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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)

This book is intended to provide a forum for substantial, quality, relevant, and timely current research in psychology. The book is divided into two sections: Cognitive and Behavioral psychology. The first section examines giftedness and twinning, and the effect of music on cognitive performance on different personality types. The second section examines prosocial development, interpersonal interaction, lifestyle analysis, marketing success, workload assessment, development of the self, consumption simplicity, and family functioning and psychological well-being. The book is intended for researchers in psychology. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

Borrowing from cognitive-science research, the authors of this chapter use comparisons of novices and experts to illuminate the nature of giftedness. They use research findings on flexibility, metacognition, and knowledge organization to clarify processes that promote development from novice levels to expert levels in a domain. Recommendations for theory-building conclude this chapter. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The idea to create the Prevention and Enrichment Program for Families with Gifted Children began when the author worked for a German Parents Association for gifted children as a counselor and program coordinator. After some time, the author began to realize a common theme in the problems parents described: those parents and their friends and acquaintances had little or no information about gifted children and their needs. This made it difficult for them to communicate effectively with their children and also with the school staff, teachers, headmaster, psychologists, and, on a more personal level, neighbors, relatives, and friends. Families with gifted children are not at higher risk of developing mental health disorders because of their children's giftedness. But these families do need to develop effective ways to communicate with their children. This chapter describes the Prevention and Enrichment Program for Families with Gifted Children which is based on the Parent Effectiveness Training by T. Gordon (1970) and addresses the special needs of families of gifted children who may be at risk for misunderstanding and miscommunication. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Connects creativity with recent research and theory on cognition and metacognition. More specifically, the authors highlight some common processes used by creative people and individuals of high cognitive ability, and show how these commonalties can reshape conceptions of optimal mind development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

The Schoolwide Enrichment Model provides a broadened concept of giftedness and an increased range of curricular and instructional practices that can help every principal successfully meet the diverse learning needs of all students. This model focuses on students' interests, abilities, and learning styles. It benefits more students than usually selected for traditional gifted programs and can be infused into a total school improvement plan. This means that students for whom English is a second language, sometimes called English language learners, whose talents may be unnoticed as they struggle with a new language and culture, can participate in talent development programs. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Uses chaos theory to portray the human brain-mind as a nonlinear dynamic system. From this perspective, small influences on a far-from-equilibrium system can promote a transition to higher levels of self-organization. The author also makes the case that chaos theory can incorporate a broad range of phenomena pertinent to understandings of creativity and giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Reviews and discusses research on giftedness development and the education of gifted or talented children. Technical issues include the definitions of gifted and talented, characteristics of giftedness (precocious, intrinsic motivation, creativity), indicators of giftedness such as IQs, and differential areas of giftedness such as the arts. The author presents an overview of theory and evidence supporting creativity and talent as positive characteristics, including research on a proposed model (Simonton, 1999) that is multidimensional and dynamic, late-bloomers, giftedness and well-being, introversion, and methodological weaknesses in gifted research. Research on the developmental stability of creativity and talent over the life span suggests that although gifted children tend to become high-achieving adults, the transition from gifted child to adult creator is often painful, and only a fraction become "big-C creators". Implications for education and promotion of creativity and talent are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Proposes a method for integrating theories of giftedness and creativity, making the case that the latter should subsume the former. The author also uses the construct of world view to categorize theories into organismic and mechanistic theory "families." Finally, the author claims that using the organismic world view provides a macro framework that can ease the resolution of incompatibilities among the theory families. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Uses a broad-scope model to summarize, categorize, and integrate a large number of constructs pertaining to creativity and giftedness. These constructs include much of the literature in the domains of creativity and giftedness, some recent developments in cognitive science and neurophysiology, and some theories drawn from diverse disciplines. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)