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in order to address the lack of information about the personal and phenomenological experience of gifted women, I recently conducted a longitudinal follow-up study of gifted women who had first been studied in the late 1950s / this study provided an opportunity for a close, detailed examination of the adult development of a group of gifted women now at midlife / quantitative and qualitative data from 35 women were used to assess how women identified as gifted in the 1950s have experienced giftedness and competence in the personal and interpersonal domains of their lives / in addition, analyses of extensive interview data provided new insight to "the experience and meaning of work" for gifted women (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

tackles the special competence dilemmas and perplexities experienced by . . . gifted young adolescents through an analysis of the self-statements of these uncommonly bright youngsters, he illuminates the cognitive and affective costs of intellectual precocity and the central role of social comparison theory and process in these adolescents' experiences of themselves translates his findings into general principles and practical suggestions for helping adolescents cope with giftedness (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: preface) the clinical inquiry conducted among early college entrants / self-perceptions and high expectations / differentness in the realm of social functioning (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

The primary objectives of "Intelligence and Giftedness" are: to demonstrate that—even though human intelligence is primarily a function of heredity—the quality of children's educational environments during infancy and toddlerhood can make a dramatic and lasting difference in their measured intelligence; to identify those features in the early home environment that affect intellectual development, with a particular emphasis on those that are of the greatest importance in normal- and above-average-IQ populations; to detail the nature of highly successful IQ-raising programs begun in infancy and toddlerhood; to interrelate information about the major stages of brain and behavioral development and to use this knowledge to suggest a rationale for effective stage-dependent "infant and toddler lessons"; to provide organized, integrated, and well-documented summaries of the literature that relates human intelligence to familial, prenatal, and early environmental variables; [and] to offer an alternative to certain widely held beliefs concerning the nature and pace of human intellectual evolution. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)

creativity, identity formation, and career choice come together in the late teens or early twenties for most people / the two samples of exceptionally gifted boys in math/science or with exceptionally high IQs . . . whom I have been following longitudinally during the past 12 years are not exceptions / a sizable number . . . in each sample had made educational or career choices that differed from those mentioned and expected of them years earlier and from those made by the majority of boys in their particular sample / these subjects I discuss as "crossovers" to highlight the fact that they have moved from the career plans determined earlier . . . in the study giftedness, education, and the achievement of eminence dangers and impediments: family and culture (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

what is creativity and why is it important / how is creativity measured and studied empirically / what are the major findings that have resulted from past research and what are the trends in current research / what are the implications of these research findings for educational practice four categories of giftedness / levels of giftedness construct validity / individual differences / creativity and personal-social adjustment in gifted children / learning style (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This text concerns the clinical assessment of the intelligence of adolescents and adults. In addition to the Wechsler Adults Intelligence Scale (WAIS-R), other instruments are also integrated with the WAIS-R to aid clinicians in assessing individuals with brain damage (Chapters 9, 10, 11, 12, 17), learning disabilities (Chapters 13 & 16), mental retardation (Chapter 15), Alzheimer's disease (Chapters 13 & 17), psychiatric disorders (Chapter 9), and a variety of neuropsychiatric disabilities (Chapter 14). The main question faced by most examiners is not whether to give the WAIS-R, but what instruments should be used to supplement the WAIS-R. Memory tests? Other cognitive tasks? Achievement batteries? Adaptive behavior inventories? Tests of creativity? Thorough neuropsychological batteries? Virtually every important test for the 12+ age range that was designed to measure intelligence or closely related skill areas is described and evaluated. Coverage includes tests that have recently been published (Wechsler Memory Scale-Revised) and some that were not yet available when this book went to press (Peabody Individual Achievement Test-Revised, Woodcock-Johnson Psycho-Educational Battery-Revised). This text is intended for graduate students and professionals in clinical psychology, school psychology, neuropsychology, counseling, special education, educational psychology, developmental psychology, psychometrics, psychiatry, and gerontology. It is appropriate for students who are learning to administer tests for the first time as well as advanced students taking practica or internships. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)

discusses developmental considerations and suggests that composers organize those experiences which deal with individuation around music, sound, and listening, and have a refined capacity to retain and develop body sensitivity and body experience and to use them in the service of their art / it is the ability to retain and develop early modes of experience which is characteristic of the gifted composer it is suggested that the truly gifted composer has the capacity to experience and reexperience early separation trauma in order to fomulate and present new ideas and is able to stay open to developmentally early modes of thought (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)

