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This reprinted article originally appeared in Gifted Child Quarterly, 1987, Vol 31(4), 180-185. (The abstract of the original article appeared in record 1989-27664-001.) 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) (Source: create)

Black students who are gifted or advanced learners are too often overlooked and misunderstood in education. Part of the problem associated with this neglect is that relatively little scholarship exists on those who are culturally different and in need of more challenge in school settings. This body of work was developed to help resolve this shortcoming and to inform and guide educators in their work with gifted and advanced Black students. In the first work of its kind, the book's editors have compiled reprints of what they believe to be among the best or most promising work, past and present, in understanding, meeting the needs of, and working with Black gifted and/or advanced learners. Theory, research, models, and strategies shed light on what we all must do to ensure that both gifted and advanced Black learners excel in school and otherwise reach their full potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This reprinted article originally appeared in Research Monograph No 94112, 1994, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The under-inclusion of economically disadvantaged and minority children in programs for the gifted has been so well documented over the years that it hardly needs recounting. Simply put, the significant and constant increases in both the number and proportion of racial/ethnic minority and economically disadvantaged children in the public school population are not reflected in programs for the gifted and talented. This monograph (a) reviews traditional identification practices, (b) examines the environmental and value differences among several cultural subgroups, (c) describes the results of an exploratory study of the characteristics of disadvantaged and limited English proficient gifted students, (d) explores gifted behaviors as they relate to specific populations, (e) synthesizes insights emerging from the Javits Gifted and Talented Students Education Act, and (f) presents elements which can be used to construct a new paradigm of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Research Monograph No 95210, 1995, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The purpose of this paper is to explore a different perspective for observing and assessing characteristics of giftedness in minority, limited proficiency in the English language and economically disadvantaged student populations. First, a summary of what we know about the attributes of gifted and high achieving students from minority or economically disadvantaged families and areas is presented. Second, a proposal for focusing on core attributes that underlie the giftedness construct as a more viable basis for observing and identifying giftedness in minority or economically disadvantaged student groups is presented. A description of how a set of core attributes of giftedness was derived is also provided. Finally, implications for using these core attributes as the basis for a paradigm that better addresses the identification and education of gifted students from underrepresented populations are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in The Journal of Negro Education, 1995, Vol 64, 52-62. Abundant data suggest that gifted programs are the most segregated educational programs in the United States. Minority children, particularly African Americans, economically disadvantaged students, and underachievers are severely underrepresented in gifted programs but overrepresented in special education programs for the learning disabled, behaviorally disordered, and mentally retarded. The author advocates that concerted efforts must be launched by educators and parents to ensure that African American students who exhibit exceptional talent receive the education to which they are entitled. After discussing the conditions that have led to this underrepresentation, this article suggests ways to desegregate gifted education programs and redress educational inequities in this area. It then appraises the promise and effectiveness of contemporary definitions of giftedness, theories of intelligence, and assessment practices in identifying a more representative array of students for gifted programs. Finally, the article discusses what is required to retain more African American students in gifted programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Exceptional Children, 1992 (Oct-Nov), Vol 59(2), 150-159. (The following abstract of the original article appeared in record 1993-11568-001.) Presents a schema designed to guide the development of theory, methodology, and research related to the psychoeducational assessment of African-American (AA) learners with gifts and talents. It is suggested that the philosophical world views, values, and behaviors of AAs auger for the development of assessment and identification systems that are grounded in pluralistic definitions and theories of the giftedness construct and that include cognition skills other than analytical abilities. The relationships among AA worldviews, needed psychoeducational assessment theory and methodology, and desirable assessment and identification instruments and practices are explored. Assessment paradigms, instruments, and practices most reliable and valid for identifying gifts and talents among AA learners are offered. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Special populations in gifted education: Understanding our most able students from diverse backgrounds brings together the leading experts in the field who combine both their knowledge of and leadership experience with gifted students from diverse backgrounds. Public schools are as diverse as ever, and, as a result, historically underrepresented students need to be included in gifted education programs that serve our most able students. This edited edition helps to raise the awareness level and knowledge base of all educators, particularly teachers of the gifted, who work with a kaleidoscope of special populations in gifted education. Chapters in this volume focus on topics such as gifted education in rural environments, highly gifted learners, twice-exceptional children, gifted females, gifted and talented students on the autism spectrum, English language learners, underachievement, and students from culturally or linguistically diverse backgrounds. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

Designed to provide support for the difficult job of parenting and teaching gifted children, Emotional Intensity in Gifted Students: Helping Kids Cope With Explosive Feelings provides the resource parents and teachers need to not only understand why gifted children are so extreme in their behavior, but also learn specific strategies to teach gifted children know to live with their intensity. Presented in an easy-to-read, conversational style, Emotional lntensity in Gifted Students uses real-world examples through case studies and role-plays that show parents and teachers how to interact with gifted children in a way that teaches them how to recognize, monitor, and adjust their behavior. Worksheets, tip sheets, and checklists are included to help parents, teachers, and the students themselves learn to cope with the explosive feelings that often accompany giftedness. Specific strategies for stress management, underperformance in school, perfectionism, and social anxiety make this a must-read for anyone wishing to make a positive lasting impact on the lives of gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This book is a scholarly overview of modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume maybe used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)

