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Alan Carr's Positive Psychology has become essential reading for anyone requiring a thorough and accessible introduction to the field. This new edition retains all the features that made the first edition so popular, including: accounts of major theories and relevant research learning objectives chapter summaries research and personal development questions suggestions for further reading measures for use in research a glossary of terms. The book has also been completely updated to take account of recent research and major advances, and includes a new chapter on positive psychotherapy, an extended account of research on character strengths and virtues, and a discussion of recent ground-breaking research on emotional intelligence. This new edition of Positive Psychology will prove a valuable resource for psychology students and lecturers, as well as those involved in postgraduate training in related areas such as clinical psychology, social work, counseling, and psychotherapy. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)

In the present research, we examine the relationship between giftedness in the area of academic intrinsic motivation and leadership roles undertaken by such highly motivated adolescents within a longitudinal study of development. This chapter presents (1) theory and research on gifted motivation; (2) empirical validation of the gifted motivation construct; (3) linking motivational giftedness to leadership; and (4) research results in the Fullerton Longitudinal Study (FLS) on motivational giftedness and leadership. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Offers an overview of Response to Intervention (RtI) models and principles, a tiered approach to supports and services, and how gifted students and students with high potential who have not yet been formally identified might fit within different tiers of instruction. Tier 1 instruction generally includes a validated, evidence-based program that is used with all students. Students who show advanced progress with Tier 1 instruction receive collaborative interventions—Tier 2. Tier 3 instruction is for those students who need comprehensive interventions and most often involves referral to specialized services. The chapter also emphasizes the importance of early intervention to ensure that problems are prevented and strengths are not diminished. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

This chapter discusses the neuropsychology of gifted children including history and assessment, neurobiology, the existing literature, specific hypothetical substrates: neurohormones; localization models, and the pathology of superiority, pathology of superiority, and finally, special considerations for assessment. Much of our knowledge about neurocognition has been derived from the study of pathology. This is logical, as exploring the exceptional is clarifying. The exceptional exaggerates normal traits or processes and renders them more visible, or it exposes aberrance and disease process. Most of our research focuses on the left tail of the normal curve, paying little attention to the able. The right tail is just as statistically unusual, albeit neglected. This is because the study of talent and intellectual ability is a suspect preoccupation. Finding research funds to study giftedness has been likened to "begging for the rich." Much of the data gathered on the neurobiology of intellectually exceptional individuals is gleaned from control group data, unfunded research, or as a serendipitous finding. Despite this, a literature on the exceptionally capable exists, scattered broadly through the neurobiology literature. Before exploring the topic in detail, it is helpful to define terms. The first premise of this chapter is that giftedness exists and is measurable through a number of methods. Gifted refers to individuals functioning in the top 3-5% in the nation, on objective, standardized measures or to individuals performing at an elite level in specific, recognized domains such as music. Giftedness refers to a series of particular talents and abilities that are not evenly distributed. As such, it is a loaded concept. Much of the educational literature on giftedness is a study of cultural anxiety. Intellectual ability is not character or moral value. The most common attempts to cope with this moral anxiety is by negating the existence of individual difference, which often leads to surreal arguments (e.g., "every child is gifted" is of equivalent value to "every child is retarded"). Premise number two of this chapter is that there are biological underpinnings or qualitative differences in thought processes that require qualitative differences in the neural substrates. Third, talents can coexist with impairment and this impairment can be environmentally driven. The full expression of an emergent talent or deficit is a product of both internal and external factors. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

