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Current educational trends reflect an increased focus on developing social and emotional competencies of school children as a means of reducing underachievement and school violence and promoting positive development and wellbeing. Atypically developing children—those with a diagnosed mental health condition, intellectual exceptionality, or history of maltreatment—are at an increased risk for experiencing academic, social, and/or emotional difficulties. Further, the challenges associated with atypical development may impede the acquisition and/or application of core socioemotional skills. In this chapter, we provide an overview of the current research on emotional intelligence (EI) and social-emotional learning (SEL) with an explicit focus on students’ mental health. After briefly outlining the concepts of SEL and EI, we review relevant research with several atypical populations, including children with Autism Spectrum Disorder, Attention-Deficit/ Hyperactivity Disorder, Specific Learning Disorder, intellectual giftedness and disability, history of maltreatment, or behavioral and social-emotional difficulties. Descriptions of selected SEL and mindfulness-based school programs that target socioemotional competencies of both children and teachers are presented, followed by a discussion of their utility and challenges in addressing the needs of both typical and atypical learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter provides a framework for conceptualizing talent development within two professional domains: medicine and software engineering. It reviews these two domains as they cover two of the most impactful science, technology, engineering, and mathematics (STEM) professions in the United States. Based on the literature reviewed, it suggests that although cognitive factors and environmental supports are necessary to generate talent, psychosocial factors catalyze transitions through developmental stages within each specific domain. Talent development currently focuses on two points of interest: the cognitive, psychosocial, and environmental factors that contribute to the development of giftedness; and stages of talent development. The chapter discusses higher mastery framework which contributes to the understanding of giftedness by making the factors that aid transitions between stages and the identification of long-term giftedness more easily identifiable, and to introduce a new perspective with which to conceptualize development of giftedness within professional fields. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter addresses the question of how gifted athletes were discovered and developed their potential into exceptional performance. It focuses on talent identification and talent development in game sports. Some coaches in youth basketball, football, or soccer may feel delighted when someone joins their team who appears to be "a natural," "a once-in-a- century-talent," or a prodigy, expecting that the individual's involvement in their practice program will lead to exceptional performance within a few years. On the other hand, coaches may believe that only hard work makes champions or perhaps hard work beats talent until talent starts to work hard. The chapter first outlines central tenets of general frameworks for research into giftedness and the developmental acquisition process of expertise. It describes significant particularities of the game sports domain and provides an overview of existing empirical research evidence with reference to the generic frameworks. Finally, it discusses implications and future directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Mathematical talent is an intriguing human phenomenon. From the time of Poincare (1908/1952), who linked mathematical talent to mathematical creation, the relationship between mathematical talent and mathematical creativity has been at the heart of the discussion of mathematical talent. Analysis of the criteria used for empirical examination of mathematical talent shows that researchers connect mathematical talent to general giftedness, to mathematical achievement, or to mathematical creativity. This chapter discusses the developing mathematical talent in schoolchildren. It starts by discussing the components and complexities of mathematical talent and goes on to review several frameworks for its development. It briefly addresses characteristics of mathematical content and didactical principles directed at the development of mathematical talent. Finally, it briefly addresses the proficiency required for teaching the gifted and presents examples of mathematical problems and their solutions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

We all have an intuitive feel for the terms gifted, talented, high performer, expert, and eminent and often use the words interchangeably. Most have identified themselves as talent developers as well as psychologists of high performance. They have in some way engaged with programs serving children, youth, and adults who have been classified as gifted. They have been called experts themselves, and some are eminent psychologists, scientists, artists, and sporting greats. This chapter serves to frame the discussion of talent development and high performance. It begins with an overview of the talent development mega model because it provides the theoretical basis for this volume. The chapter provides brief definitions of several of the terms that reoccur in discussing high performance including potential, giftedness, talent development, high performance, expertise, and eminence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Wisdom always has been important in human thought and action, especially its ethical component, but it has become far more important in the context of twenty-first century globalization, which features highly complex, turbulent socioeconomic conditions and technological developments. To what extent does gifted education address wisdom? In order to keep the scope of the analysis within reason, this chapter focuses most of the attention on the ethical dimensions of wisdom, which are many and diverse. Some of the specific topics addressed by scholars who explore giftedness and talent development include the lack of fit between ethical thought and action; the importance of ethics in the development of gifted young people due to their impressive cognitive capacities; social-emotional influences on ethical behavior; and problems arising from the ways in which general education does not address the needs of the gifted. It is obvious that investigators studying giftedness have explored a wide variety of topics relevant to wisdom but there are some topics that are especially pertinent. These include some turbulent intrapersonal, psychological dynamics; programming specifically designed to strengthen wisdom; moral reasoning, global awareness, and character education; and the ethical dilemma of socioeconomic inequality. