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In the face of global issues such as climate change, the world needs action competent, transformationally gifted citizens, who are willing to step up and take responsibility for a better future. However, empirical evidence on what supports the development of transformational giftedness is limited. Furthermore, the relationship between academic giftedness and transformational giftedness has not been clearly pronounced. The purpose of this study is to address this research gap by examining students’ climate competencies. A total of 1703 students from five Finnish high schools (grades 10–12) participated in this study. Using a questionnaire, students’ climate change knowledge, values, willingness to take action, sense of responsibility, environmental concern, and perceptions on how climate change issues are dealt with in school were examined. Four of the schools were general education high schools, while one was for students formally identified as gifted students. The findings indicate that academically gifted students in both general education schools and the gifted school show more climate competencies than average-ability students. Furthermore, gifted students that attended the school for gifted students show more climate competencies than the gifted students from general education schools. Based on the findings, the paper discusses how the development of transformational giftedness can be better supported in education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

There are powerful, hidden contextual influences that strengthen, weaken, or distort the discovery of aspirations and the development of talents in gifted individuals. These influences can be hidden from gifted individuals and their teachers and mentors because they are not sufficiently addressed in the gifted education research literature. This analysis highlights and describes examples of contextual influences that emerge from phenomena studied by scholars in a wide variety of fields. After these examples are presented and clarified, recommendations for educators and scholars of the gifted are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

The foundation for talent development as a framework for gifted education can be found in a synthesis of the psychological literature on creativity, eminence, giftedness, and high performance. The talent development framework acknowledges the contributions of both general cognitive ability and domain-specific abilities to achievement, as well as the malleability of these ability constructs. Talent development is also consistent with research on the contributions of non-cognitive or psychosocial factors to school achievement, as well as studies on factors that influence the attainment of scholarly productivity and artistry within specific domains of non-academic talent. Although there are several theoretical frameworks and models of giftedness, talent development, ability, and intelligence, each with varied areas of emphasis and desired outcomes, the research base and practical applications for the talent development megamodel (TDMM) can serve as a guide to leaders and school administrators in making fiscal and programmatic decisions that maximize short- and long-term impacts for individuals and society. In this article, we discuss some of the practical implications of the model for assessment, curriculum and instruction, and psychosocial development within a school context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The present study aimed to determine whether exceptional items in human figure drawings (HFDs) can serve the identification process of talents and (educational) needs of children with high intellectual abilities. Participants were 152 children aged 4 to 6 years at the time of drawing. After 2 years, 85 had received regular curriculum (the typically developing group) and 67 had received enriched curriculum (the potentially gifted group). Analyses of item categories suggested that HFDs can serve as a screener for giftedness for 4- and 5-year-olds, but not for 6-year-olds. For 4- and 5-year-olds, the presence of items that indicated what is drawn or indicated deliberate abnormalities in shape and size predicted the likelihood of being in the potentially gifted group. No such predictive relation was found for items that indicated how good drawings look. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The purpose of this article is to review the Fuzzy Conception of Giftedness (FCG) and discuss its implications for the identification and education of gifted students. According to the Fuzzy Conception of Giftedness, the manifestation of giftedness results from the interplay between personal dispositions and stimulus conditions; thus, giftedness exists in the interaction between a person and the environment (e.g., stimulus conditions). While a person is disposed to carry out actions, the environment is potent to allow these actions. In line with this proposition, the identification and education of gifted students should be built on interactions. Interactive models are useful to identify and educate students who have overachievement potential. The FCG proposes three components to define giftedness that could be used in identifying and educating gifted students: intellective and non-intellective dispositions, stimulus conditions, and interaction. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This article reviews the implications of many of the major schools in the history of psychology for understanding giftedness and its inner workings: operationist, psychometric, psychoanalytic, associationist, behaviorist, Gestalt, cognitive, humanistic/positive psychology, functionalist/pragmatic/constructivist, cultural, and biological. Each paradigm has elucidated different aspects of human nature and functioning, and each has somewhat different implications for how we can understand giftedness. No one paradigm can provide complete understanding of giftedness. Rather, the paradigms should be viewed as different windows toward understanding giftedness, all of which together tell us much more than any individual one. It is regrettable that so many theorists and practitioners have locked themselves into an operationist paradigm, which simply accepts current measurement operations as sufficient for identifying and developing giftedness. The operationist paradigm is wholly insufficient to meet the challenges of the world of the 21st century. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The aim of the paper was to study the intellectual profile of 94 gifted elders aged 60–90 years old with an IQ equal to or higher than 130 on at least one of the four primary indexes of the Wechsler Adult Intelligence Scale – Fourth Edition. Their performances in the 15 subtests, in the Full Scale Intelligence Quotient, in the primary, supplementary and Cattell-Horn-Carroll theory Indexes, were analyzed. This group exhibited a significantly higher level of performance in all subtests and indexes than the control group matched for gender, age, and education. The differences between the two groups appear higher for the Matrix reasoning and Visual puzzle subtests. Additionally, in the gifted group the strengths seem to be represented more by Processing Speed and Perceptual Reasoning Indexes, in the control group are Comprehension Verbal and Working Memory Indexes. Moreover, gifted elders showed lower discrepancies across intellectual domains. These data provide evidence that, as the difference between the gifted group and the control group revealed in the present study is more due to processing speed, this dimension, which normaly is most affected by aging, on the contrary, is maintained/increased as a strength in the gifted elderly group. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

In Australia, gifted or talented students are defined according to the widely accepted model proposed by Gagné, where giftedness is understood as potential, and talent is shown through competencies (or achievements); in this definition there is a clear differentiation between the two constructs. Most Australian education jurisdictions espouse Gagné’s definitions and use a variety of mechanisms for identifying gifted and talented students—a commonly used identification practice is the results from the Australian National Assessment Program–Literacy and Numeracy (NAPLAN) test. This article sets out to explore the fallacy of using the NAPLAN results to identify giftedness in high-potential (gifted) students in Australia, outlining key reasons why the NAPLAN is unsuitable as an identification instrument for giftedness. Moreover, it explores the erroneous use of the NAPLAN as an identification tool for giftedness when it was never designed, validated, or intended as such an instrument. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

The authors introduce readers to quantitative text analysis and its potential for analyzing text-based nonreactive measures as a means of broadening the evidential basis within research on giftedness and talent. After defining quantitative text analysis and describing how it can augment survey studies for analyses at individual and cultural levels, the special potential of quantitative text analysis for addressing cultural questions within gifted and talented research is described. Inductive and deductive techniques of quantitative text analysis are then introduced and illustrated with brief examples drawn from gifted and talented research. Finally, a brief illustrative study is presented via an extended series of linked worked examples focusing on the question of the place of giftedness and talent within mentoring discourse in US mass media of past and present in order to illustrate in more detail how quantitative text analysis can be used to improve the culture-level evidence base within gifted and talented education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Introduction: In this article, we focus on the experiences of gifted adolescents who are victims of bullying in the form of rumors. How do they experience this relational aggression and this social isolation when belonging to a peer network is essential at this age? Are they more vulnerable or more resilient? A