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Discusses the issue of intelligent boys and the troubles they face. The first section of the book explores the relationship of special intellectual ability to role of males in our society. In the next section the authors discuss issues that are unique to gifted boys. The following section describes the impact of giftedness on boys' academic and social adjustment. The last section of this book describes issues in parenting, teaching, mentoring, and guiding gifted boys and men. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

Discusses instances in which creativity, giftedness, and talents may be promoted in young children at preschool and in the early grades. In the socioemotional domain, the author emphasizes teacher creativity in helping children toward more mature solutions to the emotional tasks of early childhood, which will enable them to take steps toward creativity. Children will have to trust their caregivers as the more toward generating new hypotheses about the world and also to feel comfortable with such ambiguities. The author discusses the benefits of small peer groups in encouraging creativity, and various social devices used by teachers for promoting creativity. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)

Creativity is a major driving force for human beings, urging people to try things a new way, see things differently, and imagine what might be. This book explores what is known about creativity and what people can do to promote it at all stages of people's lives—from preschoolers through senior citizens. The authors, all social scientists and many of them artists in their own right, cover a variety of perspectives, from programs aimed at creativity in children, to long-term research projects, to a new theory of women's creativity. This subject has reverberations not only for child welfare and the possible application of creative activities to help at risk children and families, but also for society as a whole. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

Discusses the development of creativity in children through the Enrichment Triad Model (J. S. Renzulli, 1976), which was originally developed to provide children with the opportunity to develop their above-average abilities, creativity, and task commitment as was based on a central premise: If we give children the opportunities to become involved in self-selected, creative, productive work in school, this will increase the likelihood that the will emerge as creatively productive adults in whatever area they select as their future work. Two kinds of giftedness are examined: Schoolhouse giftedness and creative-productive giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Helps psychologists and educators (1) see a clearer picture of moral principles and their relationship to brainpower; (2) appreciate more fully how giftedness carries with it potential for evil as well as good; and (3) explore the possibilities of interweaving "duties of the heart" with brilliance of the mind. Topics discussed include origins and applications of moral code; subjectivity in defining morality; some ideational visions of morality; the compatibility of giftedness and morality; extra cautions in interpreting relevant evidence; and teaching moral values to the gifted and the non-gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Presents the proceedings of the Wallace Symposium. Key leaders in the field of the gifted discuss issues with an emphasis on building theories and on what the research actually says. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

Notes that an examination of the New School Movement approach makes clear that it contained elements of what is now regarded as essential for gifted education at this time. Empirical research is presented in support of this observation. Topics discussed include differentiation of curriculum and instructions as the main vehicle, Dalton schools, Montessori education, and Jena Plan Schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The lives of adults committed to social concerns, or to cultural domains such as art and science, have been widely studied. These spheres of activity hold special interest because of their transformative potential for society and culture. This volume extends these lines of investigation downward, exploring the phenomenon of engagement in adolescence and early adulthood. The chapters in this volume draw on 2 studies using complementary methodologies, in-depth interviews, and self-reports of subjective experience in daily life. The chapters examine why young people are drawn to certain areas of work and, once there, what sustains them. A supportive family background, mentors or role models, involvement in cooperative activities, cultivation of intrinsic interest, awareness of moral and political issues, and traits such as moral sensitivity and optimism are among the central factors that the authors explore. The better these factors are understood, the more effectively we can support youth engagement, a goal that holds particular urgency today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Notes that transpersonal experience are experiences that go beyond individual consciousness, but this does not in itself qualify them as spiritual. The author believes there must be a criterion by which these experiences can be regarded as genuinely spiritual. Such a criterion was offered by W. James: inner communion with a higher universe engages a person in the the process of inner transformation. The observable consequences are the person appearing more centered, at peace, and loving toward others. People who have done the work of inner transformation—Gandhi, E. Roosevelt, E. Hillesum, Peace Pilgrim—all stress that the world changes for the better as a function of individual human beings' changing for the better: inner peace is the necessary condition of world peace. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Notes that heterogeneity of dealing with issues in the education of the gifted is difficult to manage. It is also noted that the availability of resources is highly uneven and often unfairly distributed. The purpose of this chapter is to address the reasons this situation has developed and to evaluate the advantages as well as the disadvantages it produces. Topics discussed include the International Study Group for Early Child Care; lack of consensus about what giftedness means and who is gifted; security and shared beliefs; governmental and constitutional issues; school issues; and transition to college. Accelerative options for secondary school are appended. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Focuses on the social sphere of youth life and proposes a framework of moral action. This chapter considers the notion of "moral giftedness," or exemplary social engagement, in light of literature on gifted youth and moral exemplars. A hypothetical portrait of a highly engaged young activist, which is constructed in the chapter, suggests features one might expect to see in a socially engaged young person. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

