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The outstandingly high abilities shown by certain individuals are a valuable human resource. Despite much talk of maximizing human potential, there have been few systematic efforts to increase the number of people capable of exceptional accomplishments, and many questions have yet to be answered fully. How does high ability arise, and how and why does it develop? How can early talents best be identified, and what conditions are most likely to facilitate the development of exceptional children into high-achieving adults? Are a child's commitment to improving his or her abilities and the encouragement of this by parents and teachers the cause or the result of the child's talents? Must one be a highly able child to become a highly able adult? Can any motivated, 'ordinary' individual who makes sufficient efforts at improvement reach heights of ability normally regarded as indicative of inherent exceptionality, or is a certain genetic constitution a prerequisite? Psychologists and educational specialists address these and other questions from a variety of perspectives. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

"New Directions in Psychological Treatment of Serious Mental Illness" offers a comprehensive examination of theory, research, and practice concerned with people who have serious mental illness and with their families. This book charts [developments and changes occurring in mental health policies and priorities; in clinical training and practice; and in the roles of professionals, families, and consumers] and explores their implications for mental health professionals. "New Directions" is based on a conference that was jointly sponsored by the Alliance for the Mentally Ill of Pennsylvania (AMI of PA) and the Pennsylvania Psychological Association (PPA). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)

This volume presents recent works that demonstrate the fit between longitudinal methodology and the central issues of gifted education. Collectively, the studies investigate the early determinants of later academic and career achievement and creativity while employing varied identification practices, perspectives, theoretical orientations, and populations. The studies in Part I investigate individuals identified as gifted on the basis of early demonstrated accomplishments—in academic achievement, science, music, and technical creativity. Part II presents reports on populations identified as gifted on the basis of intelligence and achievement test scores, leisure time activities, or tests of creativity. Included in Part III are long-term follow-ups of participants in gifted programs organized around conceptions of giftedness . . ., or multidimensional identification processes not directly tied to a single theory of giftedness. The diversity represented in this collection will allow researchers, policy makers, and practitioners to compare long-term effects of different identification procedures. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: book)

Leslie Margolin challenges the most common assumptions underlying gifted education. His analysis of the gifted child movement shows how scholars formed the concept of giftedness in their writings, how they provided detailed documentation of the characteristics such children were thought to embody, and how they managed to spread that vision to a community of believers. In doing so, he demonstrates that social "assets" as well as social "problems" can be viewed as social constructions, the products of competing claims. The author explains how gifted education is the obverse side of the "pedagogy of the oppressed," how it supports racism and classism, and singles out the children of the affluent for training in dominance. In exposing the role of gifted education in propagating social inequality, "Goodness Personified" questions the academic rigor of such teaching. [This book] illustrates how the various procedures used to confirm the personal and social traits associated with giftedness serve at the same time to support and confirm the nongiftedness of those who are excluded. Margolin shows that the effects of gifted education are global and systemic, affecting the way all children are seen. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

[This book discusses research on] issues and conclusions about why smart girls and gifted women so often fail to develop their potential. This . . . book provides a 20 yr longitudinal perspective on the development of [gifted] females and their exceptional talents. Barbara Kerr exhorts gifted females of all ages to push the limits of their personal potential and transform the world around them. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

This book provides a representative overview of the topics discussed at the Third European Conference of the European Council for High Ability, held in Munich (Germany) in 1992. The main issues of the most recent research on giftedness, talent, and creativity, and current European approaches to the systematic development of individual competencies and creative productivity, are dealt with by key chapters, which in turn are commented on by other authors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This collection of 6 case studies provides a longitudinal account of the development of children who can be variously described as gifted in the visual arts. We use this term in a very broad sense that includes those who as young adults choose art as their major vocation, as well as children who show an early fascination with drawing, attested by their large output, intense interest and, at times, unusual facility in rendering objects naturalistically. The longitudinal accounts highlight significant individual differences in the personality and style of the young artists reviewed here, and also cast into sharp relief the different perspectives the authors bring to their narratives. The developmental profiles focus on a diversity of motivating factors that propel their Ss to explore their chosen artistic medium and acquires the techniques that enable them to give form to their particular view of the world. Beyond factors that seem to inhere in the child, authors address the impact of environmental forces, including the family, schooling, and diverse social, cultural, and economic factors. In bringing together this collection of cases, our aim was to sketch the variety of ways in which talented children develop their interest in the visual arts. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