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This rich collection reveals synergies across multiple perspectives towards a vision of wisdom today's world very much needs. This is a comprehensive review of the psychological literature on wisdom by leading experts in the field. It covers the philosophical and sociocultural foundations of wisdom and showcases the measurement and teaching of wisdom. The book explains the connection of wisdom to intelligence and personality alongside its relationship with morality and ethics. It also explores the neurobiology of wisdom, its significance in medical decision-making, and wise leadership. The book discusses how to develop wisdom and gives practical information about how to instill it in others. It is accessible to a wide readership and includes virtually all of the major theories of wisdom, as well as the full range of research on wisdom as it is understood today. It takes both a basic-science and applied focus, making it useful to those seeking to understand wisdom scientifically and to those who wish to apply their understanding of wisdom to their own work. The book might provoke new ideas and spark new research both in academia and in real-life applied contexts. And perhaps, sooner or later, this volume and others like it will inspire people, especially policy-makers, to act more wisely. Maybe, the editors and authors can contribute a few small steps to the transitions that humanity needs to make if it wants to survive. This handbook is written not only for students of wisdom and researchers in the field but also for anyone who seriously wants to understand wisdom and how it has the potential to change the world. The authors hope that, after reading this volume, one will want to contribute to those changes that make the world a better and more humane place. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The topic of friendships has recurred across decades in the giftedness literature. This chapter briefly recounts existing sources about gifted friendships, the evidence the authors and their collaborators have collected on the issue of different numbers, types, and patterns of pillars supporting stable and quality gifted friendships, actual and preferred numbers of friends, the qualities they look for in a friend, and add new information that especially covers the transition from secondary school to university for gifted youth and parallel information for university-age gifted learners. This data potentially guides and expands some of our understanding of gifted friendships including how and why they might be structured somewhat uniquely. The chapter then examines two mostly secondary sources, topical books about giftedness or gifted children and prior major handbooks on giftedness. The relatively small number of references reflects the fact that most of the literature has focused on intellectual, cognitive, academic or general social development of gifted individuals, parenting, teaching, underachievement, and not friendships specifically. Within the sources the authors have cited, a researcher or practitioner will be readily directed to primary sources and full details of the studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Who are the profoundly gifted? The answers to this apparently simple question are not so simple. Extreme giftedness has to do with deeper, faster, wider-ranging, and more intense and active mental processing that affects a child's experience of the world from birth onward. Because this experience is internal it is not necessarily observable from the outside. Because there is an extremely broad spectrum of human intelligence and a great deal of difference between children in the typical gifted range and the rare individuals who can be termed profoundly gifted (outliers among the outliers), the issue of how to identify them and their individual modes of mental processing is critical to providing them with appropriate educational challenge, depth and breadth as early in life as possible. The single most difficult hurdle to overcome in seeking to provide this rare population with a range of suitable educational strategies to meet their very individual–often idiosyncratic–needs is the negative attitude of the general public and the educational institutions the children encounter. Where there is interest and willingness, where there is acceptance and understanding, these children can thrive and soar. They have extraordinary capacities, and with a little help and understanding can exhibit powerful resilience. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is a surprisingly complex, multidimensional construct. This chapter discusses the importance of macro contexts, specifically the ways in which they can influence our thinking about giftedness and talent development and some ways that they invigorate, suppress, and distort the development of gifted young people. These macro contexts include the socioeconomic, ideological, cultural, and technological environments that shape the thoughts and actions of individuals, groups, and nations. The chapter then presents examples of interdisciplinary projects that have informed the field in recent years. These projects include analyses of the impact of 21st-century globalization and the skills gifted and talented young people will need to navigate the complex environments of the near future. The analysis then turns to more in-depth discussions of the importance of borrowing from other disciplines to clarify, refine, and extend the conceptual foundations for gifted education and to enrich practical teaching strategies in the field. Finally, the chapter provides some recommendations for additional interdisciplinary work, along with some concluding thoughts about the nature of giftedness and talent in the early 21st century. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Historically, gifted children have been viewed as one of our nation's most precious yet underdeveloped resources. 