Ablard, K.E. & Mills, C.J. (1996) Implicit theories of intelligence and self-perceptions of academically talented adolescents and children. Journal of Youth and Adolescence, 25 (2), 137-148.

"Students' [n = 153, grades 3 to 11] views of the stability of intelligence paralleled a normal distribution, with almost one-half having borderline views that can be easily modified to match environmental demands. Approximately 9% of these talented students were at risk for underachievement based on their self-perceptions of relatively low ability and the belief that intelligence is stable. High school students believed intelligence was more stable than elementary students and females described themselves as being harder workers than males. Findings may account for the differing academic experiences and performance of academically talented students over time." (p.137)

 

Ainley, M.D. (1993) A developmental perspective on the motivation of gifted and talented students. The Australasian Journal of Gifted Education, 2 (2), 4-9.

"Using a multidimensional model which represents student motivation in terms of styles of engagement with learning, patterns of change in styles from Year 7 to year 9 and Year 11 were assessed for 19 gifted female students." (p.4)

"The evidence of development in some of these students toward becoming more independent and self-regulated in their learning is encouraging .... At the same time the knowledge that some highly able students are showing disengaged patterns of motivation and are expressing dissatisfaction with their school experience is a challenge for educators to address." (p.9)

 

Austin, A.B. & Draper, D.C. (1981) Peer relationships of the academically gifted: A review. Gifted Child Quarterly, 25 (3), 129-133.

Reports that "In the preschool and kindergarten years, the intellectually gifted do not seem necessarily to be more popular than average ability peers. But, as the child moves into the elementary grades a positive correlation appears between IQ and social acceptance." (p.132)

 

Bailey, N.M. & Cross, T.L. (1997) A phenomenological case study of the social cognition of one gifted adolescent in school. Journal of Secondary Gifted Education, 8 (3), 137-148.

"This study investigated the social cognition of one gifted adolescent in school. Two research questions guided the study: (a) What is the nature of a gifted student's perception of the school experience? and (b) In what ways are teacher intent for a gifted student's personal development perceived and interpreted by a student? ... Three major findings are reported. " (p.137)

 

Baker, J.A. (1996) Everyday stressors of academically gifted adolescents. The Journal of Secondary Gifted Education, 7 (2), 356-368.

"This study evaluated everyday 'hassles' and other stressors experienced by academically gifted, exceptionally academically gifted, and academically average adolescents. The results suggest that gifted and non-gifted adolescents experienced similar levels and types of everyday stressors. However, exceptional and to some degree gifted girls endorsed more perfectionistic tendencies than did their average peers. The need for affective education and psychosocial interventions for gifted students in schools is discussed." (p.356)

 

Baker, J.A. (1995) Depression and suicidal ideation among academically gifted adolescents. Gifted Child Quarterly, 39 (4), 218-223.

"The question of whether or not academically talented students are at risk for mental health problems has been of concern for educators of the gifted. The major finding from this study is that academically able and exceptionally able students are not distinguishable from average students by differences in levels of depression or suicidal ideation. ... In this study, 8% of the gifted adolescents, 9% of the average adolescents, and 12% of the exceptional adolescents were experiencing significant levels of depression." (p.222)

 

Carrington, N. (1993) Australian adolescents' attitudes towards academic brilliance. The Australasian Journal of Gifted Education, 2 (2), 10-15.

"Adolescent attitudes towards two types of high school students, one brilliant and the other average were compared. In addition, an examination was made as to whether different attitudes to each type of student are affected by ability characteristics, or by certain other personal attributes such as academic effort in school and athletic-mindedness. The three way analysis of variance yielded statistically significant results. These results indicate a strong interactive effect and thus, how the attributes are blended becomes the determinant rather than the attribute itself." (p.10)

 

Cash, A.B. (1999) A profile of gifted individuals with autism: The twice-exceptional learner. Roeper Review, 22 (1), 22-27.

'Following a brief introduction to the autistic population and a definition of the autistic disorder, behaviors connecting these twice-exceptional learners are explored. Biographical sketches are presented as profiles of these exceptional individuals who struggle with discrepant strengths and weaknesses on a daily basis. The impact of giftedness on individuals with autism is discussed in terms of positive and negative effects, and the implications for their future growth and adjustment as adults.' (p.22)

 

Craven, R.G. & Marsh, H.W. (1997) Threats to gifted and talented students' self-concepts in the big pond: Research results and educational implications. Australasian Journal of Gifted Education, 6 (2), 7-17.

'Educators and parents often assume that GAT students' needs are best met in educational environments in which the average ability of students is high (eg selective high schools, special programs and classes for GAT primary students). Such educational environments are also assumed to enhance all GAT students' self-concepts by providing an academically stimulating environment. In contrast to this "conventional wisdom" self-concept research and theory calls into question these assumed benefits for every GAT student and suggests that some educational environments may negatively influence some GAT students' self-concepts. The purpose of this paper is to review advances in self-concept research and to relate these to questioning the assumed benefits of educational environments in which the average ability level of students is high. The self-concept literature suggests that maximising GAT students' self-concepts needs to be: a) recognised by educators as a critical concern; b) proactively addressed and accounted for in selective educational environments; and c) considered a priority area for developing a range of strategies for diverse high ability educational settings.' (p.7)

 

Cross, T.L., Cook, R.S. & Dixon, D.N. (1996) Psychological autopsies of three academically talented adolescents who committed suicide. The Journal of Secondary Gifted Education, 7 (3), 403-409.

