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overview of leadership [definitions of leadership, theories of leadership] / giftedness and leadership [identification and characteristics of leadership potential, screening and identification instruments] / leadership programs and curricula [leadership instructional programs and materials, incorporating leadership concepts and skills into the curriculum] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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review the various definitions of giftedness and intelligence that have shaped our understanding of those two concepts the many faces of giftedness [the concept of creative production, the concept of talent, the concept of leadership, who are the gifted] / the adolescent experience [social and emotional issues, educational issues, ethical and spiritual issues, career and lifestyle issues] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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explore the social and emotional needs of gifted adolescents and the interventions appropriate for the gifted / preventive approaches for gifted adolescents in the socioemotional area will be reviewed general psychosocial needs during adolescence [independence and autonomy, adult role models, coping skills, individuality, recognition, acceptance, self-knowledge] / gifted adolescents' special psychosocial needs [ownership of giftedness, dissonance, risk taking, others' expectations, impatience, identity, sexuality] / gender differences in psychosocial needs / coping strategies / psychosocial interventions [prevention; decision-making skills; self-esteem enhancement; socialization skills; stress management, suicide prevention, and perfectionism reduction; cognitive relabelling; assertiveness training; nonverbal behavior interpretation] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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integrate key research findings into a framework for understanding giftedness in a familial context / issues particular to parents of gifted students are highlighted / principles for encouraging more collaborative relationships [between school and family] are offered / challenges to a collaborative relationship were discussed, and principles for enhancing a school-home partnership were presented (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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single-subject research examines the causal relationship between the treatment and the behavior / in the field of gifted education, creativity has been extensively researched using this design alternative discuss key issues and describe major tactics for conducting single-subject research / discussions will include the following: a brief bit of orthodoxy; the major designs with examples drawn from studies . . . with gifted persons; the principles of single-subject research; issues in the study of behaviors that have limited accessibility; criteria for the studies; and criteria for evaluating the research conclude with a discussion of the implications for future research and the role of research in the total effort to expand the body of knowledge necessary to develop the study of giftedness as a discipline (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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discuss the types of experiences and interpersonal relationships necessary for the achievement of eminence and trace the developmental paths most likely to lead to eminence in the different domains of giftedness chapter is based upon my [the author's] research and that of others on how exceptional giftedness may be stimulated and facilitated during the first 10 to 15 years so that a gifted child may select and pursue a significant, satisfying, and productive career basic concepts related to the phenomenon of achieved eminence are presented / a number of basic personality issues in career choice are discussed, specifically identity, ego ideals, and narcissism / deals with the importance of focal relationships and crystallizing experiences / [discusses] the basic developmental paths to eminence through the interaction of personality, family, third-party experiences, and the specific domain of giftedness (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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presents eight fictional portraits of intelligent and creative children / all are drawn from 20th-century literature and were selected because of their diverse characteristics: they differ in age, ability patterns, interests, race, class and national origin the stories provide a coherent view of the diverse experiences of each gifted child / focus on the overall pattern and meaning of the experiences and coping behavior of these children these stories . . . will supply teachers, counselors, and parents with insight into the intricate interactions of the intellectual abilities and personality traits of the child with the influences of family, school, and community / these interactions determine in the final analysis whether and in what ways gifted and talented children realize their gifts and talents (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)
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Discusses issues related to special education for talented and gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create) definition [early themes, systematic studies, multi-factor components, federal definition of giftedness, Renzulli's three-ringed definition, Tannenbaum's five-factor definition, Sternberg's triarchic theory of intellectual giftedness, trends] / estimates of prevalence / etiology / characteristics [cognitive, affective, intuitive, physical (sensation), societal] assessment procedures [assessing intelligence, assessing achievement and specific aptitude, assessing creativity, leadership ability, visual and performing arts] / instructional and curriculum considerations [service delivery models, curriculum implications, curriculum models, educational strategies] special issues and concerns [vocational preparation, counseling needs of gifted children, culturally diverse gifted, gifted handicapped, gifted females, underachievement, teacher training] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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addresses the following questions: who are the gifted and talented / how do we define giftedness and talent / how can we identify these youth / why should we identify them / definitions are presented for a variety of terms associated with giftedness and talent and specific procedures for selecting youth for special educational programs are presented the need to link identification information with specific program and service options for individual gifted students is emphasized as well as the need to pursue identification as a continuous process, not as a one-time effort differences between identification at the elementary and secondary levels are noted / the need to identify artistic and vocational talent is also stressed (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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in the present study, I [the author] decided to examine the performance of children who were at the upper end of the IQ spectrum three groups of gifted children [aged 6 years] were studied: those with extremely high scores on both the verbal and nonverbal subscales of a standard intelligence test; those with an extremely high score on only the verbal subscale; and those with an extremely high score on only the nonverbal subscale / by comparing the performance of these three groups to that of a normal population, I hoped to maximize the chances of finding children with asymmetrical developmental profiles, and to evaluate the magnitude and frequency of these asymmetries (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)