systemic perspective led us to consider all the factors within these perpetrator-victim-management team systems that are involved in the rumor spreading. Patients and method: We conducted a qualitative study of three situations based on Lazarus and Folkman's transactional model to analyze the processes at work within each system in the rumor spreading. Results: The results show that the teenager who spreads the rumor does so in the name of his or her anti-violence values, without considering the context in which the events took place and the subjective experience of the protagonists. It is also a way for him or her to establish his or her popularity within the group. Each of the three gifted boys reacted differently. Struggling to identify the roles of victim and perpetrator, the institution administrator did not perceive the situation as a case of bullying and may even have credited the rumor. Discussion: Our discussion focuses on the personal and family factors of the population in this study, the current societal context with the MeToo movement and the cancel culture, and the limitations of school-based anti-bullying interventions. These three studies show the need to alert and inform education professionals to a systemic understanding when it comes to the spreading of these rumors in adolescence. These acquired skills will then allow them to be more efficient as mediators in these situations, sometimes with dramatic consequences for vulnerable individuals. Conclusion: Giftedness appears as a secondary characteristic compared to emotional competencies. Nevertheless, certain personality traits often observed in gifted subjects, such as overexcitability or a particular sense of humor, are active in transactions between the different systems. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIntroduction: Dans cet article, nous nous intéressons au vécu des adolescents haut potentiel qui sont la cible d’une rumeur. Comment vivent-ils cette agression relationnelle et cet isolement social à un âge où l’appartenance à un groupe de pairs est essentielle ? Sont-ils plus vulnérables ou plus résilients que les autres ? Une perspective systémique nous amène à prendre en compte l’ensemble des facteurs au sein de ces systèmes calomniateur-cible-équipe encadrante au sein desquels ce phénomène de propagation de rumeurs se déroule. Patients et méthode: Nous avons effectué une étude qualitative de trois situations en nous appuyant sur le modèle transactionnel de Lazarus et Folkman pour analyser les processus en jeu pour chaque système dans la propagation de la rumeur. Résultats: Les résultats montrent que l’adolescent qui répand la rumeur le fait au nom de ses valeurs de lutte contre la violence, sans tenir compte du contexte dans lequel les faits se sont passés et de l’expérience subjective des protagonistes. C’est aussi un moyen pour lui d’asseoir sa popularité dans le groupe. Les trois sujets à haut potentiel réagissent chacun différemment. La direction de l’établissement, en difficulté pour identifier les rôles de chacun, victime et agresseur, ne perc¸ oit pas la situation comme un cas de harcèlement et peut même créditer la rumeur. Discussion: Notre discussion porte sur les facteurs personnels et familiaux des sujets de cette étude, sur le contexte sociétal actuel avec le mouvement MeToo et la cancel culture et sur les limites des interventions scolaires de lutte contre le harcèlement. Ces trois études montrent la nécessité de sensibiliser les professionnels de l’éducation à une lecture systémique de ces rumeurs à l’adolescence. Ces compétences acquises leur permettront alors de jouer un rôle actif de médiateur dans ces situations parfois dramatiques chez des sujets fragilisés. Conclusion: Le haut potentiel apparaît comme une caractéristique secondaire par rapport aux compétences émotionnelles. Néanmoins, certains traits de personnalité souvent observés chez les sujets à haut potentiel, comme une hyperstimulabilité ou un humour particulier, participent aux transactions entre les différents systèmes. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

A systematic review was carried out on publications from the last 15 years that have studied the effect of intellectual giftedness, defined as IQ > 115, on the clinical and cognitive features of ADHD. Studies indicate that about 15% of people with high IQ meet ADHD criteria. IQ has shown no effect on the pharmacological treatment, and comorbidity does not differ from that of other children with ADHD. High IQ-ADHD, compared to average IQ-ADHD, tends to show less severity in cognitive and behavioral symptoms, as well as a better prognosis; however high IQ may mask ADHD symptoms delaying diagnosis and treatment. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The study is an overview of the neurodevelopmental characteristics of neurological-based achievement difficulties, especially autism, in terms of talent development. The analysis covers the relationship between autism and intelligence, highlighting the roles of executive functions, pattern recognition, systematization, and speech, and demonstrating the impact of complex developmental procedures. A key issue is the creativity which is also different from the usual in neurotypical development and shows a relationship with psychotic states. The correlations indicate which factors require special attention when atypical nervous system development is coupled with outstanding abilities and striving for strong development. Early intervention and environmental factors can play a crucial role in the development of special abilities towards talent. Along with the characteristics of autism, we describe specific options for talent management. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalA tanulmány a neurológiai alapú teljesítményzavarok, kiemelten az autizmus idegrendszeri fejlődési jellemzőinek a tehetségfejlődés szempontjából történő áttekintése. Az elemzés kiterjed az autizmus és intelligencia kapcsolatára a végrehajtó funkciók, a mintázatfelismerés, a szisztematizálás és a beszéd szerepének kiemelésével és a komplex fejlesztési eljárások hatásának bemutatására. Kiemelt kérdéskör a kreativitás, amely a neuroatipikus fejlődés esetén szintén eltér a szokásostól, és kapcsolatot mutat a pszichotikus állapotokkal. A feltárt összefüggések jelzik, hogy mely tényezők tekintetében van különös gondosságra szükség, amikor az atipikus idegrendszeri fejlődés kiemelkedő képességekkel és erős fejlődésre való törekvéssel párosul. A korai beavatkozás és a környezeti tényezők döntő szerepet játszhatnak a különleges képességnek tehetség irányú fejlődésében. Az autizmus jellemzői mentén a tehetséggondozás számára konkrét lehetőségeket ismertetünk. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

Introduction: With a prevalence of 2.3% among French schoolchildren aged 6 to 16, giftedness represents a challenge in child psychiatry (Delaubier, 2002). Dys-synchronies can appear in the different domains of intelligence, associated with eclectic symptoms: hypersensitivity, anxiety, depression, attention deficit disorder with or without hyperactivity, oppositional disorder as well as conduct disorders. The psychological assessment can constitute an opportunity to identify and evaluate giftedness functioning in order to advise an adapted treatment in the guidance of these children and teenagers, and to guarantee them the most harmonious global development. Method: The method used was that of a case study. was received within clinical research carried out at the University of Bordeaux for the realization of a psychological assessment. The objective of the assessment was to investigate and understand the polymorphic anxiety domain but also the impossibility for Minerva to attend middle school, with the result that she was home schooled with the National Center for Distance Learning (CNED). Over two half-days, we were able to successively carry out the anamnestic interview, a semi-structured interview, the K-SADS, the evaluation of cognitive functioning with the WISC-V, various projective tests such as the TAT, the Rorschach test, a drawing of a man and a family, as well as various scales in self and hetero-evaluation. Results: The K-SADS clarified the psychopathological situation as well as the family, social and school impact of this invasive case of anxiety. The results of the WISC-V showed an intellectual potential between 117 and 129, with areas of high efficiency for the Verbal Comprehension Index (VCI=146) and the Working Memory Index (WMI=122). The profile, although not reaching the recommended 130 in global IQ, is consistent with high intellectual potential when the performance is impacted by the situation of parasitic anxiety and a sedative medication. The projective tests as well as the drawings of the man and the family, demonstrated the extent of the considerable rigid defense mechanisms and of avoidance, but also of the hyper investment of the intellectualization processes. Conclusion: The screening of high intellectual potential represents a clinical challenge in view of the lack of diagnostic recommendations as well as the disparity of information accumulated in research on their characteristics. The holistic approach of the psychological assessment appears to be a solution allowing to situate the individual's psychic functioning in a constitutive zone of the "high intellectual potential" profile, which should also be at the service of the global therapeutic management. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIntroduction: La prévalence du haut potentiel intellectuel (HPI) chez les enfants français scolarisés entre 6 et 16 ans est estimée à 2,3 %, représentant ainsi un défi majeur en pédopsychiatrie (Delaubier, 2002). Des décalages peuvent se manifester dans les différents domaines de l'intelligence, associés à des symptômes variés : hypersensibilité, anxiété, dépression, trouble déficitaire de l'attention avec ou sans hyperactivité, trouble oppositionnel, et troubles des conduites. Le bilan psychologique peut constituer l’opportunité de détecter ainsi que d'évaluer le fonctionnement HPI afin de proposer un suivi adapté pour ces enfants et adolescents, dans le but de pouvoir assurer l'harmonie de leur développement global. Méthode: La méthode retenue