This book presents current research in theory and practice in the field of high ability. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create) The contributions are grouped into 2 main parts—the 1st emphasizing an experimental context and the 2nd an educational and other applied contexts. In an introductory chapter the editors place the chapters in a common frame of interpretation, pointing to the numerous points of convergence as well as lines of future development in both research and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

Despite tabloid headlines to the contrary, TV has no effect on children. "Effect" implies that TV does something to someone. Nothing could be further from the truth. Children take from TV. What they take, the manner by which they take, and what they do with that information once taken is up to the child. By the very nature of being extremely bright and precocious, intellectually gifted kids are particularly vulnerable to some media messages, well protected and insulated from others, and capable of learning more from yet other forms of TV than other children. Reading "Reclaiming the Wasteland" will give parents and teachers a greater awareness of their children's televiewing and offer a prescription for how to neutralize or avoid the more negative outcomes and maximize or accentuate the more positive ones. This book is based on the belief that TV viewing need not be a dysfunctional or mindless activity for gifted kids; it can and should be enriching, mind-expanding, instructional, and fun . . . if used correctly. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

My [the author's] theory is that the precursors of human intelligence lie in the human language capacity and human mental ability. Evolutionary pressure favors the interaction between the symbolic world of language and the mental world, leading to the creation of concepts. In this book I propose the notion of conceptual intelligence, that is, intelligence as a result of thinking and learning through concepts. . . . Here I trace the development of concepts, the growth of conceptual thought, and how conceptual thinking and conceptual learning make the human species intelligent and creative. This book is for general readers as well as for researchers in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

Gifted children—children years ahead of their peers—have long inspired fascination, envy, fear, and rejection. Misconceptions about children with special abilities abound. In this . . . book, Ellen Winner uncovers and explores 9 myths about giftedness, and shows us what these children are really like. Using vivid case studies, Winner paints a complex picture of the gifted child. Winner uses her research with these and several other extraordinary children, as well as the latest biological and psychological evidence, to debunk the many myths about academic, musical, and artistic giftedness. [This book] also looks at the role played by schools in fostering exceptional abilities. Winner castigates schools for wasting resources on weak educational programs for the moderately gifted. Instead, she advocates elevating standards for all children and focusing our resources for gifted education on those with extreme abilities—children who are left untouched by the kinds of minimal programs we have today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

"Remarkable Women: Perspectives on Female Talent Development" is [a] book to consolidate and expand existing knowledge about highly capable women and the internal and external forces that lead them to extraordinary adult accomplishment. The collected studies include women from a wide variety of backgrounds and talent domains whose paths to exceptional achievement illuminate the nature of female talent development and provide models to help more women fulfill their promise in adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This book examines the dominant techniques used to educate gifted youth today and the exemplification of those techniques in various university-based programs across the country. From a review of the current research on individual differences and its relevance to intellectual talent to descriptions of the current knowledge about educating gifted children, this book illustrates how our educational system can enhance gifted youths' academic achievement. "Intellectual Talent" examines the political ramifications of emotionally loaded findings about individual differences—documenting cases in which findings that contradict prevailing social values are simply ignored. The book also explores what is known about educating gifted children and why educators sometimes fail to act on that knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This book was written to help capable kids, their parents, and teachers consider a variety of coping strategies for dealing with their concerns. It also explains why having a range of strategies available maximizes the outcomes and increases a sense of control and adequacy. It details the problems and needs of bright young people and the unique patterns of personality, social, emotional, and moral development that typify this group. True stories of bright kids and how they cope are told from varied perspectives—their own, their teachers, and/or their parents—and offer a glimpse of the differing viewpoints on common problems. This book is actually two books in one. One is written specifically for adolescents and preadolescents; the other is written for teachers and parents. However, the authors believe that capable kids can understand complex ideas, and that adults should not be told one thing and kids another; therefore, both groups should read both books. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

