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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)

Over the last years I have written many books, blogs and articles about different topics in gifted education. But this time I have an urge to write about leadership in gifted education. This topic is one of the most important topics in gifted education. Even though there is no universal definition of leadership, there is a lot of literature on leadership in business, military, and government, but not enough research and information about this topic in education and psychology. In addition, we still must figure out how to develop the leadership skills on a global level. We need a new approach motivating girls to become leaders and we must understand the relationship between giftedness, genetics and creativity. In this book, the authors will try to explain the meaning of leadership and light up some points about the characteristics of great leaders. Then you will read about leadership in gifted education—why we need leaders in gifted education and how we can understand and develop leadership potential in gifted children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

This chapter describes a special form of giftedness in the domain of leadership. Although this domain has been officially recognized in the United States Office of Education since 1972, this chapter defines what makes this form of giftedness different in its outcomes and nurturance from other domains of ability. The first section will review the leadership giftedness field while the remaining sections will describe leadership skills measures and recent research applied to young students engaged in a leadership development program. The chapter will conclude with a discussion about what may be possible "innate" aspects of leadership and what traits, perceptions, and behaviors might be developed through concerted training in leadership skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Is the possession of formidable abilities, skills, a creative flair, and considerable intellectual prowess, a path to successful leadership? The brief answer is no. While leadership is a human universal, few theories and management procedures include a biological and genetic foundation for explaining and facilitating leadership behavior and practice. Gifted individuals, irrespective of how ethical, intelligent, and wise, are highly unlikely to reach the pinnacles of power and influence. They are too different in comparison to most others. Should they manage to move upwards in the social hierarchy despite of this, they arrive at the top as changed individuals. By force of evolution, social status as well as degree of power and influence, change the behavior of an individual physiologically affecting both perception and personal characteristics prompting a leader to become less ethical and more coercive as well as manipulative. This chapter focuses on the evolutionary origins of leadership and discusses the obstacles to operationalize transformational leadership in large groups and populations. While a consistent ethical and compassionate leadership is largely a futile endeavor on a large scale, it is feasible on a much smaller scale with a group of fewer than about 250 individuals. Glamour, fame, and worldwide recognition, as attributes of an ethical and wise Great Leader to nations, large organizations, or multinational businesses, contrary to the hopes and wishes of many, are not available for our best and brightest—and never will be, unless Homo Sapiens is somehow reprogrammed by evolution. The possible implications of this for gifted leadership training is discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The development of Leadership is essential for the development of gifted children and youth and requires unified and competent leaders to act as guides and role models. Leadership experience can help and motivate gifted children and assist them in learning in a global environment. Is leadership potential something that we are born with or can we learn it? How can we discover and develop it in high ability children? In this chapter, I will try to answer and clarify these questions and share the newest methods of development of leadership and what we can do for our bright children. Our goal here is to provide a definition that is useful across all domains of education and explore several perspectives of leadership in gifted education and its relationship to giftedness and creativity. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Although Catharine Cox's (1926) study of 301 geniuses was published as the second volume of Lewis Terman's (1925-1959) five-volume Genetic Studies of Genius, it adopts a completely different approach to addressing the relation between early intellectual giftedness and later adulthood achievement. Rather than a psychometric prospective study of high-IQ children. Cox conducted a historiometric retrospective study of eminent creators and leaders, estimating early IQs from biographical data. For a subset of 100 geniuses, she also augmented the IQ scores with measures on 67 character traits, and thereby established the key role played by personality factors, most notably drive and persistence. The net result is a monograph that represents the greatest single historiometric investigation ever conducted, providing a model for subsequent research on the relation between IQ and achieved eminence in both creativity and leadership. Later inquiries also reinforced the supreme importance of motivational factors in attaining success. Future research should update the list of eminent creators and leaders for whom we have comparable IQ estimates. In addition, the inventory of personality variables should expand to include several omitted factors, including traits associated with subclinical psychopathology. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The study of gifts and talents and how various innate abilities interact with one’s environment, personality, educational opportunities, family support, and life experiences has fascinated psychologists, educators, and parents for decades. Many are intrigued with the reasons that one child with remarkably high potential born into a particular family in a particular environment grows up to become a neurosurgeon while a child of similar intellectual potential who lives in the same community and attends the same schools decides to drop out of high school. What have researchers and scholars learned in the past few decades about the nature of talent development and intellectual giftedness? What general concepts are widely accepted about intellectual giftedness? How is it defined and how can it be developed? What combinations of genetic abilities and talents interact with one’s personality and environment to produce intellectual giftedness? In this chapter, these questions, none of which can be answered simply, are discussed and current research about intellectual giftedness is summarized. As the research reviewed in this chapter points out, core concepts about giftedness relate to the diversity of expression of gifts and talents, as there are no more varied groups of people than those labeled intellectually gifted. Those labeled gifted as children and/or adults are found in every ethnic and socioeconomic group and culture. They exhibit an unlimited range of personal and learning characteristics and differ in effort, temperament, educational and vocational attainment, productivity, creativity, risk taking, introversion, and extraversion. We begin our review of research related to intellectual giftedness with a discussion of these themes, summarizing highlights about research on intellectual giftedness in the United States, including some work that is considered seminal, and presenting an overview of what we believe to be some interesting and potentially important theories to date. We conclude the chapter with some interesting new research-based trends related to emerging ideas in defining and developing academic gifts and talents. It is important to understand, however, that scholars and researchers continue to debate definitions of giftedness, how intellectual giftedness develops, and the characteristics of diverse groups of high-potential youth that will help educators and psychologists to identify and nurture intellectual gifts and talents. To illustrate the challenges associated with both defining and identifying giftedness in students, four brief case studies are introduced. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Back in the late 1970s, immediately after I received my PhD, I recognized what I saw as a need for a handbook that would integrate theory, research, and practice in the field of human intelligence. The resulting product was the Handbook of Human Intelligence, which also was my first book with Cambridge University Press. By 2011, the first Cambridge Handbook of Intelligence was published, edited by myself and Scott Barry Kaufman. The book was up to forty-two chapters and more than 900 pages in a large printed format. And now I present what will be, for me, almost certainly the last edition of the handbook I edit: the Cambridge Handbook of Intelligence (2nd ed.), which contains fifty chapters and 1250 pages. The monotonic increase in the number of chapters over the successive versions of the handbook represents the huge expansion of the field since the publication of the original handbook. Concepts such as emotional intelligence, collective intelligence, mating intelligence, practical intelligence, and leadership intelligence had not yet been proposed. Although social intelligence had been studied, the research had been of psychometric tests not all so different from what was to be found on standard intelligence tests. The chapter on biological foundations in the original handbook had almost no overlap with the current chapter, so much has the field changed since then. The Flynn effect had only recently been discovered and the field had not yet realized how important the finding of secular increases in intelligence would be. Chapters on intelligence and wisdom or intelligence and expertise could barely have been written because the literatures at the time were so thin. In only the near-decade since the first Cambridge Handbook of Intelligence came out, the field has again been transformed. And that is the reason why I am editing this last, for me, edition of the handbook, hoping that someone else takes over the next edition. Because, although I may grow old, the field is still a relatively young one, at least in the multiple and diverse forms it takes today. It is hard even to speculate what a handbook of intelligence for 2030 will look like. And that is precisely what makes the field so exciting. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

