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The present study investigated predictive relations between accelerated performance on tests of infant development, infant behavioral style, and performance on tests of cognitive and creative ability during adolescence. In addition, infant behavioral style was also examined as a means to enhance the predictive power of tests of infant development. The research area concerning infancy and the preschool years has mainly focused on the average child or deviations spanning below the mean. Similarly, much of the research within the area pertaining to the gifted and talented has focused on school age children, with little emphasis being placed on giftedness in the early years of life. The current study attempted to explore the areas of intelligence and creativity from a developmental perspective. This was done through a longitudinal follow-up of individuals who took part in research studies examining early indicators of intelligence, learning, and temperament as infants/toddlers. All participants of the current study obtained at least a standard score of 120 using the Mental Developmental Index of the BSID at the time of original participation. Thirty-two participants were obtained for use in the current study who were originally assessed as infants/toddlers approximately 12-19 years ago. Participants were administered the Stanford-Binet Intelligence Scale: Fourth Edition, the Torrance Tests of Creative Thinking (Figural Form B), and also filled out an updated demographic information sheet. Prior research has determined lack of predictive validity between infant and later tests of cognitive ability due to the limited verbal nature of the early standardized tests and the largely verbal nature of later standardized intelligence tests. It is also believed that aspects of infant behavioral style may contribute to the predictive validity of early standardized scores for later intelligence. It was hypothesized that the Bayley MDI score obtained as an infant/toddler would be significantly related to later creative ability. It was also hypothesized that infant/toddler behavior rating scores for test-affect extraversion, task orientation, and duration of orienting, when taken together, would be significantly related to later cognitive ability. Lastly, it was hypothesized that the addition of the three infant/toddler behavior rating scores to the Bayley MDI score would improve the predictive power over and above that predicted by the MDI score alone, in relation to later cognitive ability. Pearson correlation and multiple regression analyses did not yield significant results for the hypotheses reported above. However, a curvilinear relationship suggests that extremely high scores (130 and above) obtained during infancy may be related to later creativity, a finding that needs to be further explored with a larger sample size. Implications of the findings, limitations of the study, and directions for future research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study sought to link both cultural macrolevel explanations and microlevel interactions to account for Korean American students' psychosocial adaptation and academic achievement through their acculturative experiences. To examine acculturation characteristics and ethnic orientations, the Korean American Acculturation Scale and the Ethnic Orientation Scale were administered to 466 students and 197 of their parents in the New York City and Chicago areas. Students and parents were divided into four acculturation style groups by the median score on two factors in the EOS (Korean orientation and Other-group orientation): (a) assimilation, (b) integration, (c) marginalization, and (d) separation. Students also completed the Domain-Specific Self-Concept Scale and the Learning Styles Inventory-III (LSI, Renzulli et al., 2002). To survey teachers' perceptions about Korean American students as gifted, the revised Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli et al., 2002) was used. Seventy-nine teachers participated in this study. In addition, GreatSchools.net was used to collect contextual school data (e.g., school program, student-teacher ratio, school SES, and Asian student enrollment percentage). Ultimately 407 out of 466 students from 30 schools were analyzed by using a Hierarchical Linear Model (ELM) with two levels. Data were analyzed using a Multivariate Analysis of Covariance (MANCOVA) to assess the significance of independent variables on dependent variables. For gender and generation effects on acculturation characteristics (behavior and cultural value), females were characterized by a slower behavior acculturation rate into the mainstream culture than males. The more recent generations were more behaviorally acculturated into the mainstream culture. However, the adaptation process in cultural values was slow and depended on the generational status of Korean Americans. Korean Americans have adapted to the mainstream society by incorporating and changing selected cultural values. For gender and acculturation style effects on self-concepts (Academic, Appearance, Popularity, and Sensitivity to negative expression), female students showed lower Appearance self-concept than male students. Among four acculturation styles, integration style students showed higher Academic and Appearance self-concept than any other acculturation style groups. In terms of learning style preferences, female students preferred Peer teaching to male students. There were differences among acculturation styles in Direct instruction and Projects. However, there were no