"This article provides a brief overview of psychological autopsy as a research method, information about the unique characteristics of each suicide, factors among the three cases that were consistent with research on adolescent suicide generally, commonalities across the three cases believed to be related to the subjects' giftedness, and themes which emerged across the cases. Suggestions are offered about how to prevent the suicides of academically talented adolescents." (p.403)

 

Daniels, R.R. & Petelle, J.L. (1988) Communication strategies for inclusion: Communication needs of gifted versus traditional adolescents. Education, 109 (1), 68-75.

"The manuscript describes gifted and how to distinguish from non-gifted peers as well as the concept of communication style and how it may influence the cognitive, creative, and social behaviour of the gifted and non-gifted students." (p. 68)

 

Delisle, J.R. (1992) Guiding the Social and Emotional Development of Gifted Youth. New York: Longman. (371.95/D353g)

Subtitled 'A practical guide for educators and counsellors', this book covers 'Understanding giftedness', 'Specific guidance concerns of gifted students', 'Self-concept, school achievement, and invitational education', 'Specific adjustment concerns of gifted students', 'Strategies, activities, materials, and conditions to promote self-control and achievement', 'Specific concerns of gifted adolescents', 'Special topics and special populations' and 'From the homefront: Parents as helpers'.

 

Dixon, D.N. & Scheckel, J.R. (1996) Gifted adolescent suicide: The empirical base. The Journal of Secondary Gifted Education, 7 (3), 386-392.

"Whether gifted adolescents represent a population at risk for suicide and whether they are a population at increased risk are the questions addressed in this paper. To answer these questions, the paper first examines the literature on adolescent suicide and then examines the more limited literature on gifted adolescent suicide." (p.386)

 

Douthitt, V.L. (1992) A comparison of adaptive behavior in gifted and nongifted children. Roeper Review, 14 (3), 149-151.

"The results indicated a significant difference between gifted and nongifted groups of children in the Vineland categories of communication, social skills, and daily living skills. However, the area of motor skill development did not yield sighnificant differences between gifted and nongifted children. ... Implications for educational programs are discussed." (p.149)

 

Elliott, M. & Meltsner, S. (1991) The Perfectionist Predicament. New York: William Morrow. (155.232/E46p)

Deals with four 'perfectionistic paths' - performance perfectionism, appearance perfectionism, interpersonal perfectionism, moral perfectionism - and uses detailed case studies to explore 'the perfectionist predicament' and ways to deal with it.

 

Elmore, R.F. & Zenus, V. (1994) Enhancing social-emotional development of middle school gifted students. Roeper Review, 16 (3), 182-185. [See under Grouping]

 

Feldhusen, J.F. & Nimlos-Hippen, A.L. (1992) An exploratory study of self concepts and depression among the gifted. Gifted Education International, 8 (3), 136-138.

"This study investigated the effects of type of program for gifted students on self-concepts and depression of the program participants. Sixth grade students participating in gifted programs, either pullout or self-contained, have more positive self-concepts than their nongifted peers of the same age. This lends support to the idea that gifted students have healthier self-concepts than nongifted students. ... With regard to depression, no significant differences were found between groups, grades, gender, or age." (p.138)

 

Feldhusen, J.F. & Yun Dai, D. (1997) Gifted students' attitudes and perceptions of the gifted label, special programs, and peer relations. Journal for Secondary Gifted Education, 9 (1), 15-20.

'The first interesting finding of this study was that the students enrolled in a summer residential program, by and large, hold an incremental view of their own ability. That is, most of them see their ability as something that grows with effort. ... The findings of this study did not yield strong support for Dweck's speculation that the gifted label may cause or perpetuate students' conceptions of their "giftedness" as a fixed entity and predispose them to avoid challenges that might result in failure and to question their "giftedness" in the face of difficulties.' (p.18)

 

Ford, D.Y. (1994) Nurturing resilience in gifted Black youth. Roeper Review, 17 (2), 80-85.

"This article explores the concept of resilience as it relates to gifted children, particularly gifted Black children. Also presented are recommendations for fostering resilience in these students and ensuring their success in school and life." (p.80)

 

Frey, C.P. (1993) Meeting the affective needs of gifted students. The Gifted Child Today, 16 (3), 52-54.

A short article that discusses books directed at gifted students themselves, as well as being good sources for their teachers and parents. "Today, all of our resource classrooms for the gifted in Lower Merion (K-12) have multiple copies of the books, and teachers use them as bases for class discussion, lend them to individual students, and share them with regular classroom teachers and parents." (p.53) The books include The Gifted Kids Survival Guide, Perfectionism: What's Bad About Being Too Good, It's All in Your Head: A Guide to Understanding Your Brain and Boosting Your Brain Power and School Power: Strategies for Success in School.