est celle de l’étude de cas. Minerva, 14 ans et 11 mois, fut accueillie au sein d’une recherche clinique menée à l’université de Bordeaux pour la réalisation d’un bilan psychologique. L’objectif du bilan était d’investiguer ainsi que comprendre la scène anxieuse polymorphe mais aussi l’impossibilité de se rendre au collège, ayant pour conséquence la scolarisation à domicile via le Centre National d’Enseignement à Distance (CNED). Sur deux demi-journées, nous avons pu successivement faire l’entretien anamnestique, l’entretien semi-structuré K-SADS, l’évaluation du fonctionnement cognitif avec la WISC-V, différents tests projectifs comme le TAT, le test de Rorschach, un dessin du bonhomme et de la famille, ainsi que différentes échelles en auto- et hétéro-évaluation. Résultats: La K-SADS a permis de clarifier la situation psychopathologique ainsi que l’impact familial, social et scolaire de cette scène anxieuse invasive. Les résultats au WISC-V ont mis en évidence un potentiel intellectuel compris entre 117 et 129, avec des zones d’efficience haute pour l’Indice de Compréhension Verbale (ICV = 146) et l’Indice de Mémoire de Travail (IMT = 122). Le profil, bien que n’atteignant pas les 130 recommandés en QI global, s’inscrit dans celui d’un haut potentiel, avec une performance impactée par la situation d’une anxiété parasite et d’une médication interférente. Les tests projectifs, ainsi que les dessins du bonhomme et de la famille, ont démontré l’étendue de la massivité des mécanismes de défenses rigides et d’évitement, mais aussi de l’hyperinvestissement du processus d’intellectualisation. Conclusion: Le dépistage du haut potentiel intellectuel représente un défi clinique face aux manques de recommandations diagnostiques ainsi qu’à la disparité d’informations cumulées en recherche sur leurs caractéristiques. L’approche holistique du bilan psychologique apparaît néanmoins comme une solution permettant de situer les fonctionnements psychiques de l’individu dans une zone constitutive du profil de « haut potentiel intellectuel », se devant aussi d’être au service de la prise en charge thérapeutique globale. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

This study aims to explore the perceptions of giftedness among 24 gifted students aged 6 to 11 from a Quebec School Board. Subject to an exploratory lexical analysis (using ALCESTE software) and a thematic analysis (using NVivo software), the results highlight the inherent plurality of perceptions of giftedness within a group of gifted students. In addition, the intellectual and socioaffective dimensions are at the heart of how these students perceive their status as gifted children/students. Questioning the perceptions of giftedness with this population allows us to consider the reality of these young people in all its diversity but also highlights their particular needs. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCette étude vise à explorer les perceptions de la douance chez 24 élèves doués âgés de 6 à 11 ans dans un centre de services scolaires québécois. Soumis à une analyse lexicale exploratoire (à l’aide du logiciel ALCESTE) puis à une analyse thématique (à l’aide du logiciel NVivo), les résultats soulignent la pluralité inhérente aux perceptions de la douance au sein d’un groupe d’élèves doués. De plus, les dimensions intellectuelles et socioaffectives sont au cœur de la façon dont ces élèves appréhendent leur statut d’enfant/élève doué. Interroger les perceptions de la douance auprès de cette population permet d’envisager la réalité de ces jeunes dans toute sa diversité, mais aussi de souligner leurs besoins spécifiques. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Children gifted in the visual arts typically begin to draw realistically around the age of 3. Recently, a new kind of gifted child artist has been reported in the press—–children who paint nonrepresentationally and whose works have been likened to those by abstract expressionists. It is unclear whether the works of these abstract art prodigies are any different from the abstract paintings of typical children. In four studies, we examined nonexperts’ abilities to distinguish paintings by abstract prodigies from those by typical children and those by abstract expressionist artists. Our findings revealed that nonexperts were able to distinguish the works by abstract prodigies from those by typical children, but they could not distinguish works by abstract prodigies from those by abstract expressionists artists. While precocious realism has been noted most often as the indicator of visual art giftedness, our studies revealed a different kind of nonfigurative visual art giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