The concept of 'twice-exceptionality', defined as children who have both unique cognitive capacity (i.e., giftedness or talent) and mental or physical disability, was coined more than four decades ago when programs were being developed that aimed to address the needs of gifted children with specific learning disorders or other disabilities. In recent years, there has been growing attention to the complexity of "twice-exceptional" children, and while there is still debate regarding the conceptual definition and clinical assessment of the term 'twice exceptional', children who are academically gifted or talented (GT) and diagnosed with attention deficit hyperactivity disorder (ADHD) pose a great challenge for researchers and mental health practitioners. This chapter emphasizes the clinical complexity exhibited by these children and suggests that framing this topic within a well-established motivational theory can enhance the understanding of this specific phenomenon and create a more unified approach to the study of the characteristics, implications, and interventions pertinent to this subgroup of twice-exceptional children. The main reason to focus on children who are both GT and have ADHD is that their symptomology is often manifested in a very complex pattern. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter offers both statistical data and potential reasons explaining the gender gap between parents of boys and girls seeking help for their gifted children. The issue of gender and giftedness has been a "hot" one both in the scientific literature of giftedness and in the media for many decades. It has been discussed in educational and psychological debates, as well as among policy-makers in all countries that deal with the subject of gifted education. One of the main questions has been: why are less girls than boys identified as gifted? This important issue has substantially contributed to the academic careers of many social scientists, mainly educators and psychologists. The chapter presents an in-depth analysis of all girls' parents who contacted the author in the years 2014; some comparisons will be made with those who contacted the author during the next year, 2015, and in a few cases also with those seeking help for their gifted daughters during the whole 2010-2019 decade. As the number of parents contacting the author each year was well over 100, it presents some general conclusions regarding the girls' age, gender, nature of the problem, etc. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The focus of this book is summarized in the first word of its title: UNDERSTANDING. Unlike thousands of scientific papers and books, that for a whole century had been discussing definitions, ways of diagnosing, ways of academic nurturing, policy-related issues, such as the need to finance special education for gifted students, who is to benefit from gifted education, or the ongoing dialogue between those in favor of equity in education and others who demand that "each student receives their most suitable learning opportunity", the book is about the best ways of matching educational and psychological means and methods, in order to tailor the best-fitting garments to any gifted child. The first step of this complicated process needed in order to accomplish it is understanding gifted children. But the term "understanding gifted children" might be quite misleading. Rich Harris (2007) has written a whole volume about the issue considered one of the biggest mysteries of psychology: the causes for the differences in personality and behavior not just between each two strangers, but also between siblings, twins, and even identical twins. Thus, any trial to include individuals in the same group for the sake of providing ALL their needs must be unsuccessful. This fact has been the main reason for the failure of gifted education in Israel. However, when being somewhat more modest, trying to understand the different needs–whether educational, emotional or social–of various gifted children, those considered "highly-gifted" and the others who are perceived as "mildly-gifted"; children who are interested in science and others who tend to the humanities, or to arts; chess Olympic champions or child-musicians, or actors, one might be more successful. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