 

Gonzalez, J. & Hayes, A. (1988) Psychosocial aspects of the development of gifted underachievers: Review and implications. The Exceptional Child, 35 (1), 39-51.

"Gifted underachievers are children who display a discrepancy between expected high achievement and actual performance. Focussing on gifted children with a long-standing pattern of underachievement not explicable in terms of learning disability, this paper adopts a developmental perspective to the problem of gifted underachievement. Literature is reviewed on the affective development of gifted underachievers and the environmental factors which may foster or diminish success in school. It is argued that cognitive and affective variables do not operate independently and should not be considered in isolation from the environmental context of development. Further, gifted underachievers are not a homogeneous group, and some influences on achievement are situation-specific and highly variable." (p.39)

 

Gross, M.U.M. (1998) The 'me' behind the mask: Intellectually gifted students and the search for identity. Roeper Review, 20 (3), 167-174.

'The process of identity development in intellectually gifted children and adolescents is complicated by their innate and acquired differences from age-peers. To be valued within a peer culture which values conformity, gifted young people may mask their giftedness and develop alternative identities which are perceived as more socially acceptable. The weaving of this protective mask requires the gifted child to conceal her love of learning, her interests which differ from those of age-peers, and her advanced moral development. If this assumed identity does indeed bring her the social acceptance she seeks, the gifted child may become afraid to take off her mask.' (p.167)

 

Gross, M.U.M. (1997) How ability grouping turns big fish into little fish - or does it? Of optical illusions and optimal environments. Australasian Journal of Gifted Education, 6 (2), 18-30.

'Shifts in self-esteem were monitored for three groups of Australian students during their first year of secondary education: students in Comprehensive (mixed-ability) High Schools, students in Selective High Schools for academically gifted children, and Selective High School students undertaking a program of acceleration which compacted school years 7 and 8 into a single year.
Both Comprehensive High School students and Selective High School students not in the acceleration program experienced a significant decline in academic self-esteem over the course of the year; however Selective High School students in the accelerated program experienced no significant decline in academic self-esteem. Academic, social, general, and total self-esteem were significantly higher for Selective High School students than for Comprehensive High School students on all test administrations, while Selective High School students in the accelerated program displayed significantly higher social, general, home/parents and total self-esteem than Selective High School students who were not accelerated.
Shifts in self-esteem appear to be linked to the students' motivational orientation towards task-involvement or ego-involvement, with ego-involved students displaying lower self-esteem than task-involved students on all self-esteem subscales.' (p.18)

 

Gross, M. (1994) Responding to the social and emotional needs of gifted children. The Australasian Journal of Gifted Education, 3 (2), 4-10.

"Many years of research have shown that when gifted students are grouped with intellectual peers, who share similar levels of emotional and social maturity, and have like abilities and interests, the feelings of salience and difference disappear, or are severely moderated. Deliberate underachievement for peer acceptance virtually disappears." (p.9) Links discussion of Gagné's model of giftedness and talent with Silverman's notion of asynchronous development and Dabrowski's theory of emotional overexcitability.

 

Gross, M.U.M. (1989) The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth. Roeper Review, 11 (4), 189-194.

A frequently cited article that analyses gifted students' dilemma about whether to achieve according to their potential and hence possibly become loners, or underachieve in the hope of gaining social acceptance by peers.

 

Gust--Brey, K. & Cross, T. (1999) An examination of the literature base on the suicidal behaviors of gifted students. Roeper Review, 22 (1), 28-35.

'At this time there is no significant research to support the claim that the rates of attempted or completed suicide among the gifted differ from rates on nongifted adolescents, but research does indicate that suicide occurs among the gifted population. It is also apparent that suicide is occurring among the gifted at a rate which necessitates school personnel to have the ability to recognize warning signs in an effort to help students and deter loss of lives.' (p.28)

 

Herskovits, M. & Gefferth, E. (1992) Locus of control as an important factor in teacher's rating of highly able children. Gifted Education International, 8 (2), 79-84.

"Internal control can influence teachers' ratings in two ways. The teacher can evaluate a child with poorer abilities but with a strong internal control as able thus promoting the child's development in a favourable way. But it can also be the case that the teacher does not recognize the ability of a child with both good potentials and a very - or perhaps too - strong internal control. Our results support the presumption that internal control is a mediating factor in the actualisation of abilities." (p.79)

 

Hill, C., Manor-Bullock, R., Cambeses, C. & Clark, J. (1995) Self-concepts and expectations of students at a residential school for the gifted. Journal of Secondary Gifted Education, 6 (3), 220-228.

