Su búsqueda

In this chapter, the authors highlight that many gifted children and adolescents are targets of teasing and bullying more than peers with typical development. The initial findings from a case-study at LabTalento, The Italian Laboratory of Research and Development of Potential, Talent and Giftedness at the University of Pavia is presented. The authors affirm that typical risk factors for bullying victims are similar to many traits prevalent within the intellectually gifted population—gifted children are usually felt and perceived as different from their peers; often stand out as “quirky,” “strange,” or “weird,” and they may have unusual interests for their age that further isolate them. A call for further research and implications for practitioners are highlighted. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, Gatto-Walden incorporates decades of qualitative research on therapeutic interventions with gifted children. She explains how distinctive traits of giftedness coupled with feelings of isolation distinguishes gifted children from their classroom peers, make it difficult to find and maintain friend ships, and become likely targets for antagonistic bullies. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

“Gifted Bullies, Targets, and Bystanders: A Mental Health Perspective” introduces the characters and their roles in bullying within gifted programming. Peterson explains that due to the potential impact on the mental health of bullies, targets, and spectators, the bullying of and by gifted young people deserves attention. This chapter explores motivation and vulnerability; types and effects of bullying; prevention and intervention; and school responsibilities. Peterson points out attributes associated with giftedness that can con tribute to gifted students’ vulnerability to anxiety, depression, post-traumatic stress, and suicide. Legal options and example court cases are discussed as a last resort for addressing bullying. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The physical, social, and emotional characteristics of any child or adult who is different from the majority of their peers is likely to result in misunderstanding or bullying. Bullying can occur in face-to-face situations, behind the backs of targeted individuals, or in more recent times, through what has been termed cyberbullying. Gifted students often stand out because of their academic superiority or their moderate to extreme sensitivity to issues, ideas, or situations. These young people often have deeper concerns about issues ranging from world problems such as world peace, climate devastation, and child labor to local situations such as unfairness on the part of a teacher or parent, unreasonable inflations of commonly purchased products, or even the act of bullying itself on the parts of classmates or others. Expressions of these sensitivities are often ridiculed by others in the form of name-calling, exclusion from social situations, lost friendships, or outright hostility on the parts of their peers. Very little empirical research has been conducted on the topic of gifted student bullying, but the personality characteristics of both the person being bullied and the perpetrator(s) of the bullying is a topic of much needed research. Gifted students often have highly focused interests, challenges, and concerns, and a values structure that may make them feel different from their peers; and any type of “difference” may result in bullying. The firsthand case studies and classroom experiences of the chapter authors provide invaluable insights about and guidance learned from the experiences of gifted young people who have been bullied or who have, on occasions, (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: foreword)

The interest in music and musical abilities of autistic children have been observed since the earliest descriptions of the condition. Music is a universal language known for millennia and music-based interventions including music therapy have found several applications in the fields of developmental psychology and mental health over the last decades. This group of complementary therapies aims to help the clients to optimize their health, using various facets of musical experience and the relationships formed through them. Several psychological theories and neurobiological models may explain the specific mechanisms through which music-based interventions work for autistic individuals. The present chapter aims to describe the sensorimotor, attentional, emotional, and social processes underpinning the potential effectiveness of music therapy in this population and to provide an overview of the most recent literature findings. At the end of the chapter, an account of the autistic giftedness and talent for music is presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

Raising twice-exceptional kids is definitely next-level parenting, and there are no tutorials or easy levels to start. Just because a child is gifted doesn't mean they don't have other types of neurodivergenic, like ADHD, autism, dyslexia, and more. Conversely, even children with one of these diagnoses can be cognitively gifted. This book provides the reader with a road map to understand the complex make-up of their "gifted-plus", or twice-exceptional, child or teen. It helps the readers to understand their child's diagnosis, meet their social-emotional needs, build self-regulation skills and goal setting, and teach self-advocacy. It also shows them effective ways to collaborate with teachers and school staff, and it offers advice on finding strengths based strategies that support development at home. For too long, these kids have fallen through the cracks. The book provides key information on how to best support neurodivergent children by leveraging their strengths while supporting their struggles. It is sorted into four major sections. Part I of the book is all about understanding neurodiversity, giftedness, and twice-exceptionality. Part II of the book includes a parents' toolkit of strategies for the reader to consider as they support their twice-exceptional child. The topics in the parent toolkit section helps the readers to implement the strategies included in Part III. Finally, part IV wraps up with information about how to understand school options for their twice-exceptional child. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This chapter illustrates the connection between cognitive abilities, careers, and giftedness through two approaches: prospective and retrospective. Using these approaches, it also illustrates that people identified as gifted when young end up in highly select and diverse careers and that people who end up at the pinnacle of career achievement largely are gifted. The chapter further notes that this does not mean that having high cognitive ability or being gifted is the sole criterion for ending up in a highly prestigious career, only that increasing cognitive ability typically does increase the likelihood of all kinds of positive outcomes. In practice, career counseling of the gifted—namely, helping match them in regard to ability level, ability pattern, interests, personality, lifestyle preferences, and other factors—is quite important for the full talent development and flourishing of these students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