In the discourse on the intellectual styles of exceptional learners, three specific issues readily present themselves. The first issue is the diversity of exceptional learners. By exceptional learners, one refers to a heterogeneous group of learners that includes, among others, learners with dyslexia, learners with attention deficit/hyperactivity disorder (ADHD), learners with autism spectrum disorder, and highly able or gifted learners. The question is whether there are distinct intellectual styles or profiles of styles for distinct groups of exceptional learners. The second issue has to do with the connection between abilities and styles. Perhaps what set exceptional learners apart from normal nonexceptional learners are their profiles of marked strengths and weaknesses, which are likely to correspond to their areas of giftedness and deficits. It is likely that there is a possibly stronger ability-style connection among exceptional learners, given that exceptionality is often defined in terms of abilities (talents) or disabilities (deficits). The question is whether or not exceptional learners are predisposed to prefer specific intellectual styles in line with their abilities and disabilities. The third issue is the role of intellectual styles in the teaching and learning of exceptional learners. Given the possibly stronger ability-style connection, the question is whether or not instruction matching intellectual styles of exceptional learners should assume greater importance in the effective teaching and learning of these more able and more vulnerable learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Creativity is one of the most important and permanent human behaviors for all individuals (Simonton, 2000). The individuals' creativity are in different phases, degrees, magnitudes, and means, which makes creativity "a multifaceted phenomenon rather than a single unitary construct capable of a precise definition" (Isaksen, 1987, p. 8). Creativity has qualitative and distinct characteristics that are part of the individuals' intelligence, which includes (a) divergent-convergent and primary-secondary thinking systems; (b) critical-analytical thinking processes, intuition, imagination, elaboration, creative results, novelty, and meaning; and (c) specific personal and environmental facets (Torrance, 1981). Teachers contend that the importance of their profession goes beyond merely preparing young children for future work. Recently teachers seem to promote the development of the children's creativity. According to Esquivel (1995), the progress of this concept has developed slowly due to "(1) an increased understanding of the nature of creativity as a distinct process, amendable to training; (2) historical developments that led to educational reform and innovative practices, emphasizing giftedness and creative abilities; (3) research findings on teacher variables, instructional behaviors, and learning environments effective in fostering creativity; and (4) the development and evaluation of creative curriculum methods and programs to be implemented by the teacher in the classroom" (p. 185). Esquivel (1995) shows that interest has emerged in creative teaching within the framework of the aforementioned educational improvements, concentrating on the teachers' roles. Teachers seem to have become more receptive to creativity, which they have perceived as indicating "open- mindedness, exploration, the celebration of difference and originality ... an automatic opposition to the language of targets, to instrumental skills, the measurement of outcomes and the dogmas of accountability" (Cullingford, 2007, p. 133). (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Considers intelligence in its cultural context, discussing the definition of culture and what intelligence is across cultures and looking further at the special case of giftedness across cultures. After describing alternative models of the relationship of culture to intelligence, the author presents some studies of intelligence in its cultural context, and then discusses the concepts of culture-fair and culture-relevant testing, arguing that there is no such thing as a fully "culture-fair" test. Finally, the author argues for the importance of wisdom in all conceptions of intelligence. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

School leaders are faced with many indicators of an achievement gap, including the underrepresentation of certain groups in advanced course-work and gifted programs. At the same time, multiple definitions and conceptions of giftedness have led to a lack of coherence in the field of gifted education, further contributing to this underrepresentation. Despite what has emerged as a broadened conception of giftedness, gifted identification lags behind. This study employed secondary data analysis of the National Education Longitudinal Study of 1988/2000 to operationalize and determine the empirical consequences of a broadened conception of giftedness. Using Black students as a case example, findings revealed how school leaders can address underrepresentation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Contemporary Challenges Confronting School Leaders is the eleventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Consequently, the chapters include analyses that investigate relationships between school organizations and administrative practice that have an impact on teacher and student effectiveness. It begins with studies that investigated the effects of school variables, such as engagement, capacity building, and academic press on the achievement of students. Next, the work of researchers who studied other variables that have promise to affect positively the effectiveness of teachers and schools, which should result in improved achievement. It concludes with the work of colleagues on the salient contemporary issues of principals making decisions, avoiding stereotypes in identifying students for educational services, and the role of parents in improving schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