Oberman points out that despite the brilliance of supervisors and giftedness of candidates, there may be a lack of adequate understanding and guidance in the supervisory process / whereas many supervisors place the personal and professional growth of candidates first and foremost, this often proves not to be the case / supervisors, not having the benefit of the candidate's associations, are often unaware of the nature of the transference or the candidate's conflicts Oberman sees the capacity to form a learning alliance as a prerequisite for supervision / he perceives the training program in general, and the training analysis in particular, as recapitulating the parent-child relationship, and by so doing limiting the resolution of the Oedipus complex (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

The bulk of the book is a detailed description of the UAG (Underachieving Gifted) program design—its philosophy and rationale, goals, differentiated instruction, restructured environment, and parent involvement. The book presents a successful, low-cost K-8 program, designed and implemented specifically for the gifted underachiever. Part I opens by establishing a theoretical framework for the reader as well as a definition of giftedness and the gifted underachiever. The author goes on to describe the causes and influences of underachievement and to provide a useful review of the literature. Part II presents the program design, its philosophy, rationale, and goals. A step-by-step approach to implementing such a program in your own school is given, along with the process of identifying the gifted underachiever, a description of start-up tasks, and the possible pitfalls and solutions to resolve them. Part III offers help in the day-to-day practice of teaching in the program and is complete with curricula, materials, a lesson plan, and instructional strategies. "Reaching the Gifted Underachiever" is a must for all practitioners working with K-8 gifted and gifted underachievers. It will also be useful as a supplemental text in courses in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword)

"Playdancing" is a creative movement program developed to foster confidence, creativity, and problem-solving skills in children ages three to eight. The book is written primarily for teachers in the classroom and discusses the developmental stages of early childhood and the specific skills necessary for creativity to flourish. Lesson plans and examples are then outlined for each stage of development. Each activity listed includes an objective, materials needed, suggestions for working it into the curriculum, and a description. There are also activities designed to increase self-awareness and improve language ability and interpersonal skills. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

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)

"Understanding the Gifted Adolescent: Educational, Developmental, and Multicultural Issues" is a seminal volume whose purpose is to fill a void in the literature that until now has focused exclusively on younger gifted children. It deals not only with the educational but also the psychological issues that impact gifted learners as they make the arduous transition from children to adulthood. Topics covered include career decision making, spiritual and moral development, sexuality, and problems such as eating, anxiety, and stress disorders that may result from psychosocial maladjustment and the often self-imposed pressure of perfectionism. Three chapters are devoted to the doubly difficult task of the minority student, who must come to terms with these developmental issues while battling racist attitudes that consistently work to undermine self-esteem and cultural pride. This volume emphasizes that teachers, counselors, and parents play a key role in helping gifted adolescents solidify their personal beliefs and objectives. It makes clear that the internal conflicts that characterize adolescence need not keep gifted students from realizing their potential. Rather, from these conflicts, leadership skills and a solid sense of individuality can be born. This text will be a valuable resource for preservice and inservice teachers, counselors, program administrators, and district coordinators of gifted programs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

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)

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)

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)

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)

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)

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)

This book is designed to give counselors, regular classroom teachers, gifted education specialists, and parents an understanding of the academic and personal-social needs of gifted and talented students, awareness of ways that they themselves may help these children, and an introduction to the available guidance strategies and materials. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: preface)

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)