"The findings of this study suggest that what gifted students expect when they enter a residential high school for the gifted will not necessarily coincide with the ways they see themselves." (p.226) "Subjects were found to have primarily 'academic', 'social', or 'balanced' self-concepts. ... Patterns of relationships between self-concepts and expectations are discussed." (p.220)

 

Hoekman, K., McCormick, J. & Gross, M.U.M. (1999) The optimal context for gifted students: A preliminary exploration of motivational and affective considerations. Gifted Child Quarterly, 43 (3), 170-193.

'The exploratory analyses in this study were designed ... to use student self-reports to determine the interrelated motivational and affective variables that could be used to monitor "the optimal match" between the developmental needs of gifted adolescents and the context in which they are placed at school.

... It may be the combinations of the various dimensions of students' perceptions of coping resources, pessimism, and optimism, rather than their individual contributions, which are likely to produce the most useful insights to inform decision making about the management of educational options for gifted students in the future. For example, in this study, students who were very optimistic and generally dissatisfied with the school experience were more likely to experience burnout in terms of strain on coping resources.' (p.183)

 

Holt, D.G. (1996) Positively humorous. Gifted Child Today, 19 (1), 18-21, 38-39.

"Humor is not a 'magic bullet' cure for all stress, but it can provide more socially acceptable ways of handling various situations and less tension-producing means of coping." (p.19) Suggestions include:

(a) "Students make a list of people in their life who cause stress and develop a cartoon character that represents each of those people. Then develops cartoon strip situations in which these 'characters' can be manipulated as the student desires." (p.21)

(b) "Create a comic book based on stressful experiences in school." (p.21)

(c) "Make a cartoon that has negative, hurtful humor and then do a similar cartoon using positive, helpful humor. Compare and contrast - analyze them as to why one is harmful and the other helpful." (pp.21, 38)

 

Jones, K. & Day, J.D. (1996) Cognitive similarities between academically and socially gifted students. Roeper Review, 18 (4), 270-273.

"We propose that social-cognitive flexibility (i.e., the ability to adapt prior social knowledge to formulate solutions to new interpersonal situations) is an important component of social intelligence. This article draws a comparison between the structure of academic and social intelligence, and speculates an important relationship exists between flexible social problem-solving and social giftedness." (p.270)

 

Karnes, F.A. & McGinnis, J.C. (1996) Self-actualization and locus of control with academically talented adolescents. The Journal of Secondary Gifted Education, 7 (2), 369-372.

"Self-actualization and locus of control were investigated using the Reflections of Self by Youth (ROSY) and the Nowicki-Strickland Locus of Control Scale for Children (NSLOC). This study's sample consisted of 33 male and 26 female academically talented students in grades 7 through 10. No significant gender or grade differences were found on either instrument. The locus of control scores for the present sample added support to the idea that higher-achieving students tend to have a more internal locus of control. The ROSY and NSLOC scores were found to be significantly correlated." (p.369)

 

Knight, B. (1994) The impact of locus of control on the achievements and education of gifted and talented students. TalentEd, 44, 10-11.

"The potential of students to benefit from gifted classes or other special placements would be enhanced by them developing a realistic internal LOC orientation whereby they become more independent and take responsibility for both positive and negative outcomes resulting from their behaviour." (p.11)

 

Konza, D. (1997) Developing an affective curriculum: Programming for the social/emotional needs of gifted students. The Australasian Journal of Gifted Education, 6 (1), 5-10.

"An examination of the literature relating to the likelihood of an increased risk of social/emotional problems in gifted individuals provides no conclusive answers. While the weight of evidence does not overwhelmingly support one view or the other, it is clear that at least some gifted individuals are at risk of developing social or emotional difficulties, and are in need of a curriculum which acknowledges and addresses their vulnerability in these areas. This paper provides a number of strategies which may be incorporated into a regular curriculum, and which are aimed at developing in young gifted students an awareness and understanding of personal strengths and limitations, an appreciation of the needs and abilities of others, strong social and interpersonal skills and the development of self management skills." (p.5)

 

Kwan, P.C.F. (1992) On a pedestal: Effects of intellectual-giftedness and some implications for programme planning. Educational Psychology, 12 (1), 37-62.

"The popular notion that gifted children are immune from adjustment problems because of their high intelligence has relegated this research area to a secondary concern. In this study, self-esteem, social isolation, locus of control, alienation and anxiety as indices of psychosocial adjustment were explored among the gifted and nongifted adolescents in three secondary schools. The findings suggest that some gifted adolescents are more susceptible than the nongifted to various dysphoric and adjustment crises. The author contends that preventive guidance is necessary to assist gifted adolescents in developing appropriate coping skills. The conclusions are brought together in a discussion of some implications for gifted programme planning." (p.37)

 

Lea-Wood, S.S. & Clunies-Ross, G. (1995) Self-esteem of gifted adolescent girls in Australian schools. Roeper Review, 17 (3), 195-197. [See under Gender]

 

Levine, E.S. & Tucker, S. (1986) Emotional needs of gifted children: A preliminary, phenomenological view. Creative Child and Adult Quarterly, 11 (3), 156-165.