This book reviews the past developments within the field of gifted education and identifies the current trends, issues, and beliefs that are faced in the 21st century. By recognizing both typical and atypical gifted students, L. J. Coleman and T. L. Cross encourage readers to defy traditional assumptions about gifted children and their education. The book organized to provide a framework for those who are responsible for nurturing the development of gifts and talents in the home, school, and community. It provides insight for educators with questions regarding curriculum and instruction implementation, administrators facing program planning, parents with interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Federal definitions of giftedness have expanded over the years to include more than general intellectual ability. While a majority of states have incorporated most of the criteria set forth in the federal definitions, the criterion given the most weight remains intellectual ability. In the Commonwealth of Pennsylvania, identification of mentally gifted students requires an evaluation by a certified public school psychologist and the administration of a professionally validated test of intellectual ability. I.Q. testing presents as one of the most expensive tools in the identification process. As such, effective screening procedures implemented prior to referral for individual assessment can considerably lower the costs of the identification process by reducing the number of students referred for gifted consideration who subsequently fail to be identified as mentally gifted. The purpose of the current study is two-fold. Of initial focus is the identification of criteria currently utilized in the screening process for identifying gifted students which best predict the results of professionally validated tests of intelligence. The second focus is the development of instrumentation, designated the Teacher Rating Scale (TRS), and the analysis of its predictive value in identifying intellectually gifted students. Both simple and multiple regression were used to assess the predictive value of currently used screening data in identifying those students referred for eligibility determination who scored 130 or greater on the Stanford-Binet Intelligence Scale: Fourth Edition and/or the Wechsler Intelligence Scale for Children - III. Composite scores from the TRS rating scale were then incorporated into the regression equation, with the analysis assessing the contribution of the rating scale in predicting individual I.Q. scores. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The purpose of this study was to examine the temperament characteristics that may affect teachers' appraisals of student aptitudes and their referral for gifted programs. Classroom teachers were asked to complete a modified version of the School-Age Temperament Inventory (McLowry, 1993) on three groups of elementary school students. These groups were: (a) economically disadvantaged gifted children who had been identified through a multiple-criteria evaluation process, (b) students who had been identified as gifted by traditional means (standardized test scores), and (c) students who had been nominated for gifted program screening by their classroom teachers. The teacher ratings of temperament factors were compared. There were no significant differences between the groups on teacher ratings of activity level or approach/withdrawal behavior. However, there were significant differences between the groups on ratings of task persistence and negative reactivity. The economically disadvantaged students were rated as less task persistent than either of the other two groups, and they were rated as more negative in mood than the students who had been nominated by their teachers for gifted program screening. Two open-ended questions added to the temperament inventory allowed teachers to describe the temperament factors they associated with giftedness. The two factors selected most often were task persistence and negative reactivity, the ones on which economically disadvantaged gifted students differed most from students in the other two groups. It was concluded that perceived differences in noncognitive behavior do influence teachers' recognition of gifted abilities in students from economically disadvantaged backgrounds. There are strong indications that staff development to improve teachers' skills in recognizing attributes of giftedness in atypical populations should include instruction on the potential biasing effects of temperament factors. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Gifted education has come a long way in the development and acceptance of broader definitions of giftedness and more inclusive identification procedures. Educators have recognized that restrictive requirements which rely unilaterally on 10 scores fail to identify many gifted students; they have worked to change traditional notions of giftedness. This research focuses on the history of the evolution of multiple criteria procedures for gifted identification in Georgia from 1958 to 1997; it chronicles the events and personalities which brought about changes mandating that students be evaluated for gifted program admission on the basis of aptitude, achievement, motivation, and creativity. This research also parallels the development of Georgia rules mandating the use of multiple criteria with the nation-wide trend toward more inclusive procedures. It includes a discussion of research-based "best practices" for gifted identification and a comprehensive history of gifted education since the time of Thomas Jefferson. