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Thinking and writing about creativity immediately causes us to reflect upon our own experiences and wonder whether or not we think of ourselves as being creative people. This chapter describes an approach to developing creative activities and creativity in children, particularly, ways of influencing teacher behaviors to identify, promote, and develop creative teaching and the strategies for infusing creativity in educational experiences. The chapter provides a brief description on new directions in creativity program (NDC); the three-ring conception of giftedness; the schoolwide enrichment model; and the challenge of change in the real world of schools. The NDC includes five volumes: Mark A, Mark B, Mark I, Mark 2, and Mark 3. The NDC program is designed to help teachers develop the creative thinking abilities of primary and middle grade youngsters, and the premise of NDC is that almost all children have the potential to think creatively and that creative production can be improved by providing systematic learning experiences that foster the use of imagination. The general purpose of NDC can best be explained by contrasting the creative or divergent production abilities with the convergent production abilities emphasized in most elementary school classrooms. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The objective of this work is to capture and share the scientific production of Spanish-speaking psychologists, which is little known in the Anglo-Saxon world. In contrast, the theorists and researchers of English-speaking psychology are well known in Ibero-America. This book aims to help reduce to some degree this terrible, unfortunate, and chronic gap. This first volume is composed of ten chapters that were written thanks to the contribution of twenty-two authors. This book shows openness to any theory that guides the research performed by the different contributors, and the methods used and the problems addressed are very varied; it reflects, as Popper pointed out, the desire to differentiate the known from the unknown through scientific research. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface)

The conceptions of giftedness are diverse because they are determined by the culture that decides which skills are valued and which do not influence the identification and acceptance or rejection of individuals with exceptional skills. In explicit theories conceptions are based on scientific data and implicit theories, conceptions are formed by the beliefs of people, and one of their uses is to evaluate the behavior of others. The gifted are people who, like the others, have a period of formal education where they receive the consequences of conceptions of giftedness with positive and negative components of their peers that can favor or obstruct their academic development and emotional well-being. The objective of this study was to analyze the conceptions of giftedness of high performance university students and regular university students. The study design was descriptive, cross-sectional and qualitative. The sample was nonprobabilistic of 28 participants, 14 students of high performance and 14 regular students. A questionnaire with two open questions was applied. The results show that in the conceptions of giftedness of high performance students and regular students, superior intelligence and superior cognitive abilities and socialization problems predominate as identification factors. These two aspects are found in explicit theories and implicit theories of giftedness. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

This chapter addresses some of the most frequent misconceptions about the talent development framework. The misconceptions include: emphasizing domains of talent over general giftedness means that everyone is gifted in something; including a wider range of students may lead to talent development programs being watered down; talent development supporters do not value IQ or general ability; talent development ignores psychological needs by not focusing on the "whole child"; in a talent development framework, it is possible to 'lose' one's giftedness, whereas with the IQ model, once gifted, always gifted; a talent development framework does not serve underachievers; everyone could be gifted if they just had the right opportunities; and talent development only focuses on individuals who can become eminent. Gifted education will continue to evolve and change as new information is learned from basic and applied research studies. New conceptions of intelligence, giftedness, and talent development may emerge as a result. Revision of prevalent models based on new understandings keeps a field fresh and relevant. Talent development offers a new perspective on how to serve gifted and talented students with a greater focus on a broader range of students as well as a broader range of talents and abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter briefly discusses programming options for the primary grades, intermediate grades, and upper grades. Adopting a talent development framework for gifted education services in schools requires significant shifts in perspective and practice, but these are shifts that many administrators find appealing and that communities will support. A talent development approach expands the traditional concept of a gifted education program. Gifted education programs that emphasize domains of talent instead of a notion of global giftedness are easily understood and embraced, not only by other education professionals, but also by the public, which can lead to expanded parental, legislative, and corporate support for services for gifted students. With this support from important stakeholders, parents of gifted learners and K–12 educators are able to address a wide variety of challenges that impede school districts from providing appropriate services across all grade levels on a day-to-day basis for students with gifts and talents. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

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)