plena para altas capacidades” (APAC; Mindfulness for Giftedness). This paper presents the pretreatment, posttreatment, and 12-month follow-up findings on the implementation of the program in a sample of 22 gifted children in Spain. The program comprised eight weekly 90-min group sessions covering mindfulness, emotional intelligence, emotional regulation, acceptance, values, compassion, and self-compassion. The program’s efficacy was measured using standardized, validated tools (the Child and Adolescent Mindfulness Measure, the Avoidance and Fusion Questionnaire for Youth, the Children’s Depression Inventory, the State Trait Anxiety Inventory for Children, the Positive and Negative Affect Schedule for Children, and the Emotional Skills and Competence Questionnaire) at pretreatment, posttreatment, and 12-month follow-up time periods.. Our study’s findings at the posttreatment stage suggested that the APAC program improved the emotional abilities and reduced negative symptoms. Results from the 12-month follow-up assessment stage appeared to uphold these findings. However, we recommend that future second-generation mindfulness-based interventions for gifted children should include more activities and exercises that address the meaning of life and other related existential worries of particular concern to these young people. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Personal growth initiative is a construct that has been investigated in recent years, and has shown a cross-cultural character. Currently, it is linked to other concepts related to counseling and clinical psychology. To carry out studies in Latin American contexts, it is essential that instruments that measure this construct be translated and adapted. The present work describes the translation into Spanish and validation of the Personal Growth Initiative Scale-II in a sample of 219 university students from the city of Asunción (Paraguay). In addition, data for validity evidence in relation with other variables such as the constructs of hope and satisfaction with life are presented. Confirmatory factor analyses and an exploratory structural equation model demonstrated acceptable fit of a four-factor model with modifications, as suggested by other antecedents. On the other hand, correlations of this construct with hope and satisfaction with life give good validity evidence in relation to other variables. The usefulness of the scale for its use in the clinical setting is discussed. In particular, its usefulness as a predictor of change in psychotherapy is underpinned, since the concept is closely related to motivational factors in the therapeutic process and can be a predictor of relapses in the long term. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The objective of this study was to understand the perception that parents of adolescents with high intellectual abilities or giftedness (HIAs/G) have regarding family dynamics, educational practices used, indicators of emotional/behavioral problems, and prospects for their children. This is an exploratory and qualitative research, in which three mothers and two fathers participated. All of them individually answered a semi-structured interview consisting of 15 topics that dealt with family routine, educational practices and their concerns with their children. Deductive thematic analysis indicated that the parents identified their children’s high intellectual abilities but needed additional information to manage these traits. There was a poor family routine in some cases, as well as the coexistence of authoritative and authoritarian practices in the same family. It was possible to observe that the parents feared their children’s expression of aggressiveness and isolation, and how much this could lead to these young individuals committing illegal acts. Thus, it was found that the parents are attentive to their children but have doubts about how to educate them. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)