significant differences in most learning styles between integration style and separation style students. For the effect of acculturation style on teachers' perceptions of Korean American students as gifted, there was no the significant effect. Rather, there was the significant effect of GPA. The macrolevel (school-level) contexts have effects on the microlevel (student-level) in using a HLM. This study provided a "holistic" understanding of how Korean American students translated their experiences, thoughts, and feelings into school adaptation and academic achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Measurement of the abilities of gifted children is challenging. Identifying patterns of performance for gifted children has proven elusive. The WJIII COG, a theory-driven measure, purports to provide information about a child's pattern of abilities, including areas previously not measured by other cognitive instruments. Only one study has addressed the relationship between the WJIII COG and gifted children. (Rizza, et al., 2001). The purpose of this study was to examine the WJIII COG's appropriateness for use with gifted children. Interpretive guidance when using the WJIII COG with gifted children was sought. The following question was addressed: Do children of high intellectual ability display distinct patterns of performance on the WJIII COG Stratum II variables. If so, do these patterns qualitatively differ from the performance of children of non-high intellectual ability? The participants for this study were taken from the standardization sample of WJIII COG participants (N = 3,145). The participants were divided into two groups: high intellectual ability, Group 1 (N = 389), and "other," (Group 2) (N = 2756). Group 1 participants had a GIA Standard score of 120 or above. The participants were further divided into three subgroups, determined by age: preschool, school-aged, and college-aged. Approximately half of the sample was male. White participants were the majority of the sample (77.4-87.9%). Most participants were non-Hispanic (91.3-94.9%). Means, standard deviations, ranges, minimum values, and maximum values, were obtained. WJIII COG Stratum II variables were paired and compared. The comparisons made were ranges and point differences. Cumulative percentages of point differences were calculated at the 5, 7, 10, 15, 20, 25, 30 point levels. Two primary findings emerged. The first finding was that Group 1 participants scored higher overall than Group 2 participants when averages were compared. The second finding was that no gifted profile emerged for Group 1. Although no gifted pattern emerged, there was a great deal of variability within individual student profiles for both Groups. It was suggested that further research be directed at whether subtypes of students with high abilities could be identified that would have clinical implications congruent with multidimensional theories of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Literature from various fields of research and biographical sketches of eminent individuals suggests that the key to socially constructive success as an adult may in large part lie beyond the relatively simple idea of intellectual capability. A set of six factors-Optimism, Courage, Romance with a Topic/Discipline, Sensitivity to Human Concerns, Mental/Physical Energy, and Vision/Sense of Destiny-related to cognitive development but not measurable by traditional cognitive tests were explored for the first time among students. Collectively, these factors are referred to as "co-cognitive factors" because of their interdependence with cognitive development, and they appear to be integral to considerations of social capital because of their close association with life satisfaction, disposition, personality, and well-being. A quantitative study with a correlational descriptive design was conducted using two forms of the Co-Cognitive Factors Scale (Co-CFS) and an associated survey with a convenient sample of high school juniors and seniors from 11 states. Data from this study were used to establish additional information regarding the content validity of the Co-CFS. Multivariate analyses, including MANOVA, MANCOVA, and canonical correlation, were conducted to examine the factors as a set with regard to motivation, happiness, student grade point average (GPA), and involvement in extracurricular activities (particularly those associated with community- or service-oriented work). Interaction involving GPA, optimism, Vision/Sense of Destiny, and motivation were identified. Results suggested inverse relationships that require additional research. Scale score means and alpha reliabilities were higher when students were thinking about topics or subjects of interest to them. Community-oriented extracurricular involvement, utilized as a proxy for social capital, was a significant contributor to the prediction of students' levels of Courage, Romance with a Topic/Discipline, and Sensitivity to Human Concerns. This study provided a first look at the distribution, relevance, and abundance of the co-cognitive factors among a high school student sample. Results from this first empirical study pertaining to co-cognitive factors support additional research on co-cognitive factors, which appear may be significant contributors to student success, personal satisfaction, and development of social capital. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation is designed as a final report of a study that sought to understand the impact that participating in a program for the academically gifted has on its students. The study examined those effects in the context of social, emotional, and academic changes that the students experience as a result of their involvement in the program. This dissertation outlines background information for the study including a description of the setting, nature and significance of the problem, research questions, and definition of terms. The report includes a detailed review of literature in order to further demonstrate the significance of the problem in current social constructs as well as to provide additional information regarding academic giftedness. This paper outlines the research process under the guidelines of a qualitative approach by employing a case study analysis of 1 third grade child, 2 fourth grade children and 1 fifth grade child participating in a specific program for the academically gifted selected through a criterion sampling. Additionally, the parent(s) or caregiver(s) of the participants as well as the teachers of the program were involved in the research in order to extend the depth and breadth of the data. The results of the research proposed in this paper will provide a greater understanding of how children are academically, socially, and emotionally affected by participating in a program for the academically gifted. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Elite athletes compete at the highest level of their chosen field and elite Mixed Martial Arts (MMA) athletes are considered by many to be the greatest all around trained athletes in the world. Mental preparation is considered the distinguishing form of preparation that separates the successful athletes from the less successful at a level where many are physically comparable. Therefore, the purpose of this qualitative study was to understand more fully the experience of elite MMA athletes and their utilization of mental preparation. Research participants consisted of eight professional MMA male athletes who were interviewed using a semi-structured interview format. Five categories containing a total of 17 major and 11 minor themes regarding mental preparation were revealed. Elite MMA athletes considered mental preparation vital to their success and discussed their personal mental training program. Participants expressed what mental preparation tools were used in their training regime and how they utilized these preparation tactics including their personal preferences. This study and results indicate that elite MMA athletes utilize various forms of well-known mental preparation and uphold certain personal preferences. In addition, these elite athletes would benefit from comprehensive mental preparation training and learn how to better improve their mental performance just like they do with their physical performance. This is a population of special individuals who are set apart with mental and physical giftedness deserves further attention. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Metacognition is an umbrella term that encompasses many related constructs about the knowledge and regulation of one's own thinking processes. Metacognitive knowledge about memory and attention has been found to correlate with intelligence levels and has been viewed as one component of giftedness. In this paper, definitions of both metacognition and giftedness are explained and situated in context so that the relationship between the two may be explored further. I also describe traditional and nontraditional methods of identifying children as gifted. While previous studies of metacognitive differences between gifted and nongifted children have been based on students traditionally identified as gifted, my study employed a non-traditional identification method, the DISCOVER assessment. In the study, I examine metacognitive knowledge about three elements: memory, attention, and decision making, in gifted and nongifted second-graders through an interview. The two main purposes of the study were to explore metacognitive knowledge about decision making, which had not been studied previously, and to see if varying the method of identification for giftedness would affect the metacognitive advantage for gifted children found in prior studies. No significant differences were found among the types of metacognitive knowledge studied. Statistically significant differences were found between the scores of gifted and nongifted children, with gifted children demonstrating greater ability to articulate their metacognitive knowledge. A qualitative discussion of students' responses illustrates areas in which the two groups of children differed in their understanding of their own thinking. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Research examining the cognitive characteristics of gifted children is limited. Not much is known about the underlying cognitive mechanisms that lead to gifted performance, which confines the educator in the attempt to develop the potential excellence in all learners through enriched instruction. The purpose of the present researcher was to examine executive functioning as a possible cognitive characteristic of giftedness. The process for identifying students for an enrichment program within a specific district in New York was examined. The participants, including second grade students that were screened for but found ineligible for the enrichment program (n = 17), and second grade students that were found eligible for the enrichment program (n = 37), were administered a measure of cognitive ability (WJ III BIA) and a measure of executive functioning (TOL). The first proposed hypothesis asserted that there would be group differences on the measure of