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"New Directions in Psychological Treatment of Serious Mental Illness" offers a comprehensive examination of theory, research, and practice concerned with people who have serious mental illness and with their families. This book charts [developments and changes occurring in mental health policies and priorities; in clinical training and practice; and in the roles of professionals, families, and consumers] and explores their implications for mental health professionals. "New Directions" is based on a conference that was jointly sponsored by the Alliance for the Mentally Ill of Pennsylvania (AMI of PA) and the Pennsylvania Psychological Association (PPA). (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)
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This volume presents recent works that demonstrate the fit between longitudinal methodology and the central issues of gifted education. Collectively, the studies investigate the early determinants of later academic and career achievement and creativity while employing varied identification practices, perspectives, theoretical orientations, and populations. The studies in Part I investigate individuals identified as gifted on the basis of early demonstrated accomplishments—in academic achievement, science, music, and technical creativity. Part II presents reports on populations identified as gifted on the basis of intelligence and achievement test scores, leisure time activities, or tests of creativity. Included in Part III are long-term follow-ups of participants in gifted programs organized around conceptions of giftedness . . ., or multidimensional identification processes not directly tied to a single theory of giftedness. The diversity represented in this collection will allow researchers, policy makers, and practitioners to compare long-term effects of different identification procedures. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: book)
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Leslie Margolin challenges the most common assumptions underlying gifted education. His analysis of the gifted child movement shows how scholars formed the concept of giftedness in their writings, how they provided detailed documentation of the characteristics such children were thought to embody, and how they managed to spread that vision to a community of believers. In doing so, he demonstrates that social "assets" as well as social "problems" can be viewed as social constructions, the products of competing claims. The author explains how gifted education is the obverse side of the "pedagogy of the oppressed," how it supports racism and classism, and singles out the children of the affluent for training in dominance. In exposing the role of gifted education in propagating social inequality, "Goodness Personified" questions the academic rigor of such teaching. [This book] illustrates how the various procedures used to confirm the personal and social traits associated with giftedness serve at the same time to support and confirm the nongiftedness of those who are excluded. Margolin shows that the effects of gifted education are global and systemic, affecting the way all children are seen. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)
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[This book discusses research on] issues and conclusions about why smart girls and gifted women so often fail to develop their potential. This . . . book provides a 20 yr longitudinal perspective on the development of [gifted] females and their exceptional talents. Barbara Kerr exhorts gifted females of all ages to push the limits of their personal potential and transform the world around them. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: publicity materials)
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This book provides a representative overview of the topics discussed at the Third European Conference of the European Council for High Ability, held in Munich (Germany) in 1992. The main issues of the most recent research on giftedness, talent, and creativity, and current European approaches to the systematic development of individual competencies and creative productivity, are dealt with by key chapters, which in turn are commented on by other authors. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)