This book offers advice for the beginning therapist, and discusses the persons and process of psychotherapy. Speaking from retrospective and personal experience, the author speaks directly to people in the helping professions about the characteristics of a therapist, the ethics of psychotherapy, self-healing, and the purpose of therapy both for the client and for the therapist. Without focusing on any specific therapeutic model, the author provides a humanistic framework with an emphasis on the therapist/client relationship. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: create)

There is a dynamic interplay of social and historical forces that shapes the conceptualization and nurturing of talent. In "Talent in Context," eminent contributors address the various social and historical contexts within which giftedness evolves. Chapters span a variety of perspectives—psychological, sociological, biological, and anthropological—to spark a reexamination of assumptions about the impact of context on the emergence of talent. "Talent in Context" explores many of the cutting-edge themes driving talent research across disciplines and will be a valuable resource for professionals in the social and behavioral sciences seeking to define, understand, and enhance the talents of extraordinary individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

What is genius? How do individuals of exceptional creativity arise, and how do we recognize them? Are there easily identifiable psychosocial or personality traits associated with giftedness? What is the link, often perceived, between intense creativity and madness? By examining the lives and works of exceptional individuals in the context of psychosocial processes, this book attempts to answer some of these questions. Each chapter takes as its example the lives of creative individuals through history. Mozart's precocity, Byron's mania, Shakespeare's plays, the personalities of the great Italian Renaissance painters, and the psychoses of many celebrated creative writers are all explored. The emphasis on well-known historical figures makes this an accessible and fascinating text for all readers who have an interest in the psychology of genius and geniuses, as well as for students and researchers in the field. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

In this book, 35 authors and co-authors from 13 countries outline the dynamics occurring in the families of their countries and explain how they help families cope with change, crises, trauma, and other stressful circumstances. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: publicity materials)

In this book, the author presents her 10-yr study of 100 gifted adults, examining how being identified as a "smart kid" early on affects career choices, friendships, and romantic pairings later in life. Why do some talented and gifted people becomes Mozarts and Einsteins or corporate chieftains, while others drop out of school, struggle to hold down jobs, or turn to self-destructive behavior? What are the signs of giftedness, its pitfalls, and its promise? The author provides answers to these and other questions, and creates a picture of what it is like to have an accelerated mind in a slow-moving world. The book traces many types of gifted adults, including the high-testing, power-achieving Striver; the popular, scholar or athlete Superstar; and the creative intellectual, free-spirit Independent. In their own words, 100 gifted grownups, from age 18 to 90, and reflecting a variety of family and educational backgrounds, occupations, social classes, and races, count the blessings and tally the costs of running a high-powered mind. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)

This book is designed to inspire further recognition in both the general public and the academic community that the study of creativity is a field in itself. There are articles that present overviews of the different theories and perspectives about creativity, and reviews of a number of domain-specific areas. Creativity and education are examined in articles about thought processes. Programs and courses in creativity are discussed as well as strategies, tactics, techniques, and tests of creativity. There are articles geared toward those interested in business and organizational creativity. Many articles examine the creative process across domains. The complex interrelationship between society and creativity is examined. Because it focuses on scientific information about creativity, there are also articles about research methodology, definitions, and the concept of creativity. Selected biographical studies are also included. This text is intended for use by students of creativity as well as by researchers and professionals who utilize creativity in their work, and anyone interested in learning more about the creative process. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)