The purpose of the third edition of this book is to provide a comprehensive conceptual and practical overview of current theories of intelligence, individual measures of cognitive ability, and uses of intellectual assessments. This text summarizes the latest research in the field of intellectual assessment and includes comprehensive treatment of critical issues that should be considered when the use of intelligence tests is warranted. The three primary objectives of this book are as follows: (1) to present in-depth descriptions of prominent theories of intelligence, tests of cognitive abilities, and neuropsychological instruments, and issues related to the use of these tests; (2) to provide important information about the validity of contemporary intelligence, cognitive, and neuropsychological tests; and (3) to demonstrate the utility of a well-validated theoretical and research foundation for developing cognitive tests and interpretive approaches, and for guiding research and practice. The ultimate goal of this book is to provide professionals with the knowledge necessary to use the latest cognitive instruments effectively. Practitioners, university faculty, researchers, undergraduate and graduate students, and other professionals in psychology and education will find this book interesting and useful. It would be appropriate as a primary text in any graduate (or advanced undergraduate) course or seminar on cognitive psychology, clinical or psychoeducational assessment, or measurement and psychometric theory. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

This chapter begins by providing a brief historical overview of giftedness, with an emphasis on identifying the major figures in the field. The theoretical formulation of intelligence and the conceptual links between intelligence and giftedness ate also discussed from a historical perspective. The evolution of multi trait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures are examined. The refinement of theory of intelligence centering on the Cattell-Horn-Carroll (CHC) model is discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book is designed to provide readers with a better understanding of the unique challenges faced by today's young males and to share the most effective strategies for counseling boys and young men. The cultural expectations of young girls and women have long been the topic of books, articles, and media attention, but there has been a lack of attention to the specific needs of young boys and young men. Therefore, the content of this book represents a multidimensional exploration of issues and concerns that this group brings into the counseling office. By presenting a holistic view of the development of young males within their social, emotional, and behavioral realms, this book highlights many of the potential pitfalls they may face and relevant interventions to be used by clinicians. When selecting topics for the chapters in this book, current statistics and our rapidly changing culture shaped our choices. The content provides readers with information related to areas beyond those typically found in books addressing the counseling concerns of children and adolescents. The media is an overwhelming and greatly uncontrollable influence on our youth, and the current culture heavily emphasizes the importance of "having it your way" and "getting it while it is hot." Coupled with the increasing pressure to grow up fast and the ability of the Internet to provide information on taboo or titillating topics at the speed of a keyboard click, young people are confronted with knowledge and images beyond their maturity at record rates. Counselors must be willing to help young males make sense of the overabundance of data they are being fed, as they try to create their evolving identities. Thus, we have invited experts in the field to share their knowledge, experience, and strategies for best meeting the needs of these modern men-in-the-making. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

The current chapter aims to focus on the learning disorders among boys. Boys are much more frequently diagnosed with learning disorders compared with girls, and this chapter addresses the basic learning disorders: reading disorder (RD), disorder of written expression, and mathematics learning disorder (MLD). Summaries of the typical presenting symptoms of learning disorders as well as information relating to the most effective treatments will be presented. Also addressed will be the ways in which learning disorders negatively influence the social development and acceptance of young males. We also touch on giftedness as a learning difference, as this can present barriers as well. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, the reader is introduced to the problem of underachievement in gifted adolescents. Issues relevant to psychological therapy with underachieving gifted students will be described and links will be made between the presenting problems and specific therapeutic activities of experiential dynamic therapies (EDT). Transcripts from a psychological therapy with a young gifted adolescent will be presented to illustrate how an Intensive Experiential-Dynamic Psychotherapy (IE-DP) perspective informed the clinical work undertaken, in particular, anxiety work, and separating healthy Ego from harshly critical Superego. Patient- and therapist-reported changes at termination of therapy will be outlined. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Identifying and Serving Culturally and Linguistically Diverse Gifted Students revolutionizes the identification and education of culturally and linguistically diverse (CLD) gifted and talented students. Written with the educator, administrator, and program developer in mind, this book will positively transform the educational system for working with CLD Student populations. Correlated with the updated NAGC standards, the book examines existing program structures through the lens of over- and underrepresentation of CLD students in gifted programs. The book also features a formula for auditing current programs for CLD representation and an innovative model for identifying these students for gifted services. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Why are some gifted children willing to tackle new challenges whereas others seem insecure or uninterested? Why do some gifted students achieve while others become caught in a cycle of underachievement? Are there strategies teachers and parents can implement that promote an achievement-oriented attitude? The Underachieving Gifted Child: Recognizing, Understanding, and Reversing Underachievement answers these important questions. Although there are many factors that contribute to achievement, achievement-oriented students exhibit four key traits: they believe that they have the skills to perform well, they expect that they can succeed, they believe what they are doing is meaningful, and they set realistic expectations and implement strategies to successfully complete their goals. This book offers specific strategies to help increase student achievement by improving students' attitudes in these four important areas. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: cover)