A wide variety of phenomena influence manifestations of intelligence, creativity, and wisdom. This interdisciplinary exploration sheds light on some of these phenomena and on how they energize or suppress these important dimensions of human ability. A few examples from the exploration include the need for long-range vision; the usefulness of interdisciplinary exploration as a tool for strengthening the integration of intelligence, creativity, and wisdom; the effects of climate change; the influence of metaphorical world views on our thoughts and actions; and the harm done by corrupt, social media platforms. Various recommendations for strengthening and synthesizing intelligence, creativity, and wisdom also are addressed. These include, injecting greater ethical awareness into the currently corrupt corporate world; taking advantage of the benefits of cognitive diversity; strengthening the influence and networking of transformationally gifted experts in various fields; and making ethical academic publishing more accessible to larger audiences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)

The topic of this chapter is individually administered intelligence tests for children. Frequently used intelligence tests, abbreviated, and nonverbal intelligence tests are described within the historical context of intelligence test development. The use of intelligence tests for educational, healthcare, and other diagnostic and intervention decisions is discussed. Finally, the chapter concludes with similarities and differences between intelligence tests and other related tests. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: book)

This book is a unique and practical manual of how to improve interactions that involve adults who stand out from the neurotypical majority by having top 2% IQ. The main message is that understanding the individual differences involved in extreme intelligence and mastering relevant communication skills can break through barriers of frustration, underachievement, and loneliness, to bring about brain-changingly positive conversations and interpersonal effectiveness, connection, and joy. The book begins by explaining the neurophysiological and social foundations of why one communicates the way one does and explains in detail seven essential communication skills. Following this, the author shows how to put these skills into practice, applying insights from depth psychology and demonstrating how to have better conversations in a variety of contexts from general social gatherings to the workplace and intimate relationships. The author draws on case examples from her consulting work (psychotherapy and coaching) with clients who have extreme intelligence, and examples from novels, cinema, the media, the literature on giftedness, and biographical material on high-profile high-IQ figures like Steve Jobs, Elon Musk, and Lady Gaga. Throughout, the author emphasises the theme from her original model of interpersonal relating, which is that experiencing freedom of self-expression with others who offer the reader a high level of acceptance is what puts the reader in a state of thriving. The book provides step-by-step guidance for engaging in numerous interpersonal situations, such as how to handle difficult conversations, how to write effective emails, how to breathe, listen, play, take a risk, bond, repair a broken connection, and keep oneself well through changes like failure, success, and falling in love. It is essential reading for anyone affected by, or interested in, issues associated with extremely high intelligence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Giftedness and talent are central for understanding and fostering human potential and represent important and exciting research topics. In recent years, numerous new findings on these topics have appeared, some of them as systematic overviews in the form of literature reviews or meta-analyses. This book summarizes important new findings, results, and conceptions. It presents information on the identification and assessment of giftedness and talent and on special fostering options and programs in particular. The book concentrates on the core basics for entering the subject area and provides references to further literature, especially on topics that receive less attention in this book but are nevertheless of great relevance. It is useful for training educators and psychologists, for example, within a seminar. The book begins with the basic question of what giftedness is and how it relates to exceptional performance. It discusses the role that intelligence and creativity play in giftedness, and presents basic knowledge about both constructs. Furthermore, regarding the connection between giftedness and exceptional performance, the book offers a critical perspective on the respective contributions of the differential approach of giftedness research and of expertise research. It discusses three pioneering longitudinal studies with gifted students: the Terman Study and the Study of Mathematically Precocious Youth from the USA and the Marburg Gifted Project from Germany. The book describes the relationship between intelligence and academic achievement, and distinguishes between implicit and explicit theories of giftedness, and the harmony and the disharmony hypothesis. It deals with how gifted students can be identified. Intelligence tests continue to play a central role here, and one will learn what to consider when selecting intelligence tests for giftedness diagnostics and about the problem of ceiling effects in many of the available test procedures. Finally, the book examines supporting gifted students in school and early childhood education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter introduces 3 models, or lenses, which provide a framework for focusing on work that is client-directed and strengths-based: innerview guidance; transrational philosophy; and solution-focused approach. The authors explain how spiritually integrated coaching practices utilize these 3 lenses and demonstrate the processes that empower the client to become the expert on their own life. The case study explores the coaching journey of Alina, a data-entry clerk in her early 30s, who sought to discover her life's purpose and create a happier life. Despite her Romanian Orthodox upbringing, Alina had lost touch with her spiritual side and felt unfulfilled. The coach employed a unique approach, combining traditional coaching techniques with imaginative exercises and artwork. Through drawing and coloring, Alina was able to tap into her unconscious mind and gain insight into her desires and blocks. The coach used powerful questioning to help Alina explore her images and uncover hidden strengths and areas of giftedness. While Alina made significant progress, including identifying joyful activities and adjusting her work schedule, she ultimately did not find her life's purpose. The coach attributes this to Alina's unresolved childhood traumas and lack of faith dimension in her search for purpose. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter introduces pairing imaginative exercises and artwork with traditional coaching and focuses on working with the symbolic imagination. The author explains the Image Guidance process, which involves the client's own unique imagery. She demonstrates how this is utilized to effect change, thus aiding in the client's journey to finding happiness and life purpose. This case study explores the coaching journey of Alina, a data-entry clerk in her early 30s, who sought to discover her life's purpose and create a happier life. Despite her Romanian Orthodox upbringing, Alina had lost touch with her spiritual side and felt unfulfilled. The coach employed a unique approach, combining traditional coaching techniques with imaginative exercises and artwork. Through drawing and coloring, Alina was able to tap into her unconscious mind and gain insight into her desires and blocks. The coach used powerful questioning to help Alina explore her images and uncover hidden strengths and areas of giftedness. While Alina made significant progress, including identifying joyful activities and adjusting her work schedule, she ultimately did not find her life's purpose. The coach attributes this to Alina's unresolved childhood traumas and lack of faith dimension in her search for purpose. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter focuses on exceptionality, specifically giftedness, in African American, Latinx, and emergent bilingual students (EB) due to the breadth and depth of existing literature on these populations relative to other minoritized groups. It also utilizes Critical Race Theory (CRT) as a framework to understand why these groups have historically been and continue to be excluded from gifted education. Systemic factors such as enrollment in low-resourced and overcrowded schools, tracking, school discipline, and criminalization of minoritized youth create educational inequities. Additionally, racism, narrow views of giftedness, linguistic discrimination, and the instruments and processes used to identify exceptionalities disproportionately impact African American, Latinx, and EB students. These factors often preclude minoritized students from being referred, identified, and placed in gifted programs. The chapter begins with a discussion of how giftedness has been defined. It reviews disparities in gifted education, analyzes said disparities using CRT, examines the unique experiences of gifted African American, Latinx, and EB students, and concludes with a discussion of approaches and recommendations to advance minoritized students' access and success. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Children with high learning potential or giftedness have remarkable potential. This book offers the DME-C approach, which is a tried-and-tested approach to help children who have challenges relating to their high learning potential, as well as sensory processing differences, unhelpful thought patterns and self-regulation. It draws on the heart of occupational therapy that considers the whole profile of the child, actively caters to the unique profiles of children with dual or multiple exceptionality (DME) or twice exceptionality (2e), and guides therapists towards therapy provision that is strengths-based and achieves favourable outcomes. The book includes a clear and comprehensive introduction to high learning potential and DME or twice exceptionality (2e), along with guidance to help identify children with these profiles. It covers questions and concerns occupational therapists may have when working with children with DME or 2e. The book considers the similarities and differences between high learning potential/DME/2e and neurodivergent conditions such as developmental coordination disorder, autism and attention deficit hyperactivity disorder, with a focus on sensory processing differences. It explains, in easy-to-understand language, the full DME-C therapy approach, with a range of example activities to use in therapy to achieve its principles, and a suggested therapy progression plan. The book is packed full of real-life case studies to translate theory into practice. It empowers therapists and educational professionals further by drawing attention to how they can better relate to children with DME/2e in therapy regardless of the children's specific needs. Full of examples and with the voices of parents and children at its heart, this resource is essential reading for occupational therapists, special educational needs and disabilities coordinators, education psychologists and other relevant professionals who want to improve the lives and wellbeing of children with DME or twice exceptionality and help them reach their full potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Attitudes toward the gifted in a social environment can be either encouraging or inhibiting for their development. The phenomenon of the complexity of giftedness is attracting more attention from numerous researchers. A pluralistic approach to the phenomenon of giftedness opens the way to an empirical validation of the phenomenon, but the abundance of empirical materials from both the twentieth and the twenty-first centuries provide no unambiguous results. The empirical data suggest an increasing percentage (20%t and more) of the gifted are unsuccessful (i.e., the phenomenon of underachievers in schools). This chapter highlights empirical, independent research projects of Krneta, as well as some other relevant researchers. The results obtained from the relevant samples from Bosnia, Herzegovina, and Croatia may be useful to other educational systems in the region, due to the similarities between the Balkan countries. The findings reflect the social context of the countries from the region (i.e., in transition) and may be related to the education of the gifted, the brain drain, and the capacities of the (local) economy to employ the gifted and to use their creative capacities. Implications include a need to design adequate educational support for gifted students and communication in schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book answers the following questions about underachievement: What are the major factors influencing underachievement? Is it a case of once an underachiever, always an underachiever? How is underachievement determined? Are there levels of