executive functioning, specifically, students in the gifted group would score significantly higher. The second hypothesis proposed that there would be group differences on the measure of IQ, specifically, students in the gifted group would score significantly higher. The third hypothesis posed that executive functioning would be a significantly stronger predictor of group membership when compared to IQ. Results supported the second hypothesis, in that students in the gifted group scored significantly higher on a measure of IQ (p = .03) than students in the non-gifted group. Additional exploratory analyses examined the effect that subjective teacher recommendations may have upon the screening process. Results support the lack of knowledge about the underlying cognitive mechanisms that may lead to gifted performance. Future researchers should examine alternative subfunctions of executive functioning, as well as additional cognitive and behavioral characteristics, in an attempt to narrow the definition of giftedness. Implications for school psychology and related disciplines within the domain of education include more effective identification and programming for gifted students, as well as the possibility of developing curriculum that will allow for the enhancement of these abilities in all learners. In addition, there are implications for training programs for school psychologists, as well as those for other professionals within education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation reports a study of racial/ethnic representation in gifted education and its relationship to the identification methods used in a large, school district in the southeastern Unites States. The data consisted of the results of five ability and/or achievement tests used to determine gifted eligibility for second graders in 2004-2005 and subsequent third graders in 2005-2006, totaling approximately 5,000 students. Test scores generated from the Cognitive Abilities Test (CogAT), Iowa Test of Basic Skills (ITBS), Measures of Academic Progress (MAP), Palmetto Achievement Challenge Test (PACT), and/or Performance Tasks for Gifted Education (PTT) were studied. Race/ethnicity was defined based on a consolidated version of the ethnic codes found in the data file provided by the school district. For the purpose of this study, five distinct racial/ethnic classifications were used. They were white, black, Asian, Hispanic, and students classified as other races/ethnicities. The study found that race/ethnicity and identification methods were related when certain tests were administered. Overall findings indicated a significant relationship between race/ethnicity and giftedness regardless of identification methods. When CogAT was the only identification method used, overall findings indicated a significant relationship between race/ethnicity and giftedness. When various combinations of the CogAT, ITBS, MAP and PACT were examined, overall findings indicated a significant relationship between race/ethnicity and giftedness. When overall findings were significant, the study presents results of follow up test analysis to determine comparisons between various races/ethnicities. Finally, when combinations involving the PTT were studied, findings showed that race/ethnicity and classification as gifted was not significantly related. As seen in earlier findings, however, the study also indicated that, while the PTT increased the number of typically under-represented races/ethnicities in gifted education, its overall impact in addressing continued disproportionality in the gifted education program in the selected school district was limited due to fewer numbers of students being administered the test. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This manuscript-style dissertation presents four essays that provide theoretical and empirical insights on a systematic theme of cultural perspectives on talent development and parenting. Topics addressed include Western and Chinese perspectives on concepts of giftedness and talented performance, cultural issues related to nature and nurture, and parenting influence on talent development. The first essay reviews both Western and Chinese literature on giftedness and introduces a preliminary Chinese model of talented performance. One important feature to emerge from the literature is a de-emphasis on giftedness as an innate ability and an emphasis on the concept of talented performance from the Chinese perspective. Such a finding is congruent with a Confucian cultural outlook that encourages effort rather than the identification of giftedness, which is a focus of the next paper. The second essay presents a reflective review of Confucian philosophy on learning and achieving, examines its influence in China and other Asian countries, and discusses its implications for the education of gifted and talented children. The third essay explores the influence of parenting beliefs and practices on children's talent development through a specific perspective of Chinese American families with gifted children. Research questions focused on parents' beliefs and practices concerning how to nurture high achievement among children. Findings of this study include evidence of a sense of responsibility for parenting, a high level of confidence about children's future, and a mixed strategy of parenting which combines traditional Chinese practice and adopted Western ideas of parenting. The last essay investigates parenting beliefs and practices of a small group of individuals who have achieved an extreme level of talented performance: winning a Nobel Prize. Analysis