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This article presents an example of the application within clinical counseling of the Theory of Positive Disintegration (TPD), a theory of emotional development. TPD offers a unique perspective that can be used to identify and counsel gifted individuals. When emphasis is placed on the individual's overall emotional development, counselors can take a new role in working with gifted. A tapescript is presented in which the counselor applies TPD principles to the client, Sara, a gifted college student. The tapescript is interrupted at points to explain how the counselor is using the theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article provides descriptive data on families of 38 children (aged 3–13 yrs) who scored above 170 IQ on the Stanford-Binet Intelligence Scale (Form L-M). The families participated in one of two support groups that were formed in Maine and Colorado for parents of exceptionally gifted children. A brief description of the children is presented, followed by a description of the parents: their socioeconomic status, occupations, education, interests, family values, and evidence of giftedness. The remainder of the article describes the impact of the extraordinarily gifted child on family life and the specific issues these families face. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents a critical analysis of 13 validation studies of peer nomination forms (PNFs), which are growing in popularity as a screening technique for giftedness. A 4-step blueprint for research on their psychometric qualities is also described: (1) developing a taxonomy of abilities or talents to be assessed by peers; (2) drafting experimental PNFs; (3) evaluating their reliabilities, especially interjudge agreement; and (4) conducting rigorous validity studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Discusses growing worldwide interest in researching giftedness and international trends in educating the gifted, as shown by increasing numbers of special courses offered and educational efforts to help gifted students achieve their full potential. The author focuses on still unsolved problems and possible solutions, with special regard to the development of strategies and criteria to identify gifted and talented children and adolescents and development of adequate measures to encourage them and provide special counseling. Research is also needed to develop appropriate course content and instructional methods. (English abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents findings from an ongoing observational study of musical giftedness as it was being experienced by young music-makers at various developmental stages, focusing on the transition from adolescence to adulthood. Examples are presented of 2 girls' (observed from the ages of 8 and 9 to 22 yrs) experience of the simultaneous exhibition, enjoyment, and expansion of the musical gift while dealing with the unique problem of their body serving as the medium to express that gift. Topics include notions of the self, the role of significant others, "play" in the playing of music, creativity as generativity, and the role of normal narcissism in the life of the young musician. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Tested the hypothesis that the ability to be an effective teacher depends on the ability to maintain emotional stability in interactions. Human subjects: 31 normal Russian adolescents. EEGs were performed. Test findings were submitted to dispersion analysis. Tests used: A pedagogical giftedness and pedagogical orientation scale, the Sixteen Personality Factor Questionnaire (16PF), and State–Trait Anxiety Inventory. (English abstract) Educational level(s) of subjects: Grade 10. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the lack of leadership training and moral education in the gifted curriculum, examines the role of the parents, presents parallels between the taxonomy of B. Bloom (1961) and the cognitive moral development model of L. Kohlberg (1970), and outlines some insights by E. P. Torrance (1963) on the difference between teaching by authority and teaching through discovery. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines some of the reactions to J. S. Renzulli's (1978) 3-ring conception of giftedness by analyzing statements made by different commentators. The author summarizes related research, discusses additions to the original theory, and explores the implications of this work for public policy and the development of identification procedures. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Explored the question of how gifted and talented adolescents experience being gifted in high school. 15–17 yr olds were interviewed twice while attending a special summer program. Data were analyzed and interpreted using a set of research questions that postulated that Ss would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. Results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. Data also suggest that some Ss managed information about themselves to minimize visibility as gifted students to others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses 3 categories of gifted children: (1) accelerated mental development, (2) early mental specialization, and (3) isolated signs of outstanding abilities. The mental activity, self-regulation, age-related features, general and specific abilities, creativity, and natural gifts of gifted children are considered. The problem of predicting the future significance of giftedness observed during childhood is discussed. (English abstract) (0 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Studied nervous system (NS) features in musically gifted Ss and the relationship between giftedness and bioelectric indicators of NS strength, lability, and activity level. Human subjects: 21 normal Russian adolescents (aged 14–16 yrs). Various aspects of Ss' musical ability were rated, and EEGs were performed. The bioelectric activity of both brain hemispheres was analyzed. A correlation analysis was performed. (English abstract) Educational level(s) of subjects: Secondary School. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Defines giftedness and talent with reference to the American Indian student, based on the research of cognitive psychologists. Instruments that may be used to identify gifted and talented Indian students are discussed, including ethnographic-based instruments, tests of nonverbal reasoning, and the Torrance Tests of Creative Thinking. Special considerations for using standardized tests are noted. The 4 circumstances under which Indian students in nonreservation public schools can be selected to participate in a special program for the gifted and talented are outlined, and the identification procedure used in an elementary school on the Zuni Indian reservation is described. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Proposes that the display of gifted behaviors by students is a developmental process that should be viewed as the goal of education rather than a pre-existing condition. This suggests that the labeling of students as gifted is a questionable practice. A system of schoolwide educational enrichment that takes into account this concept of giftedness is presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Reviews the research literature on the relationship between gifted children and their peers, with the aim of examining the widespread notion that academic giftedness is associated with psychosocial adjustment problems. The review includes studies (primarily from the US) on the: social self-concept of gifted children and adolescents, identification of gifted children and adolescents by their peers, and popularity of gifted children and adolescents. Results suggest that gifted children (at least at the elementary-school level) are as adjusted as are their nongifted peers. Methodological problems in these studies are discussed, and recommendations for future research are provided. (English abstract) (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Examined the perceptions of 111 undergraduate education students without teaching experience and 79 experienced teachers regarding relatedness among gifted students' abilities. In the 1st phase of the study, undergraduates indicated the resemblance among 20 abilities in which 12-yr-olds might excel. In the 2nd and 3rd phases, the experienced and inexperienced Ss sorted the 20 abilities into nonoverlapping clusters. Results show that Ss tended to agree on 5 categories of giftedness: analytic or cognitive ability, personality and social skills, creative arts, motor skills, and verbal ability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents Raven's Matrices tests as a component in the identification of giftedness and includes related empirical studies. The article discusses the reliability, validity, and fairness of the tests and compares them with other intelligence tests. Despite problems with narrowness of scope and standardization practices, these tests are seen as providing a useful screening device that could help to identify gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Contends that a commitment of scientific talent and financial support to enhance the developmental potential of the retarded was made 25 yrs ago, but that a concomitant commitment has not been made to understand the developmental potential of the gifted. It is argued that there is a need for such a commitment and that it is important to draw out the developmental issues related to the gifted and the talented to frame productive scientific questions. A model is presented to frame such a set of questions based on the interaction of environmental facilitation and degree of organic impairment and vulnerability on developmental outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examined the relationships among academic achievement, self-concept, and behavior of the learning disabled/gifted child, and abilities of parents and teachers to identify the learning problem. 24 learning disabled/gifted children (aged 8–12 yrs) and 24 normally achieving, gifted controls were administered a 6-factor self-concept measure; their parents, regular classroom teachers, and teachers in an enrichment program completed a student behavior measure. Analyses indicated tendencies for experimental Ss to have lower self-concepts than controls. Correlations showed 7 significant relationships between self-concept and hyperactive/asocial behaviors in experimental Ss. Enrichment program teachers, who had received special education training, significantly identified experimental Ss as having learning problems; no parents identified experimental children as having learning difficulties. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses the lack of representation of Black children in educational programs for the gifted. Historical precedents and lack of empirical data on appropriate identification processes and educational planning techniques are noted as part of the reason for the lack. Research data indicate that observation techniques; community involvement; and nominations by peer, parent, and teacher are suggested techniques to identify the Black gifted child. Data show that leadership skills, creativity, and mental processing abilities also indicate giftedness. Identification, curriculum, instructional environment, and evaluation are discussed in relation to the Black gifted child. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Contends that gifted young people without an accurate and realistic self-concept create emotional difficulties for themselves that prevent them from fully using their talents in constructive or satisfying ways. They frequently misunderstand what giftedness means in their lives, hold unrealistically high expectations for their own achievement, confuse the means and the ends of their accomplishments, overvalue their cognitive dimensions at the expense of their affective natures, or view giftedness as an entitlement. It is suggested that gifted youth need help to build accurate and realistic self-concepts, to develop realistic expectations of themselves, and to place their intellectual talents in the proper perspective. (9 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)