This book offers educators, counselors and parents of 3-16-year old gifted, talented, curious, and creative children and youths a new, original tool of assessing their interests and abilities. As this book has been published during the second wave of the COVID-19 pandemic, it concentrates on ways of assessment that can all function on-line as well. All offered activities have been practiced both before "corona-time" started, when on-line therapy, let alone—on-line giftedness identification, was not common for children. The case studies presented in the book have all been written since March 2019, proved effective, enriching the knowledge of the counselor. All activities described were perceived as "easy", "nice", pleasant" and "interesting" by the children involved, and thus are recommended; unlike formal identification they put no pressure either on the child or on her or his parents. The first assessed child described is a 3-year old girl, who was identified as highly gifted in mathematics. The "game" played was "The geometric shapes game", during which she was asked "what do you want me [the counselor] to paint?" and then: "what color do you want me to use?". During the "game" the child showed a wide knowledge in both 2- and 3-dimensional shapes, she always insisted on using the exact mathematical terms, and each time she approved on the result she was very happy. The next "games" descried were all word games. In "the associations game" the counselor writes a word and the child adds another one without thinking, and this goes on alternately for as long as the counselor decides, depending on the child's age, her or his attention span, level of hunger or thirst, etc. This "game" is suitable for toddlers, kindergartners and first grader. The "ugly words game" is suitable especially for children with emotional and social problems. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

The chapter emphasizes on charismatic children who are in the Autism Spectrum. Gifted children are often referred to as twice-exceptional, a specific term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. Furthermore, the purpose of this chapter is to reassert the challenge to identify and support twice-exceptional children during their early educational years. Developing individualized educational and intervention approaches for these children and their families is a need in order to help them reach their full potentials. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This new book by scholars and practitioners Susan Paik, Stacy Kula, Jeremiah González, and Verónica González is important and valuable. It represents a ground-breaking approach that describes for those on the frontlines of school improvement, policymaking, and research what positive success in gaining access to higher education actually looks like for Latino students, the nation’s largest minority population. Latino students are everywhere in this nation. They are no longer confined to large urban districts or border states, but are an emerging majority in many rural and some suburban school districts throughout our country. Figuring out what contributes to their academic success and their access to higher education becomes an important part of the nation’s quest to improve its economic standing and productivity on the world stage. Turning a spotlight on what factors contribute to Latino student success is the heart and soul of this timely volume. How family, culture, home environment, resources and preparation all play vital roles in developing students who beat both the odds and the conventional stereotypes about Latinos is captured in rich detail, including the often-overlooked voices of the students themselves. In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: foreword)

In 2009, Sonia Sotomayor made history as the first Latina and the third female Supreme Court Justice since 1789. Sotomayor’s journey took her from a single-parent home in a Bronx housing project to the Supreme Court. Although many women of color have succeeded, very little is known about their stories and what helped them to become accomplished (Kitano, 1998). Based on the Productive Giftedness Model (Paik, 2013, 2015), this chapter discusses key factors that led to Sotomayor’s success. As a biographical case study, content analyses helped determine key themes throughout her school and life experiences. Sotomayor exhibited “productive giftedness” early on through her achievements, determination, and skills, which led to productive outcomes such as academic excellence, awards, prestigious schools, and leadership opportunities (Paik, 2013). Key findings and implications include individual, instructional, and environmental factors such as motivation, family and school support, teachers, mentors, peers, and contextual factors. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: chapter)

This chapter provides an overview on recent thinking about gifted and talented children and youth. The chapter briefly discusses a history of gifted education and then tackles some big picture issues and future possibilities. The chapter addresses a number of questions, including the following: Who are the gifted? How are gifted identified? Is giftedness domain-specific or domain-general? How malleable is giftedness? Does giftedness represent a qualitative or quantitative difference? How does the concept of expertise fit into gifted education? The chapter concludes with future directions and challenges facing the gifted field. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)