underachievement, and does it matter? How does it compare to overachieving? Is "underachiever" a preventable status for gifted individuals? How does underachievement look in settings beyond the classroom? and Is it socialized or taught? This book provides an opportunity for researchers, professionals, and practitioners working directly with gifted individuals to engage with and examine the concept of underachievement of highly capable and talented individuals from different perspectives. Chapters written by experts in gifted education from diverse backgrounds explore underachievement in principle, illuminate underachievement as a response to written and unwritten policy and practice, showcase ranges of intellectual capability outside of traditional academic subjects, shift deficit views of not meeting rigid expectations to honoring interests and cultural values of the individual, and provide suggested and proven practices and services as solutions to bridge the gaps in achievement and performance for gifted and talented students. Expertly blending theory with practice, the book is a must-read for all practitioners, educators of gifted individuals, and researchers seeking more opportunities to help students align how they choose to exhibit their talent and efforts with external and internal expectations, personal interests, and cultural values to reach their maximum potential. Part I, "Perspectives", offers background information on underachievement in principle to include factors and manifestation. Part II, "Practices", illuminates underachievement as a response to policy and practices put in place by stakeholders, written or unwritten, and gaps within well-intended policy, that lead to underachievement. Part III, "Possibilities", shifts focus from deficit views to honoring individual interests and cultural values, showcasing gifted students' diverse capabilities beyond traditional subjects and rigid expectations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The cognitive, social, and emotional characteristics of gifted students that lead to underachievement remain misunderstood by many educators. There are still myths that maintain that gifted students should excel in every academic endeavor, and whenever they don't, this is simply them underachieving. There are those who do not acknowledge, let along address, the learning disabilities of gifted student when they co-exist. On the other hand, when students are in a position to move on when ready or compact the curriculum when they have obviously mastered the content, some educators will not extend learning with more rigorous content, also causing the students not to maximize their academic talents. The impactful reality of underachievement of gifted students can generate scars (negative implications) for their entire lives in terms of identity and talent development. As such, the authors emphasize the importance of continuing education for all teachers, of continual and updated training. All students deserve to learn at a pace and level which are respectful (appropriately rigorous, challenging, and responsive to their learners' profile. And it is the responsibility of all educators to strategically and effectively appeal to the unique needs of each student. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter is grounded in the supposition that competitive, varsity-level sports serve as a source that has not been utilized to identify academically gifted students who may have been overlooked and/or underserved, due to the discriminatory nature in which educational systems have historically regarded and identified giftedness in students. There are some scholar-athletes whose kinesthetically gifted traits may otherwise go undervalued and be misperceived as physical talent only. As such, this is a lost opportunity to translate these strengths for academic success, resulting in incomplete development of the gifts and talents, which is another form of underachievement that affects potential in and out of the classroom. The chapter provides an example that offers an ethnographic and anecdotal vignette. It illuminates the positive impact of the intersectionality (compounded effects of overlapping conditions) of a student-athlete's diverse expression of gifts and talents. The authors have laid out evidence and processes that support observing and translating athletic talent as an identified gift to address unidentified and academically-undervalued talents of gifted scholar-athletes. They integrate kinesiology to understand the psychology and cognitive processes behind athletic talent as displayed by on-field cognitive skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is more than a student's score on an IQ test or their performance on a series of academic tests. It involves every aspect of the person, including intellectual and social-emotional development. Understanding the complex nature of giftedness is the first step to supporting our gifted youth. Designed to provide support for the difficult job of parenting gifted children, this third edition provides the resource one need to not only understand why gifted children are so extreme in their behavior but also learn specific strategies to teach the children how to live with their intensity. This book puts increased emphasis on strategies to help within the home setting, as well as expanding the sections on twice-exceptional children, addressing social-emotional learning and the impact of trauma, expanding support for unhealthy perfectionism and executive function underdevelopment, and the most recent research regarding the social and emotional needs of gifted children. Presented in a readable and practical format, updated case studies and role-playing scenarios bring the information to life to provide with the tools needed to make a positive and lasting impact on child. The book includes an updated research addressing the neurobiology of gifted people and the social-emotional development of gifted children, including toddlers. It presents new and expanded case studies, role-plays, and interviews with parents of gifted children to provide real-world examples of the information. The book shares tips to address underperformance, perfectionism, and social-emotional wellness and explains evidence-based strategies to assist parents in helping build emotional intelligence, resilience, and empathy in their children. The book discusses updated and expanded resources which provide parents and educators with extended learning opportunities in areas of interest or concern. This practical new edition is a must-read for anyone wishing to make a positive and lasting impact on the lives of gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)