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Outlines the history, major characteristics, assessment, psychosocial vulnerabilities, and problem intervention and prevention for gifted children. The theoretical and conceptual underpinning of psychosocial correlates of giftedness are examined, and a review of the psychosocial research provided. Specific problem areas including underachievement, alienation and delinquency, stress, anxiety, loneliness and depression, suicide and gender-related issues are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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In this book, the author presents her 10-yr study of 100 gifted adults, examining how being identified as a "smart kid" early on affects career choices, friendships, and romantic pairings later in life. Why do some talented and gifted people becomes Mozarts and Einsteins or corporate chieftains, while others drop out of school, struggle to hold down jobs, or turn to self-destructive behavior? What are the signs of giftedness, its pitfalls, and its promise? The author provides answers to these and other questions, and creates a picture of what it is like to have an accelerated mind in a slow-moving world. The book traces many types of gifted adults, including the high-testing, power-achieving Striver; the popular, scholar or athlete Superstar; and the creative intellectual, free-spirit Independent. In their own words, 100 gifted grownups, from age 18 to 90, and reflecting a variety of family and educational backgrounds, occupations, social classes, and races, count the blessings and tally the costs of running a high-powered mind. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)
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This book is designed to inspire further recognition in both the general public and the academic community that the study of creativity is a field in itself. There are articles that present overviews of the different theories and perspectives about creativity, and reviews of a number of domain-specific areas. Creativity and education are examined in articles about thought processes. Programs and courses in creativity are discussed as well as strategies, tactics, techniques, and tests of creativity. There are articles geared toward those interested in business and organizational creativity. Many articles examine the creative process across domains. The complex interrelationship between society and creativity is examined. Because it focuses on scientific information about creativity, there are also articles about research methodology, definitions, and the concept of creativity. Selected biographical studies are also included. This text is intended for use by students of creativity as well as by researchers and professionals who utilize creativity in their work, and anyone interested in learning more about the creative process. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
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This chapter focuses on the under-representation of Hispanic children in gifted and talented programs and the practical factors school personnel can use to safeguard against disproportionate minority underrepresenation in such programs. Such factors are educational contextualisms capable of actuating academic achievement among Hispanic boys and girls irrespective of learning disabilities, "average ability," at-risk status, bilingualism, or "giftedness." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This book offers a new freedom to America's 20 million gifted adults whose most fundamental traits—intensity, complexity, and drive—are frequently misidentified as liabilities instead of their greatest assets. In this work about the psychology and personality of gifted adults, M.-E. Jacobsen challenges our most basic assumptions about what it means to be smart. She believes that, managed correctly, these fundamental traits are what enable gifted adults to express a new kind of unconventional breakthrough intelligence—evolutionary intelligence. Jacobsen offers a means of identifying this new kind of intelligence—an in-depth personality-type profile reminiscent of the Myers-Briggs and the Enneagram that is far richer than the standard intelligence test. She also offers the practical guidance the Everyday Genius needs to eliminate self-sabotage and low self-esteem, to put an end to procrastination and under-achieving, and to solve the relationship problems that often result from misunderstandings between the gifted and the people with whom they live and work. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)
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Argues that there is little or no basis for the concept of innate giftedness. To bolster the authors' view that practice and not good genes gives rise to excellence, the authors note that even crude retrospective measures of practice are predictive of levels of performance and that so called "talented" individuals do not reach high levels of expertise without substantial amounts of training. People assumed to possess talent are seen as capable of very high levels of performance when given sufficient opportunities for training. As evidence the authors note that the same amount of practice time creates equivalent amounts of progress in most and least successful musicians (in other words, very capable musicians do not profit more from practice time than do unsuccessful musicians, thus suggesting that the two groups do not differ in innate talent). The authors believe that, in addition to practice, other factors also contribute to variability in performance among individuals: opportunities, preparatory experiences, encouragement, support, motivation, self-confidence, perseverance, and single-minded concentrations; plus differences in quality of instruction, effectiveness of practice strategy, and degree of enthusiasm. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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