Aim: In the last few years, a review of recent theoretical and empirical studies in the field of gifted psychology has shown that scholars interested in this field of study emphasize the inability of the conceptual breadth of the gifted construct by merely emphasizing the gifted cognitive abilities. Therefore, emphasizing extending the intellectual boundaries of this structure provides an opportunity to deal with the different types of gifted students, specially underachievement gifted, which is one of the biggest concerns in this field of study. Method: Meanwhile, many scholars have introduced conceptual frameworks such as social-emotional giftedness, spiritual giftedness, gifted motivation, and theoretical frameworks such as the balance theory of wisdom, which could help a transition from underachieving to flourishing and progressive situations. Results: These movements are due to a real emphasis on including multiple non-cognitive components into the gifted semantic by extending this concept's intellectual boundaries. However, in the absence of an integrated model such as self-care, these various movements seem like diverse islands that have become incapable of assembling these different approaches. Conclusion :Therefore, trying to create a conceptual link between the existing efforts through the model of self-care in order to develop an integrated knowledge that oversees a specific semantic horizon is necessary and justifiable. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

The present study aimed to examine the opinions of preschool teachers regarding the characteristics of twice exceptional (2E) children. The research was conducted with the participation of 41 preschool teachers working at schools in a provincial centre in Turkey. The data were collected using a semi-structured interview form consisting of four questions. The research results indicate that the participants consider 2E children both in terms of their strengths and weaknesses. More than half of the participants (51%) stated that giftedness and learning disabilities (LD) cannot coexist in a child, or that they did not have any knowledge of this coexistence. Furthermore, the research found that the participants focused on certain characteristics of children with giftedness and LD, thus ignoring 2E. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Ensuring quality care for gifted students requires a functional school-based conception of giftedness. The role of a school counselor for gifted students (SCGS) is to develop and reinforce this concept at each school. The theoretical background describes the school-based conceptions of giftedness with regard to activities of SCGS. The research examines whether an SCGS leads to the improvement of care for gifted students and secondly, whether it reinforces the school-based conception of giftedness. The research was conducted by means of a questionnaire and involved 352 general secondary schools, which is 98% of all these schools in the Czech Republic. The data were subjected to descriptive statistical analysis. The research has found that schools build their conceptions on proven and simple-to-organize activities, based on traditional concepts of giftedness. It was discovered that schools create a unified conception of giftedness, irrespective of the existence of an SCGS. The weakest part of conceptions was teacher training. The limitation of the study to be the collection of data by questionnaire, follow-up research should be qualitatively oriented. The study aims to describe the effects of legislative changes on the state of gifted education at general secondary schools in the Czech Republic, with a focus on identifying the functionality of SCGS. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

Neurological uniqueness, maladaptive behaviours, as well as atypical sleep patterns are reported to be defining characteristics of giftedness, but this has received little empirical support. We studied the polysomnography recorded sleep of gifted and typically‐developing children together with features of maladaptive behaviours. The association of sleep macrostructure and sleep instability with maladaptive behaviours was also investigated in gifted children. In all, 19 gifted children (74% boys) and 17 typically‐developing children (76% boys) aged 6–12 years were studied. Giftedness was identified using Renzulli's three‐factor definition. The microarousal index, number of awakenings, and number of Stage shifts between sleep stages throughout the night were computed as sleep instability parameters. Maladaptive behaviours were assessed using the Child Behaviour Checklist. We found significantly more Stage N1 and less Stage N3 in gifted children compared to typically‐developing children. More Stage N1 sleep was correlated with more externalising problems and less Stage N3 sleep was correlated with more internalising problems. Gifted children also displayed more rapid eye movement (REM) sleep, but this was not significantly correlated with behavioural scales. Gifted children displayed two opposing trends of sleep instability: more instability involving N1 sleep and less instability involving N2, N3 and REM sleep. More total Stage shifts were correlated with more internalising and externalising problems. The results of this study provide initial evidence of polysomnography‐based characteristics of giftedness. Further studies are needed to explore common pathways linking sleep alterations and maladaptive behaviours in children with giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)