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This unique guidebook is specifically designed with useful multicultural applications aimed at practice-based school psychology. The text includes an informational and instructional array of helpful "hands-on" checklists, reviews of some of the most current cultural literature applicable to best practices, and guided steps to take in various practice-based situations. Multicultural School Psychology Competencies: A Practical Guide is culturally sensitive and is intended for the multicultural competency preparation of psychologists in training and in practice. It is a significant resource for professionals who work with diverse children and youth in schools and other educational settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)
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Essentials of creativity assessment presents balanced coverage of the wide variety of assessments that can be used to gauge creativity, enabling mental health professionals to select the creativity assessment method that best fits the situations, groups of people, and programs that are involved. Written to gather as many resources as possible to enable professionals to make their own judgment about the most appropriate creativity assessments, this book covers: divergent thinking tests; The Consensual Assessment Technique; self assessment; and assessment by others: teacher, peer, and parent measures. Like all the volumes in the Essentials of psychological assessment series, this book is designed to help busy mental health professionals quickly acquire the knowledge and skills they need to make optimal use of major psychological assessment instruments. Each chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help readers gauge and reinforce their grasp of the information covered. Offering myriad ways to assess creativity, Essentials of creativity assessment arms readers to find the most appropriate technique or combination of techniques for their particular creativity assessment purposes. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)
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Mention "special needs children", and most people think of students struggling to overcome learning and physical disabilities as well as problem behaviors that interfere with achieving full academic potential. But there is a hidden population of special needs children--the gifted and talented--and their teachers, parents, and other professionals are often not well equipped to respond to their unique academic and developmental needs. In one comprehensive resource, the Handbook of Giftedness in Children brings together leading experts from the fields of psychology and education, combining theory and applied empirical research on such crucial topics as conceptualization, types of intelligence, developmental considerations, and ethical and legal concerns. Particular attention is given to social and family contexts, and evidence-based strategies and interventions offer solid guidelines on assessment, curriculum design, and encouraging and nurturing talent--from preschool through adolescence. Sample topics include: • Approaches to screening and assessment, including IQ and other tests • The gifted child's social world, from peer relationships to gender issues • Special issues of gifted but disadvantaged students • Problems and interventions specific to families with a gifted child • Career counseling, planning, and mentorship • Counseling the gifted child and working therapeutically with the family This volume is an essential resource for anyone working with gifted and talented children, including clinical child and school psychologists, educators and other allied professionals as well as child psychiatrists, family therapists, social workers, and pediatricians and other healthcare professionals. It also serves as an invaluable guide for graduate students in these and related fields. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: cover)
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This reprinted chapter originally appeared in Enriching the brain: How to maximize every learner's potential, Eric Jensen, San Francisco: Jossey-Bass, 2006. What makes a brain gifted? You cannot have functional or behavioral differences (such as being smarter) without some kind of corresponding difference in the brain from a more typical brain. On the whole, brain differences fall into four distinct categories. They are morphology, operations, real estate, and electro-chemical cellular functions, or M-O-R-E as a way to remember them easily. The first category--morphology--refers to the shape, size, and boundaries of structures within the brain. The second category--operations--refers to neural efficiency and speed of internal connectivity in the brain. The third category--real estate--refers to strategic differences in which or how brain areas are used. The fourth category--electro-chemical cellular function--refers to differences in electrical and chemical activity. What's going on inside gifted children? No single profile can be drawn that describes all the gifted. But they do share some strong common tendencies. Conversations with teachers and parents of gifted children as well as with authors and consultants in this area revealed four personality traits or qualities that are most consistent with giftedness: perfectionism, creativity, sensitivity, and intensity. Many books have been written about the gifted learner. One is Susan Winebrenner's Teaching gifted kids in the regular classrooms. In this book she notes the following characteristics: coping mechanisms, discipline, disabilities, and sociability. The chapter concludes with an argument for gifted education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: create)
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This is the definitive reference book for those searching for a summary and evaluation of the literature on giftedness and gifted education. The book presents 50 summaries of important topics in the field, providing relevant research and a guide to how the research applies to gifted education. Sample topics addressed include alternative assessment, counseling, early childhood, highly gifted students, homeschooling, parenting, and policy and advocacy. Each chapter adopts a rigorous, empirically grounded approach to inform the reader's understanding of the research in gifted education. This book provides an objective assessment of the status of available knowledge in each area, offers guidance in the application of the research, and suggests areas of needed research. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: cover)
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Alternative Assessments with Gifted and Talented Students provides a concise and thorough introduction to methods for identifying and assessing the learning of gifted students in the school setting. Including overviews of assessment tools and alternative methods of assessment, as well as pertinent discussions concerning the need to identify gifted and talented students, this book combines research and experience from leading scholars in the field of gifted education in a convenient guide for teachers, administrators, and gifted education program directors. Topics covered include the need for nonverbal testing with traditionally unidentified students; the identification of students from minority populations; the value of using traditional assessments with students; the role of creativity tools as a measure of giftedness; and the use of portfolios, products, and performance-based assessment to document learning and modify instruction accordingly; among others. This guide to assessing and identifying gifted students is for anyone serving and working with this population. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)