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This research developed the ElemenOE, an instrument designed for use by teachers to measure personality characteristics known as "overexcitabilities" in children ages 4-12. The research describes the overexcitabilities within the context of Dabrowski's Theory of Positive Disintegration and makes the case for their use to identify gifted children. Overexcitability refers to an innate supersensitivity to stimuli in any of five different areas: psychomotor, sensual, imaginational, intellectual, and emotional. One good reason for looking at giftedness from the perspective of overexcitabilities is that these overexcitabilities, or OEs, are not tied to academic achievement. Instead, they are the roots of giftedness, leading to behaviors that are indicative of "an advanced and accelerated development of functions within the brain. Such development may express itself in high levels of cognitive, affective, physical sensing, and/or intuitive abilities" (Clark, 1997). Prior instruments used to measure overexcitabilities are problematical for administration to elementary school children, but these problems are circumvented with the ElemenOE. Five scholars of Dabrowski's theory rated an initial 100 items for content validity. Items were eliminated if the raters disagreed on the OE they exemplified or if the raters felt the behaviors were weak indicators of that OE. The 61 remaining items were compiled into a pilot instrument that was used to describe 373 students. Exploratory factor analyses using Varimax rotation found factors that related to the five OEs. Items with loadings of less than .5 were eliminated. In this way, the 61 items of the pilot instrument were reduced to the 30 items used on the ElemenOE. Teachers used the ElemenOE to describe 171 gifted and nonidentified children. A discriminant analysis resulted in one function that significantly discriminated between the groups, with Intellectual and Psychomotor OEs making significant contributions. The ElemenOE classified 76% of gifted students along with 42.7% of non-identified students as having similar OE profiles. These results indicate that the ElemenOE may be useful in identifying gifted students who are missed by traditional identification procedures. Cronbach's alpha, a measure of internal consistency, was .883 for the ElemenOE, and interrater reliability of the total instrument was calculated at .965 using the Spearman-Brown formula. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examined the relationships between giftedness, gender, and overexcitability. 140 university students (aged <17-50+ yrs) who participated in a gifted curriculum program completed the Overexcitability Questionnaire II (R. F. Falk et al, 1999) concerning psychomotor, sensual, intellectual, imaginational, and emotional overexcitability. Results show that Ss scored significantly higher on intellectual and emotional overexcitability compared to control Ss who had attended advanced or standard curriculum programs. Gifted male Ss scored higher overall on intellectual, imaginational, and psychomotor overexcitability, while female Ss scored higher on emotional and sensual overexcitability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Discusses aspects of the life and character of electric guitarist Jimi Hendrix based on the review of literature on gifted achievers and Dabrowski's theory on developmental potential in the gifted. The influential environmental and personality factors in the development of Hendrix's musical gift, including the role played by imagination and autodidactism with reference to L. S. Vygotky's (1978) theory on play, are a primary focus. Issues raised include the value of different musical education forms as they relate to the varieties of musical expression, and the usefulness of motivational and creative attributes as indicators of gifted potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examines the relation between concepts of emotional giftedness and emotional intelligence, and attempts to relate a person's level of emotional intelligence to the actual ways they cope with challenging social situations. Emotional intelligence and social behavior were explored in a pilot study with adolescents. Emotional intelligence was measured with the Multifactor Emotional Intelligence Scale, an ability-based measure of emotional perception, facilitation, understanding, and management. General intelligence was measured with the Peabody Picture Vocabulary Scale. Each of the 11 adolescents also answered questions about how he or she had handled a difficult social encounter. Those with higher emotional intelligence were better able to identify their own and others' emotions in situations, use that information to guide their actions, and resist peer pressure than others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Despite nearly a century of research on IQ, tests of ability have changed little despite changes in our understanding of human abilities. This failure to evolve has particular implications for identification of gifted as well as creative children. A few recent tests challenge the Wechsler-Binet stronghold, among them the Cognitive Assessment System (CAS). The CAS is based on the PASS theory, which centers on Planning, Attention, Simultaneous, an Successive cognitive processes. The inclusion of planning in particular allows for a more accurate assessment of gifted and creative children, as past research has shown a strong connection between planning and creativity. This more extensive and inclusive measure of intelligence could identify gifted children who would otherwise not be identified using traditional IQ tests. In this article the authors summarize the validity of an alternative approach to intelligence and illustrate its utility for identification of gifted and creative children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)