"A study assessed emotional needs of gifted children (N=46) and matched non-gifted peers by evaluating their responses to vignettes of children in psychosocial dilemmas. Gifted children more frequently assigned internal attributions of blame, reflected heightened, sensitivity to protagonists' feelings, and used moral reasoning based on recognition of relative truths."

 

Lewis, B.A. (1996) Serving others hooks gifted students on learning. Educational Leadership, Feb., 70-74.

"Learning linked with real life provides opportunities for gifted students to share their gifts and, in the process, gain the confidence to shape the future. For many of them, service is the singular experience that changes their educational direction." (p.74) Includes 13 guidelines 'for designing successful service learning experiences', and a rationale for this approach.

 

Li, A.K.F. & Adamson, G. (1995) Causal attributions of siblings of gifted secondary school students for science, mathematics, and English performance. Journal of Secondary Gifted Education, 6 (3), 229-232.

"The siblings of the gifted attributed success in science to effort and good study strategy more so than the gifted. But a different pattern existed with regard to task easiness. The gifted, more than their nongifted siblings, pointed to task easiness when explaining their success in science. This finding on effort attribution is somewhat consistent with prior research that gifted children tended to attribute academic success to high ability while average children attributed success to efort." (p.231)

 

Lovecky, D.V. (1992) Exploring social and emotional aspects of giftedness in children. Roeper Review, 15 (1), 18-25.

"Five social/emotional traits of giftedness (divergent thinking ability, excitability, sensitivity, perceptiveness and entelechy) are described, and the specific issues that parents must face to enable their children to reach their full potential are explored." (p.18) "It can be helpful for these children to learn when truth is important and when feelings count more. Since many have trouble making that judgement, parents can be helpful in role playing and thinking aloud about the feelings engendered by the words used. As children learn that feelings also count, and that there can be other opinions that are equally valid, they also learn that there is room for compromise and negotiation." (p.23)

 

McCallister, C., Nash. W.R. & Meckstroth, E. (1996) The social competence of gifted children: Experiments and experience. Roeper Review, 18 (4), 273-276.

"Discrepancies exist between the research literature on the social competence of gifted children and educators' subjective experience of their students' social problems. Five alternative hypotheses are examined which may account for discrepancies in these perspectives. To resolve these discrepancies between experience and experiment, five areas of change are suggested to improve research on the social competence of gifted children." (p.273)

 

Manaster, G.J., Chan, J.C., Watt, C. & Wiehe, J. (1994) Gifted adolescents' attitudes toward their giftedness: A partial replication. Gifted Child Quarterly, 38 (4), 176-178.

"This study reaffirms that gifted adolescents' views of the gifted label and its effects are multifaceted. ... The gifted students in this study appeared, overall, to accept being labeled gifted even if they did not all see themselves as gifted. They also saw a lot of good, positive, supportive effects of giftedness and being labeled gifted in spite of a few negative social effects." (p.178)

 

Markova, D. (1992) How Your Child Is Smart: A Life-Changing Approach to Learning. Berkeley: Conari Press. (370.1523/M346h)

"My many years in education have taught me that children are naturally learning-abled and we de-skill them in school. In a very real sense, they are brighter when they begin than when they leave. Brighter, as in more alert, more willing to experiment, to be wrong and laugh about it, more willing to risk and reach." (p.21) Discusses thinking patterns based on visual, auditory and kinesthetic learning styles.

 

May, K.M. (1994) A developmental view of a gifted child's social and emotional adjustment. Roeper Review, 17 (2), 105-109.

"Developmental delays, lack of maturity coupled with advanced intellect, boredom in school, and lack of adequate coping skills all played a role in Kevin's poor adjustment during the first few years of elementary school. Parental advocacy, cooperation between the home and school, a realistic appraisal of Kevin's abilities, a stimulating and challenging curriculum coupled with extracurricular activities, and the opportunity to interact with more peers in different settings appeared to contribute to positive strides in Kevin's ability to cope and his social and emotional adjustment." (p.109)

 

McClelland, R., Yewchuk, C. & Mulcahy, R. (1991) Locus of control in underachieving and achieving gifted students. Journal for the Education of the Gifted, 14 (4), 380-392.

"This study examined locus of control in underachieving and achieving gifted grade 6, 7, 8 and 9 students. It was found that general locus of control measures did not differentiate between the two groups of students. However, underachievers and achievers both scored significantly higher on positive internal locus of control than on negative internal control. There were no gender or grade effects. This result needs to be replicated by further research since it was unexpected." (p.380)

 

Mendaglio, S. (1995) Children who are gifted/ADHD. Gifted Child Today, 18 (4), 37-38, 40. [See under Gifted Learning Disabled]

 

Mendaglio, S. (1995) Sensitivity among gifted persons: A multi-faceted perspective. Roeper Review, 17 (3), 169-176.

"A multi-faceted approach to sensitivity is proposed which conceptualizes sensitivity as consisting of cognitive, affective, interpersonal and intrapersonal dimensions. Four psychological concepts, self-awareness, perspective-taking, emotional experience, and empathy are used to elaborate upon a definition of sensitivity." (p.169)

 

Miller, N.B., Silverman, L.K. & Falk, R.F. (1994) Emotional development, intellectual ability, and gender. Journal for the Education of the Gifted, 18 (1), 20-38.

