Buscar

Helps psychologists and educators (1) see a clearer picture of moral principles and their relationship to brainpower; (2) appreciate more fully how giftedness carries with it potential for evil as well as good; and (3) explore the possibilities of interweaving "duties of the heart" with brilliance of the mind. Topics discussed include origins and applications of moral code; subjectivity in defining morality; some ideational visions of morality; the compatibility of giftedness and morality; extra cautions in interpreting relevant evidence; and teaching moral values to the gifted and the non-gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Presents the proceedings of the Wallace Symposium. Key leaders in the field of the gifted discuss issues with an emphasis on building theories and on what the research actually says. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

Notes that an examination of the New School Movement approach makes clear that it contained elements of what is now regarded as essential for gifted education at this time. Empirical research is presented in support of this observation. Topics discussed include differentiation of curriculum and instructions as the main vehicle, Dalton schools, Montessori education, and Jena Plan Schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The lives of adults committed to social concerns, or to cultural domains such as art and science, have been widely studied. These spheres of activity hold special interest because of their transformative potential for society and culture. This volume extends these lines of investigation downward, exploring the phenomenon of engagement in adolescence and early adulthood. The chapters in this volume draw on 2 studies using complementary methodologies, in-depth interviews, and self-reports of subjective experience in daily life. The chapters examine why young people are drawn to certain areas of work and, once there, what sustains them. A supportive family background, mentors or role models, involvement in cooperative activities, cultivation of intrinsic interest, awareness of moral and political issues, and traits such as moral sensitivity and optimism are among the central factors that the authors explore. The better these factors are understood, the more effectively we can support youth engagement, a goal that holds particular urgency today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Notes that transpersonal experience are experiences that go beyond individual consciousness, but this does not in itself qualify them as spiritual. The author believes there must be a criterion by which these experiences can be regarded as genuinely spiritual. Such a criterion was offered by W. James: inner communion with a higher universe engages a person in the the process of inner transformation. The observable consequences are the person appearing more centered, at peace, and loving toward others. People who have done the work of inner transformation—Gandhi, E. Roosevelt, E. Hillesum, Peace Pilgrim—all stress that the world changes for the better as a function of individual human beings' changing for the better: inner peace is the necessary condition of world peace. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Notes that heterogeneity of dealing with issues in the education of the gifted is difficult to manage. It is also noted that the availability of resources is highly uneven and often unfairly distributed. The purpose of this chapter is to address the reasons this situation has developed and to evaluate the advantages as well as the disadvantages it produces. Topics discussed include the International Study Group for Early Child Care; lack of consensus about what giftedness means and who is gifted; security and shared beliefs; governmental and constitutional issues; school issues; and transition to college. Accelerative options for secondary school are appended. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Focuses on the social sphere of youth life and proposes a framework of moral action. This chapter considers the notion of "moral giftedness," or exemplary social engagement, in light of literature on gifted youth and moral exemplars. A hypothetical portrait of a highly engaged young activist, which is constructed in the chapter, suggests features one might expect to see in a socially engaged young person. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

This book reviews the past developments within the field of gifted education and identifies the current trends, issues, and beliefs that are faced in the 21st century. By recognizing both typical and atypical gifted students, L. J. Coleman and T. L. Cross encourage readers to defy traditional assumptions about gifted children and their education. The book organized to provide a framework for those who are responsible for nurturing the development of gifts and talents in the home, school, and community. It provides insight for educators with questions regarding curriculum and instruction implementation, administrators facing program planning, parents with interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

