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This book is about some relationships that might exist between psychological type, talent and disease that, for reasons about to be discussed, may follow an oddly circular model of cognitive development in the brain, roughly analogous to the movement of light around a sundial. The relationships have not been proven conclusively in most instances, are inductively reasoned from a variety of old and new perspectives, and are highly uncertain at best, as these connections are only recently being explored by the psychological type community. Nevertheless, there are valid purposes to such a preliminary attempt, which are namely to enhance our limited understanding of the role of cognition in disease processes, and to create a researchable model of psychological type, talent and health that has heretofore been lacking in the typological literature. It is hoped that by first examining pathological patterns that may or may not be present in the different types and talents, we might better understand the conscious conditions for health in each of these various categories. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction) Sundial is an interdisciplinary work about cognition and health that encompasses the disciplines of psychology, medicine/complementary healthcare, and spirituality. It considers possible connections between type and disease--and does so in a way that appeals to the Myers-Briggs Type Indicator® practitioner and popular interest in such complementary therapies as chakra stimulation, Chinese medicine, and Therapeutic Touch. Sundial is set up like the history of contemporary Western medicine and psychology, moving from a sequentially ordered, science-based, analytical dissection of the ills of the body and mind to a more holistic, integrative approach to the whole of the person (mind, body, heart, and soul). Sundial makes the case that cognition and behavior associated with psychological type may be related to certain kinds of disease, but may also provide clues to disease prevention and health management. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)
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The purpose of the second edition of this book is to provide a comprehensive conceptual and practical overview of current theories of intelligence and measures of cognitive ability. This text summarizes the latest research in the field of intellectual assessment and includes comprehensive treatment of critical issues that should be considered when the use of intelligence tests is warranted. The three primary objectives of this book are as follows: (1) to present in-depth descriptions of prominent theories of intelligence, tests of cognitive abilities, and issues related to the use of intelligence tests with special populations; (2) to provide important information about the validity of contemporary intelligence tests; and (3) to demonstrate the utility of a well-validated theoretical foundation for developing intelligence tests and interpretive approaches, and for guiding research and practice. The ultimate goal of this book is to provide professionals with the knowledge necessary to use the latest intelligence batteries effectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)
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Gifted education is a crucial aspect of schooling in the United States and abroad. Most countries around the world have at least some form of gifted education. With the first edition becoming a major work in the field of giftedness, this second edition of Conceptions of Giftedness aims to describe the major conceptions of what it means to be gifted and how these conceptions apply to identification, instruction, and assessment of the gifted. It will provide specialists with a critical evaluation of various theories of giftedness, give practical advice to teachers and administrators on how to put theories of gifted education into practice, and enable the major researchers in the field to compare and contrast the strengths of their theoretical models. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)
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This reprinted article originally appeared in Gifted Child Today, 1999, vol. 22, no. 5. As gifted children grow into adolescence and adulthood, they often experience the need to create a make-believe self to inhabit in the everyday world in order to hide their individuality and uniqueness. They must create a façade, a mask that hides their giftedness, the true self. Gifted females, in particular, are at high risk of losing themselves behind a mask of conformity. If left alone, many gifted girls will find the façade they effected slowly taking over their personality until all they perceive is this false self. By the time adulthood is reached, they have successfully obliterated their true self. This can cause many problems, including depression, loss of perceived ability, self-doubt, lowered self-worth, and feelings of hopelessness and loss. The numerous frustrations, stresses, and special problems coping with life that gifted females encounter have only recently received much attention and study. It is important for counselors to realize that, although most females encounter some strife growing up, "[gifted girls] can, however, experience emotional problems capable of crippling the human spirit" (Schauer, 1976, cited in Strip, Swassing, & Kidder, 1991, p.124). In order for gifted girls to develop into healthy, fulfilled, intellectualized adults, there are a variety of needs that must be addressed. Of greatest importance, they should be assisted in peeling away the mask and discovering who they are so that they may eventually learn to accept and like that true self. It is not just important, but critical that specialized counseling services be available for gifted females of all ages, as well as for their families. It is important that counselors be aware of the special needs and strengths of this population. Without an adequate understanding of the gifted female "experience," the proper help cannot be offered. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)
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In this fully revised and expanded second edition, Being Gifted in School: An Introduction to Development, Guidance, and Teaching reviews the past developments within the field of gifted education and identifies the current trends, issues, and beliefs that are faced in the 21st century. By recognizing both typical and atypical gifted students, Laurence J. Coleman, Ph.D., and Tracy L. Cross, Ph.D., encourage readers to defy traditional assumptions about gifted children and their education. The book is organized to provide a framework for those who are responsible for nurturing the development of gifts and talents in the home, school, and community. It provides insight for educators with questions regarding curriculum and instruction implementation, administrators facing program planning, parents with interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education. Included are chapters on definitions and models of giftedness; identifying the gifted; creativity; administrative arrangements and program prototypes; and teaching methods and best practices. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)