"We have used Dabrowski's theory to suggest that heightened sensitivity and greater responsiveness to stimuli are characteristics associated with giftedness. ... all five areas of the OEs (emotional, intellectual, imaginational, sensual, and psychomotor) and their relationship to our understanding of giftedness need further exploration." (pp.34-35)

 

Morgan, S.R. (1992) An analysis of behavioral differences of emotionally disturbed children assessed high on creativity. Psychology in the Schools, 29 (4), 301-306.

"Emotionally disturbed creative children will be highly verbal, but frustrated with their inability to communicate effectively with others. Though self-directed and independent, sometimes mislabeled as 'loners', these children constantly seek group recognition from peers and adults but often fail in their bid for attention. As a result, they will condemn themselves as 'wrong' or 'different', engage in self-deprecating behavior, and gradually reinforce personal feelings of poor self-concept and low self-esteem. ... What this study has shown is that there is more than one type of highly creative emotionally disturbed child, which necessitates different approaches to teaching and behavior management." (p.304)

 

Neihart, M. (1999) The impact of giftedness on psychological well-being: What does the empirical literature say? Roeper Review, 22 (1), 10-17.

'There is evidence to support two contrasting views about the psychological well-being of gifted children; that giftedness enhances resiliency in individuals and that giftedness increases vulnerability.. There is empirical and theoretical evidence to support both views. It is clear that giftedness influences the psychological well-being of individuals. Whether the psychological outcomes for gifted children, adolescents, and adults are positive or negative seems to depend on at least three factors that interact synergistically: the type of giftedness, the educational fit, and one's personal characteristics.' (p.10)

'The available research on anxiety, depression and suicide in academically or intellectually gifted students refutes the notion that these children are at risk for problems with adjustment.' (p.15)

'The research does not support the broad conclusion that there's a level of IQ at which problems in adjustment significantly increase. Rather, it seems that there's a level of IQ at which it becomes very difficult to find appropriate educational services and it may be the lack of good educational fit that most often contributes to the difficulties some highly gifted children encounter ....' (p.16)

 

Olszewski-Kubilius, P., Grant, B. & Seibert, C. (1994) Social support systems and the disadvantaged gifted: A framework for developing programs and services. Roeper Review, 17 (1), 20-25.

"In this article, we explore the literature on social networks and social support systems, which offers promising ideas for designing interventions for talented, economically disadvantaged children. Specifically, we extend the ideas of social support systems to gftedness and disadvantagement and present examples of two intervention programs based on these concepts." (p.20)

 

Parker, W.D. & Adkins, K.K. (1995) Perfectionism and the gifted. Roeper Review, 17 (3), 173-176.

"This article is an examination of the theoretical views of perfectionism, some of the instruments available to measure the construct, and the empirical evidence related to perfectionism in both the general and gifted populations. ... Particular emphasis is given to the multidimensional nature of the construct of perfectionism." (p.173)

 

Parker, W.D. & Mills, C.J. (1996) The incidence of perfectionism in gifted students. Gifted Child Quarterly, 40 (4), 194-199.

"Using the Multidimensional Perfectionism Scale, ... perfectionism scores were compared between a group of 600 students identified as academically talented and a group of 418 peers from the general cohort. In this nationally gathered sample, all students were sixth graders and of similar socioeconomic status. Findings indicated little difference between the mean scores of the two groups. ... These findings suggest that the frequent anecdotal reports of greater perfectionism among the gifted may be a product of differential labeling patterns of similar behaviors when demonstrated by gifted students and the general cohort." (p.194)

 

Polaine, L. (1994) Restoring sophistication. Gifted Education International, 9 (3), 177-184.

"This article discusses sophistication (an inner state) and false sophistication (entrenched by the media, education and industry). Loss of sophistication is also described. The author shows how school deprived her of her sophistication and how she restored it out of school. She sees or role in helping individual children as restoring their sophistication." (p.177)

 

Porath, M. (1996) Affective and motivational considerations in the assessment of gifted learners. Roeper Review, 19 (1), 13-17.

"An approach to assessment is described in which elementary school-aged children's motivation to learn and perceptions of ability and social acceptance are measured, in addition to the more traditional ability and achievement measures. Parents and teachers also are asked for their perceptions of the child's ability and acceptance. Four case studies highlight some of the ways in which individual differences in self- and others' perceptions of ability, acceptance, and motivation can impact on gifted children's learning and development." p.13.

 

Povey, R. (1993) Coping with unhappy clever children. In V. Varma (Ed.) Coping with Unhappy Children. London: Cassell. pp.93-105. (155.4124/V316c)

"The tendency for clever children to inflict excessive levels of self-expectation on themselves, to feel different from and to find difficulty in integrating with their peers are a few of the features which tend to cause unhappiness; and it is important for parents and teachers to be sensitive to ways in which they can help to alleviate these problems." (p.104)

 

Roberts, K. (1998) The academic and emotional needs of gifted children - A personal case study. Gifted and Talented, 2, 32-38.

