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Giftedness and talent are central for understanding and fostering human potential and represent important and exciting research topics. In recent years, numerous new findings on these topics have appeared, some of them as systematic overviews in the form of literature reviews or meta-analyses. This book summarizes important new findings, results, and conceptions. It presents information on the identification and assessment of giftedness and talent and on special fostering options and programs in particular. The book concentrates on the core basics for entering the subject area and provides references to further literature, especially on topics that receive less attention in this book but are nevertheless of great relevance. It is useful for training educators and psychologists, for example, within a seminar. The book begins with the basic question of what giftedness is and how it relates to exceptional performance. It discusses the role that intelligence and creativity play in giftedness, and presents basic knowledge about both constructs. Furthermore, regarding the connection between giftedness and exceptional performance, the book offers a critical perspective on the respective contributions of the differential approach of giftedness research and of expertise research. It discusses three pioneering longitudinal studies with gifted students: the Terman Study and the Study of Mathematically Precocious Youth from the USA and the Marburg Gifted Project from Germany. The book describes the relationship between intelligence and academic achievement, and distinguishes between implicit and explicit theories of giftedness, and the harmony and the disharmony hypothesis. It deals with how gifted students can be identified. Intelligence tests continue to play a central role here, and one will learn what to consider when selecting intelligence tests for giftedness diagnostics and about the problem of ceiling effects in many of the available test procedures. Finally, the book examines supporting gifted students in school and early childhood education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Children with high learning potential or giftedness have remarkable potential. This book offers the DME-C approach, which is a tried-and-tested approach to help children who have challenges relating to their high learning potential, as well as sensory processing differences, unhelpful thought patterns and self-regulation. It draws on the heart of occupational therapy that considers the whole profile of the child, actively caters to the unique profiles of children with dual or multiple exceptionality (DME) or twice exceptionality (2e), and guides therapists towards therapy provision that is strengths-based and achieves favourable outcomes. The book includes a clear and comprehensive introduction to high learning potential and DME or twice exceptionality (2e), along with guidance to help identify children with these profiles. It covers questions and concerns occupational therapists may have when working with children with DME or 2e. The book considers the similarities and differences between high learning potential/DME/2e and neurodivergent conditions such as developmental coordination disorder, autism and attention deficit hyperactivity disorder, with a focus on sensory processing differences. It explains, in easy-to-understand language, the full DME-C therapy approach, with a range of example activities to use in therapy to achieve its principles, and a suggested therapy progression plan. The book is packed full of real-life case studies to translate theory into practice. It empowers therapists and educational professionals further by drawing attention to how they can better relate to children with DME/2e in therapy regardless of the children's specific needs. Full of examples and with the voices of parents and children at its heart, this resource is essential reading for occupational therapists, special educational needs and disabilities coordinators, education psychologists and other relevant professionals who want to improve the lives and wellbeing of children with DME or twice exceptionality and help them reach their full potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This book answers the following questions about underachievement: What are the major factors influencing underachievement? Is it a case of once an underachiever, always an underachiever? How is underachievement determined? Are there levels of underachievement, and does it matter? How does it compare to overachieving? Is "underachiever" a preventable status for gifted individuals? How does underachievement look in settings beyond the classroom? and Is it socialized or taught? This book provides an opportunity for researchers, professionals, and practitioners working directly with gifted individuals to engage with and examine the concept of underachievement of highly capable and talented individuals from different perspectives. Chapters written by experts in gifted education from diverse backgrounds explore underachievement in principle, illuminate underachievement as a response to written and unwritten policy and practice, showcase ranges of intellectual capability outside of traditional academic subjects, shift deficit views of not meeting rigid expectations to honoring interests and cultural values of the individual, and provide suggested and proven practices and services as solutions to bridge the gaps in achievement and performance for gifted and talented students. Expertly blending theory with practice, the book is a must-read for all practitioners, educators of gifted individuals, and researchers seeking more opportunities to help students align how they choose to exhibit their talent and efforts with external and internal expectations, personal interests, and cultural values to reach their maximum potential. Part I, "Perspectives", offers background information on underachievement in principle to include factors and manifestation. Part II, "Practices", illuminates underachievement as a response to policy and practices put in place by stakeholders, written or unwritten, and gaps within well-intended policy, that lead to underachievement. Part III, "Possibilities", shifts focus from deficit views to honoring individual interests and cultural values, showcasing gifted students' diverse capabilities beyond traditional subjects and rigid expectations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is more than a student's score on an IQ test or their performance on a series of academic tests. It involves every aspect of the person, including intellectual and social-emotional development. Understanding the complex nature of giftedness is the first step to supporting our gifted youth. Designed to provide support for the difficult job of parenting gifted children, this third edition provides the resource one need to not only understand why gifted children are so extreme in their behavior but also learn specific strategies to teach the children how to live with their intensity. This book puts increased emphasis on strategies to help within the home setting, as well as expanding the sections on twice-exceptional children, addressing social-emotional learning and the impact of trauma, expanding support for unhealthy perfectionism and executive function underdevelopment, and the most recent research regarding the social and emotional needs of gifted children. Presented in a readable and practical format, updated case studies and role-playing scenarios bring the information to life to provide with the tools needed to make a positive and lasting impact on child. The book includes an updated research addressing the neurobiology of gifted people and the social-emotional development of gifted children, including toddlers. It presents new and expanded case studies, role-plays, and interviews with parents of gifted children to provide real-world examples of the information. The book shares tips to address underperformance, perfectionism, and social-emotional wellness and explains evidence-based strategies to assist parents in helping build emotional intelligence, resilience, and empathy in their children. The book discusses updated and expanded resources which provide parents and educators with extended learning opportunities in areas of interest or concern. This practical new edition is a must-read for anyone wishing to make a positive and lasting impact on the lives of gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

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