In this chapter, we review research related to the practices within the field of gifted education. Talent and giftedness is a phenomenon that greatly interests our society. However, educators have a somewhat ambivalent attitude toward giftedness and gifted children. There is no agreed-on definition of giftedness to guide practice and programs, as there is with other special categories of children; and there is no federal mandate to serve gifted children. As a result, the kinds of services available to gifted children in schools vary widely. We try to capture that variability and the issues that frame practice and theory within this emerging field of psychology and education. We also provide some perspectives on how this developing area of research and practice fits more broadly into the field of educational psychology and identify critical areas of future research and educational policy reform. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The gifted remain an often misunderstood and underserved population. This book provides practitioners with timely information on who exactly are the gifted and in what ways they are unique. The author, a noted authority on gifted and talented students, explores practical, evidence-based techniques and guidelines for working with these students, their teachers, and their families. Specific topics considered include: how to identify and assess gifted students from a best-practices perspective; what programs exist for high ability students; the special needs of gifted students with coexisting disabilities; career counseling for gifted and talented students; methods for working with the families of the gifted; and legally correct and ethically-smart counseling techniques. An accompanying CD contains useful tools such as PowerPoint presentations and reproducible handouts and forms. Written in a user-friendly style, this book will be an invaluable resource for all school psychologists, counselors, and other practitioners who work with gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

What is giftedness? Is it the potential for success or is it the experience of being an "outsider"? This book addresses the unique psychological needs of gifted children, which are often manifested as "feeling different," and examines special issues such as gifted children with learning disabilities, gender considerations, implications of socioeconomic status, and more. Giftedness 101 dispels common myths about giftedness and challenges the view that eminence is the true signifier of giftedness. It offers specific guidelines to psychologists, parents, and teachers; describes comprehensive assessment of the gifted; provides support for the twice exceptional; and focuses on the complex inner world of the gifted. The book defines giftedness as a psychological reality with powerful ramifications throughout the lifespan. Giftedness 101 will be a valuable, eye-opening resource for psychologists, educators, and other professionals who work with the gifted, as well as gifted individuals and their families. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

The accusations in Gagné's (this volume) chapter are addressed and discussed. More importantly, this chapter describes the detailed differences between our two theoretical frameworks. Our theoretical framework is based on deliberate practice and focus on evidence that practice can dramatically influence the development of children, adolescents, and adults when the individuals engage in the designed practice for hours on a daily basis for months, years, and decades. In contrast, Gagné emphasizes the role of innate genetic differences and informal exercise. Once we accept the overwhelming evidence for genetic control of individual differences in height and body size, our empirical review has not uncovered rigorous scientific evidence that meets our standards and demonstrates conclusively that innate talent (gifts) are necessary for attaining expert performance. Based on the same standards, Gagné's anecdotal evidence from laypersons is rejected. The chapter concludes with an outline for how giftedness can be studied with the same rigorous scientific methods used for studying expert performance. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)