'This paper aims to clarify some of the needs of gifted children. In outlining the difficulties that they and their families can face, it draws on the author's own experiences as an able child, and finds that many of these are reflected in the literature that has come out of the National Association for Gifted Children.' (p.32)
Eight needs are suggested, including: '1. Able children need an environment in which their gifts are valued rather than ridiculed. ... 2. Able children need their teachers to have high expectations, and to accept the possibility that even these may be exceeded. ... 3. Able children need the freedom to find their own limitations. ... 4. Able children need the stimulation of each other's minds, and the comfort of each other's shared experiences.' (p.37)

 

Roberts, S.M. & Lovett, S.B. (1994) Examining the 'F' in gifted: Academically gifted adolescents' physiological and affective responses to scholastic failure. Journal for the Education of the Gifted, 17 (3), 241-259.

"Relative to their nongifted and academically achieving peers, the academically gifted students demonstrated more negative affective and physiological stress reactions to the experimentally induced failure, as well as higher levels of self-oriented perfectionism and irrational beliefs. The present findings highlight the need for research within the relatively new and unexplored field of gifted students' reactions to scholastic failure." (p.241)

 

Sawyer, R.N. (1984) Advice for parents: Open doors, show love, relax. Psychology Today, 18 (6), 36. [See under Parents and Community]

 

Schneider, B.H. (1987) The Gifted Child in Peer Group Perspective. New York: Springer-Verlag. (371.95/S358G)

"Reviews and analyzes the empirical studies on social status and social self-concept of gifted children. Data-based approaches are augmented with the subjective, autobiographical records of childhood peer relations of eminent individuals and portrayals of intellect in children's literature."

 

 Schultz, R.A. & Delisle, J.R. (1997) School, curriculum, and the Good Life: Knowing the self. Roeper Review, 20 (2), 99-104.

"This article describes an action plan that is helpful for all students and adults to promote development of their Selves - their inner voices. ... Regardless of the pedagogical style or methodology used in a classroom, there are a core set of standards, or precepts, that should be addressed if learning is to occur. These Guiding Precepts and the process of Deliberative Artistry are presented to provide: direction as viable means to engage everyone in the learning process; recognition of the individual's responsibility to take charge of their learning; and, an especially appropriate guide to put gifted students onto the path to Self discovery." (p.99)

 

Shaffer, D. (1995) Unique stressors of gifted students: A review of the literature. Agate, 9 (1), 21-29.

"Five recommendations emerged from this review: (1) the importance of counseling and guidance for the gifted ..., (2) the importance of adult training to increase parent/teacher awareness levels regarding the unique social and emotional needs of gifted students ..., (3) the importance of expanding program opportunities in schools to accommodate the affective and creative needs of gifted pupils ..., (4) the importance of designing early identification procedures that recognize the many and diverse abilities of high-ability populations ..., and (5) the importance of doing research in the classroom to confirm or modify current practice ...." (p.26)

 

Sheely, A.R. (1998) A circle of friends: The nature and nurturing of social relationships among gifted children. Understanding Our Gifted, 11 (1), 3-8.

'When a child stands out as being developmentally advanced, it's understandable that we focus our attention on teaching to those extraordinary strengths. How rare they are, how precious. But a gifted child is more than the sum of his subtest scores. Academic requirements are only a part of what the whole child will need to develop into a socially competent adult. Many gifted children, though in possession of great intellectual potential, lack true, deep friendship - a part of human life both ordinary and profound.' (p.3)

Outlines a four-stage model of relationships: adoration -> disappointment -> conflict -> emotional closeness.

'A long lasting friendship will go through this cycle many, many times. But the friends are not just going in a circle. Conceptually, it's more of a spiral, with the emotional closeness achieving greater and greater depth with each go-round. If children are taught to effectively work through conflict, the deep connection they can form with another person is more nourishing to their sense of self than a round of applause from a roomful of strangers, more healing than any therapy done in a formal counseling office.' (p.8)

 

 Silverman, L.K. (1998) Through the lens of giftedness. Roeper Review, 20 (3), 204-210.

'Through the lens of giftedness, we can discover many hidden gifted children, and we are able to recognize the subtle signs of disability when they are present. It is important for diagnosticians to be aware of the gifted Self's capacity for compensation which can mask real deficits. ... And it is equally important for parents and teachers to appreciate the gifts that often attend disabilities. This perspective enables us to recognize and support strengths, while providing whatever assistance or modifications may be needed to enable a child to overcome weaknesses.' (p.210)

 

Silverman, L.K. (1990) Social and emotional education of the gifted: The discoveries of Leta Hollingworth. Roeper Review, 12 (3), 171-178.

"This article synthesizes Leta's thoughts on the psychosocial development of gifted children and presents her program for 'emotional education' of the gifted." (p. 171)

 

Sisk, D.A. (1982) Caring and sharing: Moral development of gifted students. The Elementary School Journal, 82 (3), 221-229.