of the interviews revealed that these Nobel laureates have common as well as unique experiences and beliefs about parenting, which may provide valuable information and implications on how to better help the young population achieve talented performance. A summary of the four essays with a focus on the links between the topics among these essays will be presented at the end of the dissertation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A healthy understanding of a stewardship of self that is a gift of God's grace, will both promote a healthier lifestyle and help people to avoid making decisions that lead to risky behaviors by empowering them to have a more positive self image, not only as individuals, but also within the communities in which they live. This Doctor of Ministry project includes a four part study series that utilizes bible study and discussion to lead the participants, both youth and adults, to a greater understanding of stewardship and self care. Part one, "Our Baptismal Identity," guides the participants to see themselves as baptized children of God who are named and claimed as God's own. Part two, "Belonging to God," guides the participants to recognize that everything they have and everything they are belongs to God, and that stewardship of creation includes stewardship of self. In other words, caring for self is not selfish; rather it is God's will for the lives of all God's children. Part three, "Our Unique Giftedness," guides the participants to understand that all gifts, talents, and abilities come from God, given for the common good and to be used to God's glory. These gifts, talents, and abilities are not to be wasted or squandered, nor are they to be used for one's own gratification or glorification. Part four, "A Journey Toward Healthier Living," guides the participants as they put together all they have learned, understanding that no matter how hard they try, everyone will encounter twists and turns, hills and valleys, as well as breakdowns on the journey. Still, in the midst of it all, the good, the bad, and everything in-between, God is with God's people, God loves them, and no matter what, they are named and claimed by God, each one is a child of God. Through Holy Baptism, the children of God are sealed with the Holy Spirit and marked with the cross of Christ forever, and that is enough. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Currently, a thorough description of the knowledge, skills, abilities, and other personal characteristics (KSAOs) that distinguish an exceptional surgeon does not exist. This knowledge is pertinent to the development of selection, training, and performance assessment methods that can be used to develop high performing surgeons. Expert surgeons from around the country were recruited to participate in an interview to discuss the KSAOs (i.e., the competencies) needed to be exceptional in the field. A smaller number of novice surgeons were also interviewed. The expert interview data were distilled into a competency model that consists of ten competencies and patterns within the data that distinguished between the expert and novice results were examined. Results revealed ten competencies essential for distinguishing between outstanding and typical and surgeons: Dedication to Patient Care, Integrity, Tireless Work Ethic, Preparedness, Intellectual Giftedness and Curiosity, Humility, Compassion, Devotion to Field, Rapid Decision Making, and Passion for Teaching. These results suggest that surgical training would benefit from focusing on the development and enhancement of character-based competencies. Once validated, Industrial-Organizational psychologists can use the present model to assist surgeons in creating instruments that measure and track residents' acquisition of these competencies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The overall purpose of this study was to examine the relationships between two recently revised measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition and Stanford Binet Intelligence Scale, Fifth Edition) and three shortened measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability Score, Stanford Binet Intelligence Scale, Fifth Edition Abbreviated IQ, and the Kaufman Brief Intelligence Test IQ Composite). Specifically, this study examined the accuracy of the three shortened scores in their ability to predict giftedness based on children's scores on the two full measures, with the intention of examining the implications of using shortened measures in a screening process for gifted identification. Participants were a group of 202 third-grade students enrolled in a suburban school district located in the Midwest. These students were selected for the study based on high achievement and/or cognitive scores on a state standardized test. The participants ranged in age from 8 years, 4 months to 10 years, 11 months and were assessed during the spring of their third grade year in 2003 and 2004. These children were administered the three measures over a two day period in a counterbalanced order. A set of univariate and multivariate procedures were used to examine hypothesized relationships between full and shortened measures. Significant positive relationships were observed between all five measures examined, although the highest correlations were produced between the full measure scores and their short forms. Discriminant function analyses were conducted to determine the accuracy of the three shortened measures in their prediction of giftedness based on five separate criteria using two full scale measures of intelligence. The results of all five multivariate discriminant function analyses were significant, indicating that the three shortened measures were able to group children accurately as compared to full scale scores, with classification rates ranging between 76.7 and 90.6. These analyses further revealed that the WJ III COG BIA was best able to predict giftedness in most cases, regardless of the criteria used. These results are intended to provide educators with information about the accuracy of three different shortened measures of intelligence so that informed decisions can be made regarding the use of these measures in selection processes for gifted programming. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The present study investigated the role of the school environment in determining what adolescent populations value. The characteristics that were investigated included academic brilliance, studiousness, and athletic ability. The conceptual framework of this study was derived from A. Tannenbaum's 1962 study of adolescent attitudes as well as from the literature examining the effects of giftedness, gifted programs, as well as the effect of school environments on adolescent attitudes. Students from two suburban high schools on Long Island, New York completed questionnaires. One of these high schools had an International Baccalaureate Program, while the other high school did not. The questionnaires were based upon the questionnaire Tannenbaum used in his 1962 study. Each student was asked to read a set of eight paragraphs each representing an "imaginary pupil." Each paragraph included a sentence describing the pupil's athletic ability, level of academic brilliance, as well as his/her study habits. Each student was asked to rate each paragraph representing how he or she believed each pupil would be valued in his or her present academic environment. It was hypothesized that across both academic settings adolescents will value athleticism over non-athleticism. It was also hypothesized that students in the high school with the International Baccalaureate Program would value brilliance over average ability, and studiousness over non-studiousness. Additionally, it was hypothesized that the students in the high school without the International Baccalaureate Program would favor average ability over brilliance and non-studiousness over studiousness. The data were submitted to a repeated measures analysis of variance. However, in order to test each of the hypotheses of interest, a "custom contrast" of each of the paragraph's means was conducted. The data supported the hypothesis that students in both academic settings would value athletic abilities over non-athletic abilities. Data also confirmed that students in the school with the IB Diploma program favored studiousness over non-studiousness and academic brilliance over average abilities. However, the data did not confirm that students in the school without the IB Diploma program would favor average abilities over brilliance and non-studiousness over studiousness. In fact, the results were statistically significant in the opposite direction. The students in the school without the IB Diploma program favored studiousness over non-studiousness and brilliance over non-brilliance. Implications of the findings, limitations of the study and directions for future research were discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The under-representation of ethnic minorities in gifted education programs is a persistent problem in the American educational system. Outstanding in popularity among possible solutions to this problem is the recommendation to use multiple-measure identification procedures to increase ethnic diversity. The purpose of this study, set in a suburban school district in the northeastern United States, is to investigate group differences, between fifth and ninth grades, among students identified for participation in honors classes through the use of a multiple-measure identification process administered in the fifth grade. The questions being investigated focus on whether, in a culturally diverse setting, the adoption of a more pluralistic approach to identification of gifted learners leads to a more diverse gifted population, and will the newly-identified students find similar rates of academic success as they enter their high school years? Data were collected from student records at the district level, with the variables being studied being specifically related to the identification of giftedness and academic success. Chi Square Analyses were performed to investigate four of the five research questions, with employment of ANCOVA procedures to investigate the final research question. Through the analyses, it was found that the introduction of the multiple-measure identification procedure did not increase the ethnic diversity of the program. Notwithstanding the fact that, overall, diversity was not increased by this new protocol, it was found that minority students identified were more likely to make it into the gifted program by virtue of the new protocol, not in the traditional single-measure way, which relied on standardized test results alone. Additionally, it was found that students in both protocols experienced similar academic success rates, retention rates in honors programs in high school, and similar academic gains as reflected standardized test scores. While this particular multiple-measure identification methodology did not increase the participation of minority students in honors courses in general, it did identify students who persevered in honors courses at the same rate as their traditionally identified counterparts. This finding is meaningful as we search for ways to identify students who will benefit from special programming for gifted learners over the long-term. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation employed qualitative ethnographic research with twelve human subjects, five female Chinese pastors and seven male Chinese pastors from the Sarawak Chinese Annual Conference, the Methodist Church in Malaysia (SCAC). The research seeks to appropriate a postmodern narrative therapy of Michael White and David Epston, Jill Freedman and Gene Combs in the pastoral guidance as a practice of pastoral counseling in SCAC. Wesleyan theology and Chinese cultural construct of SCAC were employed to critically reconstruct this therapeutic approach for its contextual application. This dissertation examines the theoretical, philosophical and ethical constructs of narrative therapy. It argued that narrative therapy may have the risk of propagating a postmodern individualism and emphasized personal agency of a customized self based on personal taste. Instead, the dissertation proposed a reconstruction affirming personal agency as giftedness of humanity with the telos of loving God and neighbor, seeking life fulfillment in the infinite possibility of God. Pastoral guidance taking this frame of reference could be considered as a means of grace empowering persons seeking help toward the telos. This research also suggested that externalizing of problems offers a possible platform for the deconstruction of shame faced by Chinese persons seeking help. It further argued that a narrative approach of pastoral guidance must seriously consider the Chinese cultural specifics of SCAC such as collectivistic-familial aspects, qing and guanxi (generally understood as relationship), of the Sarawak Chinese Methodists in order to be relevant for the local practice. This work foresees some challenges in the area of dealing with the systemic issues which persons seeking help continue to experience as they move beyond the counseling room. It is in this reconstruction and awareness that the practice of pastoral guidance taking the narrative frame of reference is made possible. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This study examined the effects of an enrichment program that used Type III activities (Renzulli, 1997) which were targeted at an identified area of cognitive strength or domain-specific area of giftedness (visual-spatial skills) on students' leadership, social skills, and attention in the classroom. The premise of the study was that providing an enrichment program in an area of students' cognitive strength would positively impact their classroom behaviors. This empirical investigation used a pre- and post-test design with random assignment to an experimental group (n=12) and a control group (n=11) of 3rd 4 th, and 5th grade elementary school students in a school district with a large number of disadvantaged and minority students. Participants of the intervention were chosen on the basis of above average visual-spatial skills as measured by the Culture Fair Intelligence Test (Cattell, 1973) and were identified by their teachers as struggling with the traditional curriculum. The intervention was an after-school enrichment program that involved building a series of eight engineering projects. Teachers of the students completed the subscales for leadership, social skills, and attention problems from the Behavior Assessment Scale for Children, Second Edition (Reynolds & Kamphaus, 2004) at three measurement dates (pre-test, post-test, and post-control intervention). A multivariate covariate analysis (MANCOVA) was conducted after the experimental group completed the enrichment program that compared the changes in behavior between the experimental and control groups. There was no significant measured effect noted in the experimental group, when the experimental group was compared to the control group after the intervention. However, there was a significant change in the measured behaviors of the control group following their participation in the intervention, including an increase in the behaviors associated with leadership, and a reduction in attention problems. The inconsistency of these results may be attributable to differences between the two groups and supports the need for additional research to determine the effects of domain-specific interventions. The results of this study suggest that interventions that are targeted at students' cognitive strength may help them develop better problem-solving skills, and also improve their engagement in the classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

When Congress approved the Reauthorization of the Individuals with Disabilities Education Act (IDEA) in November of 2004, IDEA acknowledged the needs of twice-exceptional children for the first time. Gifted students with disabling conditions remain a major group of underserved and under stimulated youth (Cline, 1999). There are many obstacles to the identification of G/T learning disabled students. The first barrier to identifying gifted students who are learning disabled is that many of them are able to maintain achievement at or near grade level. Gifted students who are learning disabled may be particularly difficult to identify because their disabilities often mask their abilities. Conversely, they may have developed certain abilities to an exceptionally high degree in order to disguise or cover up their disabilities. Consequently, both the gifted and talented and the disabilities of such students may go unrecognized. This study