This reprinted article originally appeared in Parenting for High Potential, December 2003. For many years, our definition of giftedness has been based on the interaction of three characteristics: above-average (but not necessarily superior) ability, creativity, and task commitment. In other words, high ability is not enough to explain giftedness. It also takes an intensity and focus in a certain area, along with the willingness to try new ideas or look at something with a different perspective. Gifted behaviors occur when these three components intersect, and this happens in some people (not all people) at certain times (not all times), and under certain circumstances (not all circumstances). We only recently began to turn our attention to understanding more fully the sources of these gifted behaviors and, more importantly, the ways in which people use their gifts and talents in a constructive and positive way. This article addresses the following questions: (1) Can a better understanding of people who use their gifts for the greater good help us create conditions that expand the number of people who willingly contribute to the growth of both social and economic capital?; and (2) How can parents provide opportunities so their children develop their abilities in responsible ways? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Parenting for High Potential, September 2007. A child's primary care physician can play an important role early in the life of a gifted child. In today's healthcare arena, medical professionals are the first line of treatment and the gatekeepers for more specialized services. We discuss several issues related to the role of physicians, including what information a physician might need to know, why it is important for them to understand both your child and giftedness, how to discuss these issues, and finally what roles physicians can play outside of the typical medical domain. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Parenting for High Potential, March 1997. The article reminds us about the importance of keeping our own beliefs and assumptions about children's potential in check. In the discussion of how giftedness and talent is manifested, the author offers some consideration for the genetic background of the child; however a stronger case is made for a stimulating and nurturing environment as a more powerful force in the talent development process. The author then offers specific ways in which parents and teachers can optimize the development and learning of young children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This reprinted article originally appeared in Parenting for High Potential, March 2006. Based on a survey of 5,400 students from grades 3 to 8 and meetings with 400 students, the author explores the social-emotional landscape of today's middle schoolers. Regardless of how gifted children appear, fourth, fifth, and sixth graders, even among high achievers, have marked anxieties about social acceptance and popularity. The article counsels parents to let their gifted children enjoy their childhood—to challenge them in ways that feed their gifts, but without pushing them into early adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This reprinted article originally appeared in Parenting for High Potential, June 2001. One of the most neglected subpopulations of gifted students with multiple exceptionalities is gifted children with Attention Deficit/Hyperactivity Disorder (ADHD). The author first became interested in gifted children with ADHD when one of her sons was diagnosed with ADHD in middle school. From her research and experience, the author notes that children who have ADHD and also are gifted tend to have more severe social and emotional problems than do children who only have giftedness alone or ADHD alone. Their intellectual giftedness did not protect them from the problems associated with ADHD, and may have actually made them more pronounced. The article offers some suggestions that may help parents and educators of gifted children with ADHD. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This guide covers topics such as working with high achievers and young gifted children, acceleration, advocating for talented students, serving as role models and mentors for gifted kids, homeschooling, underachievement, twice-exceptional students, and postsecondary opportunities. The guidebook will allow parents to find the support and resources they need to help their children find success in school and beyond. Written by experts in the field of gifted education, this book will provide guidance, advice, and support for parents of gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This reprinted article originally appeared in Parenting for High Potential, June 1997. The article provides an alternative to the over-reliance upon traditional intelligence testing or using only an IQ score as the primary indicator of giftedness. Rather, the author offers his theory of successful intelligence, whereby individuals identify and cultivate their strengths and figure out ways to compensate or correct for their relative weaknesses. The author punctuates the explanation of his theory with a call to action for parents and teachers; research findings suggest that students who are offered instruction in ways that allow them to play to their strengths and minimize their weaknesses outperform those who were not offered such flexibility. In short, not scoring high on a traditional intelligence test can be overcome by considering strengths more broadly and playing to those strengths. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Raising happy, successful children is a goal of every parent of gifted children. In On the Social and Emotional Lives of Gifted Children, the nation's leading authority on the psychology of gifted children offers advice and encouragement for both parents and teachers. In a thoughtful, conversational style, the author offers an in-depth look at the complex social and emotional issues faced by gifted children. This revised and updated fourth edition of the popular text contains more than 10 new chapters, featuring contributions by scholars on gifted children's development from across the nation. On the Social and Emotional Lives of Gifted Children tackles important and timely issues dealing with the social and emotional needs of today's gifted children, including who gifted children are and what giftedness means; how parents, teachers, and counselors can guide gifted children; the issues facing gifted students in the 21st century such as technology and terrorism; and how the education of gifted children can adapt for the future. This concise, sensitive look at gifted children and their social and emotional world offers unique insights for both teachers and parents who support these special children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

The Cambridge Handbook of Intelligence provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. The forty-two chapters are written by world-renowned experts, each in his or her respective field, and collectively, the chapters cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: jacket)

Alan Carr's Positive Psychology has become essential reading for anyone requiring a thorough and accessible introduction to the field. This new edition retains all the features that made the first edition so popular, including: accounts of major theories and relevant research learning objectives chapter summaries research and personal development questions suggestions for further reading measures for use in research a glossary of terms. The book has also been completely updated to take account of recent research and major advances, and includes a new chapter on positive psychotherapy, an extended account of research on character strengths and virtues, and a discussion of recent ground-breaking research on emotional intelligence. This new edition of Positive Psychology will prove a valuable resource for psychology students and lecturers, as well as those involved in postgraduate training in related areas such as clinical psychology, social work, counseling, and psychotherapy. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)