'Virtually any resource, whether tangible or intangible can be turned into a gift'. Therefore, it is important to ensure that the designation of giftedness is not like toilet paper cover, but is instead productively given, received, and fostered. This chapter first reviews the general literature on gifts from the perspective of both the giver and the receiver, establishing the attributes of gifts that are and are not appreciated. It then examines how closely current approaches to giftedness fit four attributes of a valued gift. The four attributes of a meaningful gift are: giver motivations and expectations; understanding the gift; caring for and cultivating the gift; and desirability of the gift. The chapter then explores the four attributes in relation to current approaches to giftedness. The goal is to determine whether our conceptions and practices result in outcomes that are highly valued by gifted individuals and their society. It is important that gifted individuals and other members of society never perceive giftedness as an extravagant burden that they then hide or ignore. Finally, the chapter draws conclusions and makes recommendations for the future of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book provides a comprehensive and international overview of key challenges and issues in the field of gifted education, making this an invaluable volume for individuals in the fields of education, public and private school administration, psychology and beyond. It provides a current global overview of the challenges and issues in the field of gifted education for public and private school administrators, teachers, psychologists, researchers and parents. A particular emphasis throughout the chapters is on diversity—both in the population of young people in general, and within those identified as 'gifted'. The concepts of 'giftedness' and 'gifted education' have no predetermined, universal definitions. The political, economic and social climates within a region or a country influence each definition; and can be slanted towards the benefit of the state or the development of individual potential, or, ideally, for the benefit of both. The book is organized into three parts. Part I of the book analyses the following issues: What do we mean by giftedness? How is giftedness identified? The broad emphasis throughout the text is on creative and intellectual giftedness, although many authors discuss the wide range of human abilities and potentials. Part II mainly discusses differentiation issues with regard to school curricula and flexibility within programmes and practices; but all authors who discuss aspects of the curriculum, also discuss enrichment and extension activities outside the curriculum. Part III presents chapters outlining gifted education in a wide range of countries. The book examines current topics, such as context-based creativity, artificial intelligence and spiritual intelligence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter examines what is known about the manifestations of giftedness and leadership among youth, and demonstrates how the practice of mentoring can enable gifted youth to become leaders. It addresses the following questions: What defines giftedness and leadership and how do they compare between youth and adults? Is the practice of mentoring effective in promoting leadership among gifted youth, as shown in the National Mentoring Program in Israel? To what extent can highly gifted youth work as creative problem-solvers? What implications can be drawn from the Israeli experience for a model of mentoring to enhance leadership among gifted youth? Several key structural principles and pedagogical practices, which emerge from the National Mentoring Program in Israel, seem to be critical in creating a mentoring program enhancing achievement and leadership. The structural principles relate to program components that are essential for such a program and to the process of identifying young scholars and matching them with suitable mentors. The chapter finally suggests that the structural and pedagogical principles gleaned from the experience of implementing and evaluating the National Mentoring program in Israel, provide the essential components of a model for mentoring which enhances achievement and leadership among gifted high school scholars. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

A gifted student receiving computer assisted instruction in science is an example of differentiating the curriculum through both ACCELERATION and ENRICHMENT. These examples indicate that the multiple meanings and implementation of differentiation of the curriculum is thought to be both broad and diverse. The concept of a continuum of differentiation enables educators to design and practice differentiation as fluid rather than fixed phenomena. The continuum of differentiation presents a set of differentiated alternatives encompassing varied levels of difficulty, acknowledges different types of gifted abilities, and encourages expressions of personal and academic talents and interests. Basically, the continuum of differentiation can be used to identify as well as accommodate giftedness in students. The implementation of the continuum of differentiation is dependent on the teacher's need to use a variety of data sources to affect the decisions required to match a mode of differentiation to each gifted student. The design and presentation of the concept of a continuum of differentiation fulfills many purposes. Primarily, the continuum of differentiation exemplifies the fact that there is a need to accept a set of alternatives to recognize and respond to the gifted student's needs, interests and abilities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Since entering the 21st century, 'enhancing the ability of independent innovation, building an innovative country' has become the major strategic policy of China. A systematic and scientific investigation into and education about giftedness in Mainland China started in 1978. In order to provide an appropriate educational theory and an educational methodology in Mainland China, Shi proposed the 'Bio-Socio-Intellectual model' (BSI) which emphasizes the fundamental nature of human beings and gifted learners. It is the starting point for teacher training and curriculum design. From the perspective of the BSI model, Shi mentions three aspects that are critical in curriculum design to meet the needs of gifted students. The three aspects are: physical maturation or physical development; social maturation or social and interpersonal development; and mental maturation or intellectual development. It is argued that the BSI model has theoretical rationality and practical validity in Mainland China. This chapter introduces some gifted programs which are based on the BSI model and developed after 2000. It introduces some new theories, new explorations and attempts at gifted education in Mainland China since the 21st century. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The concept of giftedness has created awe among populations for generations. Understanding brain function in relation to intelligence created a new interest in human behavior. Thus, the concept of giftedness started to be liberated from the scores on tests and became more diverse and inclusive. Fraser has recommended a multi-group perspective of giftedness which is relevant to a country like India. This perspective emphasizes that differences in cultural experiences, values and beliefs do have an impact on designing appropriate assessment and instructional programs to address the needs of students with gifted potential. Tannenbaum's comments on multi-culturalism and social integration are also worth mentioning. He claims that multi-culturalism for integrationists means holding minority representation of meritorious achievement as another qualifier for admission to special programs for the gifted. For separatists, it means that the concept is not just culturally based, but rather sub-culturally diversified. This chapter explores this concept while dealing with multi-culturalism and postmodernism in India. In postmodern India, micro-politics, new movements, demand for autonomy and the rise of popular culture in the form of violent expression in defense of cultural symbols, life styles, and language have taken the form of identity politics. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Despite theory and research laced with practice spanning at least a century, the identification of gifted and talented individuals continues to be a conundrum that sadly serves only to overlook many persons—particularly school-aged youth. Such oversight unfortunately often amounts to inappropriate, unnecessary, or neglectful educational accommodations, and parents who tend to look to schools for guidance for home-based interventions may very well end up feeling frustrated and puzzled as to how best rear their children. This chapter probes giftedness as it interacts with other diagnoses, particularly attention-deficit/hyperactivity disorder (ADHD). It discusses what ADHD is and is not, and how it influences individuals. ADHD in reality is a collection of three types of disorders that impact academic and social performance among children and can extend into adulthood by limiting focusing ability and task completion. The three types of disorders are: inattentive type; combined type; and hyperactive/impulsive type. Psychologists or medical doctors can use a variety of methods to aid in identification of ADHD, including clinical interviews, behavioral checklists, intelligence tests, and specific attention measures. With the current area of literature, the field of twice-exceptional work investigating giftedness and ADHD has created a solid foundation of research; however, much remains unknown. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Who is creative? Who might we call a genius? What is meant when we say someone is gifted? These three concepts—creativity, genius, and giftedness—are distinct, and yet closely related as well. Any two can be found in the absence of the other, albeit sometimes a person might exhibit all three at once. As a manifestation of these contrasts, the three concepts have distinctive histories in the empirical literature. This chapter examines the three concepts more closely. It discusses the role of education in the nurturance of creators, geniuses, and the gifted, whether separately or together. The chapter begins by treating each construct as distinct, and then turns to ways that they might be combined into a more comprehensive concept. As will become apparent, only two combinations, each involving two concepts, have real applicability. Education and training is most often dedicated to teaching someone to filter out the irrelevant, and yet creativity requires consideration of the superficially irrelevant—the proverbial 'thinking outside the box.' Hence, by definition, creativity cannot be inculcated, only encouraged. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book is written for researchers, undergraduate and graduate students, and individuals interested in promoting creativity despite a history of adversity. It incorporates research findings from diverse fields of study in an effort to present the complex interactions between creativity, trauma/loss, and factors that promote resilience. The book covers general theories of creativity as they apply along the continuum from everyday creative activities to eminent creativity. Primarily, it looks at the person rather than the creative product. The book presents information about the psychobiological processes that are amplified within creativity, including the capacity to achieve flow (optimal) states. It examines the long-lasting effects of childhood adversity and early attachment in relationship to the effects they have on creative achievement. The book also outlines the psychological and neurobiological nature of trauma along with an in-depth discussion on shame and dissociation. It discusses strategies related to self-regulation, including hardiness, resilience, and post-traumatic growth. The book explores the constriction and fostering of creativity and well-being. It focuses on integrating two diverse fields, creativity and traumatology. The book is divided into three sections. Section One, Creativity, focuses on creativity theories as they relate to everyday creativity and to eminent creativity across all domains. Section Two, Trauma, attention is directed to trauma and loss across the lifespan. Section Three, Resilience, is directed toward regulation, resilience, and post-traumatic growth. Educators, students, and researchers can benefit from a greater understanding of the interacting effects of creativity, trauma, and resilience. Many talented and gifted individuals struggle with unresolved mourning; they falter in their attempts to realize their potential. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

The purpose of the professional learning component of project ExCEL (Experiences Cultivating Exceptional Learning) is to not only teach teachers the pedagogy of problem-based learning (PBL), but also transform their perspectives and perceptions of instruction and their beliefs about students who are English language learners (ELLs) or live within impoverished environments, so that teachers look more deeply at these students' potential and ways in which they manifest giftedness or potential. The Project ExCEL professional learning sessions take place in recursive learning-teaching-learning sessions and are characterized by modeling, collaboration, and video analysis for reflective practice. This chapter discusses the flow of these sessions. It begins with the project ExCEL. The ExCEL Model contains three indispensable key elements: systemic approach, community of collaboration, and continuous improvement. Underlying these elements is that the foundation of the ExCEL Model is design-based research. The chapter discusses the underrepresentation of ELLS in gifted programs and the influences of PBL on ELLs. It also describes the effective professional learning practices for teacher improvement. Effective professional learning is critical to the success of any change initiative. The chapter provides the project ExCEL professional learning sessions and discusses each session in detail. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)