Suggests that "one of the major problems gifted students have is their inability to get along with others which is often labeled a deficit in social skills." (p.226) Outlines how bibliotherapy and group dynamics activities might help.

 

Sowa, C.J., McIntyre, J., May, K.M. & Bland, L. (1994) Social and emotional adjustment themes across gifted children. Roeper Review, 17 (2), 95-98.

"This article presents common patterns or means of coping that gifted children used to respond to stressors in their lives." (p.95)

 

Tomlinson, C.A. (1994) The easy lie and the role of gifted education in school excellence. Roeper Review, 16 (4), 258-259.

Uses the case study of a 13 year old girl to illustrate the point that gifted education should "remind us that the twin threats of perfectionism and lethargy are spawned when a child comes to believe that that which is easy is exemplary." (p.259)

 

 Udvari, S.J. & Schneider, B.H. (2000) Competition and the adjustment of gifted children: A matter of motivation. Roeper Review, 22 (4), 212-216.

'In this article we review the literature and discuss an important distinction between task-oriented competitive behavior, which is motivated by a desire to improve performance, and other-referenced competitive behavior, which is motivated primarily by a desire to outdo an opponent. The implications of these competitive styles with regard to the academic achievement and social adjustment of gifted youngsters are explored and some suggestions for educators and parents are provided.' (p.212)

 

Van Ert, H. (1993) Enhancing Emotional Development Among Gifted Fifth-Grade Students Through the Use of Art and Imagery. Unpublished PhD thesis, The University of Utah. (371.956/V217e)

"Approaches employing guided imagery and art, or the guided imagery only, proved to be more effective in terms of developing certain aspects of self-esteem when compared to the art activity." (p.v)

 

Van Tassel-Baska, J., Olszewski-Kubilius, P. & Kulieke, M. (1994) A study of self-concept and social support in advantaged and disadvantaged seventh and eighth grade gifted students. Roeper Review, 16 (3), 186-191.

Studied students participating in full time programs for the gifted. "Findings indicated some differences based on ethnicity and gender, but most differences were observed between lower and higher socio-economic groups, particularly in the areas of social support and social and behavioral self-concept." (p.186)

 

Varma, V. (Ed.) (1993) Coping with Unhappy Children. London: Cassell. (155.4124/V316c)

See Chapter 8, 'Coping with unhappy clever children', by Robert Povey (pp.93-105). "The tendency for clever children to inflict excessive levels of self-expectation on themselves, to feel different from and to find difficulty in integrating with their peers are a few of the features which tend to cause unhappiness; and it is important for parents and teachers to be sensitive to ways in which they can help to alleviate these problems." (p.104)

 

Whitmore, J.R. (1988) Gifted children at risk for learning difficulties. Teaching Exceptional Children, 20 (4), 10-14.

"When parents and teachers believe that learning and school achievement are easy for all gifted youngsters, they tend to demand more effort and tolerate little error or imperfection. This feeds an unhealthy vulnerability gifted children naturally have towards perfectionism, which can result in a desire to avoid the risk of being less than 'the best' or 'failing'." (p.10)

 

 Willings, D. (1998) A radical approach to discovering the real self. Roeper Review, 20 (3), 227-230.

'This article describes the one-to-one integrated tutoring and therapy offered to gifted underachievers at the Willings Learning Clinic in the U.K. This approach represents a type of intervention that focuses on and celebrates strengths rather than weaknesses. the approach centers on respect for the Self and is central to the philosophy that gifted children (and adults) have unlimited capacity for personal growth which is very frequently blocked, but can be unblocked.' (p.227)

 

Yewchuk, C.R. (1995) The 'mad genius' controversy: Implications for gifted education. Journal for the Education of the Gifted, 19 (1), 3-29.

"The idea that 'genius is akin to madness' has dominated in conceptions of eminence throughout the ages. However, contemporary views of the relationship between eminence and emotional stability based on studies of distinguished individuals assume that metal instability is incompatible with the prolonged and goal-directed effort required in achievement of great social value. ... The issue of emotional stability is examined from the perspective of childhood giftedness as a precursor to development of eminence, and implications are drawn for the education of gifted and talented children." (p.3)

 

Yewchuk, C. & Jobagy, S. (1991) The neglected minority: The emotional needs of gifted children. Education Canada. 31 (4), 8-13.

Identifies some of the pressures gifted children face - e.g., 'Everyone expects us to be perfect all the time.' 'We don't have many friends that understand us, so we feel different and alone.' - and suggests how educators can help: e.g., "All school personnel should be made familiar with the concept of giftedness, in an attempt to dispel any myths about gifted students." "Teachers of the gifted must become advocates for the rights of their students. It becomes easy to forget that these children require help just as any other child, and teachers can help to remind others of the special needs of this group." "There needs to be active communication between home and school. Often, the child experiencing difficulties in school does not demonstrate them at home, and vice versa."

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