The 4th edition of Assessment of Children: Behavioral and Clinical Applications is a companion volume to Assessment of Children: Cognitive Applications. It is designed to be used as an independent text in such courses as personality assessment, behavioral assessment, and child clinical assessment. The book is designed not only as a teaching text but also as a reference book for students and professionals. Each chapter has been rewritten to make the text more comprehensive, relevant, readable, up to date, and informative. The book contains new chapters on objective personality tests and functional behavioral assessment and new material on self-monitoring and school violence. Topics receiving expanded coverage include interviewing and behavior observations; adaptive behavior; dynamic assessment; and assessment of children with attention deficit/hyperactivity disorder (ADHD), learning disabilities, mental retardation, visual impairments, hearing impairments, autistic disorder, and brain injury; and children who are gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Provides suggestions for preventing and treating adolescent suicide ideation. The author begins by documenting the prevalence of suicide among adolescents and describes the economic and emotional costs associated with suicide. She examines why suicides are on the rise and looks at differences in adolescent suicide rates and causes that are related to sex, ethnicity, sexual orientation, and giftedness. Risk factors for suicide and methods of attempting suicide are discussed. Eight strategies for preventing youth suicide identified by the Centers for Disease Control are briefly described, along with additional early intervention considerations. The chapter concludes with a discussion of treatment strategies when working with an adolescent who is already suicidal. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)

This chapter discusses whether gifted children are socially accepted and respected and how this varies with children's ages, specific school environments, and the extent of their giftedness. It also discusses what these gifted students can do to cope with their differences. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter explores gifted students with learning disabilities as a unique population who are at special risk for social and emotional issues because of their incompatibility of extraordinary talent with significant learning problems. Topics discussed include the interaction of giftedness and learning disabilities; identification, social and emotional characteristics, and implications for the education of gifted students with learning disabilities; and educational interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Notes that gifted children and their families experience unique psychosocial stressors related to giftedness. This chapter explores preventive counseling strategies and counseling interventions for stresses related to giftedness to ensure healthy social and emotional adjustment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter highlights research findings about affective components associated with high levels of creative achievement, the environmental factors that are more likely to result in the actualization of creative giftedness, and the implications for nurturing creative talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter explores the relationship between delinquency and gifted children. Topics discussed include the prevalence of delinquency among gifted children and adolescents, the prevalence of giftedness among delinquent youth, possible reasons for the under-representation of gifted youth among delinquents, criminal logic, and what causes some gifted youth to be violent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Addresses the topic of giftedness. The authors define giftedness, explain giftedness and its connection to testosterone, the right brain hemisphere, and male twins. Also discussed is the social context of giftedness, personal attributes of gifts and the role of testosterone, and the problems accompanying giftedness. The authors conclude that the potential for giftedness is an innate biological feature. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This book is intended to provide a forum for substantial research contributions dealing with current research in psychology. The contributions have been selected for their quality, relevance and timeliness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

Questions what it is that leads children to be similar in some ways but different in others, whether they are identical twins, fraternal twins, ordinary siblings, or 2 children of the same age. The focus of the chapter is on cognitive skills. Topics discussed include: paradigms for understanding individual differences in cognition and cognitive development; two key paradigms for studying individual differences in cognition (the psychometric paradigm, the Galtonian paradigm, the Binetian paradigm); intelligence testing as a means of assessing individual differences in cognition (factor theories, the systems paradigm); heredity, environment, and modifiability (separated identical twins, identical versus fraternal twins, adoption, modifying cognitive skills); extremes in cognitive skills (intellectual giftedness, mental retardation); group differences in cognitive abilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Books can be wonderful bridges for communications on feelings, values, and decision-making. The extensive indexing makes it easy to select appropriate books that are interesting to a particular child. Each book contains characters with which the child can easily identify. Some of My Best Friends Are Books, 2nd Edition describes: (a) Background information on the emotional and intellectual needs of children of high ability. (b) Typical reading patterns, the need for reading guidance, and how to discuss books with young readers. (c) An annotated bibliography of almost 300 books carefully selected to promote intellectual and emotional development of high ability youngsters from preschool through grade 12. This book is for parents, teachers, librarians, and counselors of children and young people who are different from the norm by reason of giftedness or intense interests--intellectual, artistic, or musical. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Suggests that for many years, little attention was paid to the psychological needs of gifted individuals because of a belief, based on past research, that the gifted were generally well adjusted and not in need of any special services. In recent years, however, there has been recognition of career, family, and personal adjustment issues that might be particularly relevant to gifted individuals. Based on that information, counselors can play a vital role in enhancing the experiences and at times easing the stresses of those whose lives are touched by giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)