explored the personal, behavioral, and academic development of nine male students with giftedness, and combined twice-exceptional characteristics and giftedness, and ADHD. Data was gathered from three different sources-teachers, parents, and the students themselves. The problem addressed by this study was the impact of twice-exceptional development on self-concept, learning and motivational characteristics of boys who were gifted, gifted with asynchronous development, and boys with Attention Deficit Disorder. The major research questions were addressed through qualitative design in order to explore the participants' lived experience. Twice-exceptional development was explored using interviews at the research site. The mixed-method research design was used to help us understand twice-exceptional development by converging both quantitative and qualitative data. One of the main themes emerging from this study was that the daily individual experience of every student is a function of many interacting components. Disabilities and handicapping conditions do impact and play a part in the daily lived experience of adolescent males. Recommendations are made for additional training and professional development to help educators understand the impact of clinically diagnosed conditions which are sometimes not visible, but can manifest themselves in the student's daily experience. Gifted students with disabilities and handicapping conditions are at risk because their giftedness can often mask their disability. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study explored the development of computer technology talent (CTT) in the field of gifted education. Based on Feldman's (1994) co-incidence theory, the four time frames have crystallized at the end of the 21st century to produce conditions for CTT to emerge: (1) individual life span, (2) development of the field, (3) historical and cultural trends, and (4) evolutionary time. Within this framework the research question was asked: "What cognitive and affective qualities and life events mark the development of CTT?" Using qualitative study methods, interview data were collected from four different age groups and time periods: Historical (Sample 1), Snapshot (Sample 2), Longitudinal (Sample 3), and Contemporary (Sample 4). Gagne's (2003) Differentiated Model of Giftedness and Talent (DMGT) was used after the initial analysis to structure the data into the categories of natural abilities, intrapersonal catalysts, environmental catalysts, and talent activities. Findings were discussed in terms of developmental patterns and recurring trends between samples, reflected in their histories with computing, environmental support, and key educational experiences. Results provide evidence that CTT should be recognized as a distinct talent area within the gifted field. Suggestions for educational policy and practice are made for teachers and parents of children with CTT. Alternative assessments and resources need to be made available in schools to recognize this new way of thinking in the digital age. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This dissertation focused on optimal development in adulthood, in particular how such development was conceptualized in the personality theories of Maslow (1954/1970) and Loevinger (1976). Loevinger's theory of ego development mapped the entire developmental spectrum into nine stages and likened the highest stages to self-actualization. Past research has shown that the majority of adults fail to achieve the most advanced stages of personality development. This study is concerned with how exceptional development to the most advanced stages, postconventional ego development, unfolds, focusing on the nature of such development and its assessment. Loevinger's assessment instrument, the Washington University Sentence Completion Test, was used to find 22 participants, who, on a scale of 1 to 9, all scored at stage 7 or above. Written narratives and semistructured interviews with the participants inquired into the developmental pathways, including the participants' own views about what constitutes optimal development and about life-changing activities and values. The transcribed interview materials were analyzed using grounded theory procedures as delineated by Strauss and Corbin (1990) and holistic narrative analysis (Lieblich, Tuval-Mashiach, & Zilber, 1998). The findings demonstrate that persons at postconventional stages of development define development and talk about their growth in significantly different ways than persons in the conventional tier of development. Postconventional participants evidenced greater complexity in their narratives. Furthermore, they valued growth, joined discourse communities, and took an interest in their inner world. Minor elements that distinguished postconventional participants from those scoring in the conventional range included giftedness, unconventionality, and cross-cultural exposure. No single factor can be seen as accounting for advanced ego development; instead, a complex interaction of factors seems to be required to advance to a stage of development that is not supported by the dominant cultural norms. The author demonstrates that Loevinger's instrument with recent additions by Cook-Greuter (1999) shows limited validity, and an unequivocal acceptance of this instrument for the assessment of higher development cannot be supported. The findings are placed in the context of the existing literature, and possible future directions for the exploration of this subject matter are presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved)