Your search for all content returned 5 results
Include content types...
Filter results by...
Filter by keyword
- Psychology
- Child, Gifted 8
- giftedness 5
- Psychology 5
- gifted children 3
- gifted education 3
- Human Development 2
- human development 2
- humanistic psychology 2
- self-actualization 2
- self-realization 2
- affective development 1
- Affective Symptoms 1
- Agraphia 1
- Asperger Syndrome 1
- central auditory processing disorder 1
- chronological age 1
- comprehensive assessment 1
- Creativity 1
- Diagnostic and Statistical Manual of Mental Disorders 1
- DSM-5 1
- Dyscalculia 1
- dyscalculia 1
- dysgraphia 1
- Dyslexia 1
- dyslexia 1
- early intervention 1
- Early Intervention (Education) 1
- Education 1
- educational world 1
- emotional problems 1
- endowment 1
- enormous creativity 1
- Family Therapy 1
- Financial Management 1
- GDC 1
- Gifted Development Center 1
- Hollingworth 1
- Intellectual Developmental Disorder 1
- Intellectual Disability 1
- IQ testing 1
- IQ tests 1
- Language Development Disorders 1
- Learning 1
- Learning Disorders 1
- Mental Health 1
- Motivation 1
- Personality 1
- Prejudice 1
- Self-Assessment 1
- Social Alienation 1
Filter by author
Filter by book / journal title
- Giftedness 101
- Forensic Psychology 101 10
- Occupational Health Psychology: Work, Stress, and Health 10
- The School Psychology Practicum and Internship Handbook 8
- Understanding Pastoral Counseling 7
- Supervising the School Psychology Practicum: A Guide for Field and University Supervisors 6
- Giftedness 101 5
- History of Psychology 101 5
- Positive Psychology 101 5
- Handbook of Minority Aging 4
- Personality 101 4
- The Psychology of Happiness in the Modern World: A Social Psychological Approach 4
- The Psychology of Oppression 4
- African American Psychology: A Positive Psychology Perspective 3
- Animal Cognition 101 3
- Death, Dying, and Bereavement: Contemporary Perspectives, Institutions, and Practices 3
- Intelligence 101 3
- Memory 101 3
- Practicing Cognitive Behavioral Therapy With Children and Adolescents: A Guide for Students and Early Career Professionals 3
- Professional Coaching: Principles and Practice 3
- Psychology of Aging: A Biopsychosocial Perspective 3
- Psychology of Love 101 3
- School Psychology: Professional Issues and Practices 3
- The Psychological and Social Impact of Illness and Disability 3
- The Psychology of Enhancing Human Performance: The Mindfulness-Acceptance-Commitment (MAC) Approach 3
- The Therapeutic Community: Theory, Model, and Method 3
- Clinical Gerontological Social Work Practice 2
- Cognitive Behavior Therapy in Clinical Social Work Practice 2
- College Student Development: Applying Theory to Practice on the Diverse Campus 2
- Ethics and Decision Making in Counseling and Psychotherapy 2
- Ethics for Counselors: Integrating Counseling and Psychology Standards 2
- Grandparenting: Influences on the Dynamics of Family Relationships 2
- Integrating the Expressive Arts Into Counseling Practice: Theory-Based Interventions 2
- Marriage and Family Therapy: A Practice-Oriented Approach 2
- Motivation 101 2
- Multicultural Perspectives in Working With Families: A Handbook for the Helping Professions 2
- Psychological Assessment of Culturally and Linguistically Diverse Children and Adolescents: A Practitioner’s Guide 2
- Psychology of Aging 101 2
- Psychology of Disability 2
- Psychosocial Aspects of Disability: Insider Perspectives and Strategies for Counselors 2
- Social Isolation of Older Adults: Strategies to Bolster Health and Well-Being 2
- Social Work Practice and Psychopharmacology: A Person-in-Environment Approach 2
- Social Work With Immigrants and Refugees: Legal Issues, Clinical Skills, and Advocacy 2
- Strength-Based Clinical Supervision: A Positive Psychology Approach to Clinical Training 2
- The College and University Counseling Manual: Integrating Essential Services Across the Campus 2
- The Professional Counselor’s Desk Reference 2
- The Psychosis Response Guide: How to Help Young People in Psychiatric Crises 2
- A Practical Ethics Worktext for Professional Counselors: Applying Decision-Making Models to Case Examples 1
- Behavioral Classification System for Problem Behaviors in Schools: A Diagnostic Manual 1
- Brief but Comprehensive Psychotherapy: The Multimodal Way 1
- Child and Adolescent Psychopathology for School Psychology: A Practical Approach 1
Filter by subject
- Behavioral Sciences
- Medicine 0
- Nursing
0
- Administration, Management, and Leadership 0
- Advanced Practice 0
- Clinical Nursing 0
- Critical Care, Acute Care, and Emergency 0
- Geriatrics and Gerontology 0
- Doctor of Nursing Practice 0
- Nursing Education 0
- Professional Issues and Trends 0
- Research, Theory, and Measurement 0
- Undergraduate Nursing 0
- Special Topics 0
- Exam Prep and Study Tools 0
- Physician Assistant 0
- Behavioral Sciences 5
- Health Sciences 0
Your search for all content returned 5 results
- Book
The purpose of this book is to dispel many of the myths about the gifted, define the term in a nonelitist manner, explore how it manifests in individuals, describe why it is important, consider its origins, examine its psychological implications, and provide guidelines for its recognition, assessment, and development. It provides a cohesive conception of the psychology and development of a group with special needs. This perspective was shaped through 50 years of concentrated study and is informed by the author’s experience as a teacher of gifted elementary students, a counselor of gifted adolescents, a teacher educator of graduate students in gifted education, a psychologist specializing in the assessment of giftedness, a clinician with gifted clients, the creator of a refereed psychological journal on adult giftedness, and a researcher. In humanistic psychology, optimal development has been conceptualized differently. Self-realization can be understood in terms of Maslow’s self-actualization, Dabrowski’s secondary integration, Jung’s individuation, or other theoretical perspectives of human development. Families, educators, and psychologists can support inner development or they can act as agents of socialization, exhorting the gifted to "work harder" to attain external trappings of success.
- Chapter
Students and professionals in the field of psychology are encouraged to understand diverse populations. Life scripts are formed in childhood, and feelings of alienation seeded in their early years can haunt the gifted throughout their lifespan. Gifted individuals need professionals who understand their striving, their search for meaning, their yearning for connection, and their complexity, sensitivity, and intensity. They need professionals alert to the issues of giftedness—who use this template to help their clients develop greater self-awareness. Those who are interested in success equate giftedness with eminence. The Great Divide in the field of gifted education and psychology stems, in part, from polarized perceptions of IQ testing. Gifted behavior occurs when there is an interaction among three basic clusters of human traits: above-average general and/or specific abilities, high levels of task commitment, and high levels of creativity.
Source: - Chapter
It is time for a psychology of giftedness—time to recognize the developmental differences, personality traits, lifespan development, particular issues and struggles of the gifted, as well as the consequences of not being acceptable. The focus on eminence ignores the exceptionally gifted, the twice exceptional, underachievers, gifted preschoolers, women who chose parenting as the main expression of their gifts, gifted teachers, gifted elders, self-actualizing volunteers—the gifted whose names shall never be known. Gifted babies tend to be responsive infants, sometimes smiling early, which elicits the best from their parents. As the concept of mental age has been abandoned in psychology, there is little awareness that gifted children’s friendship patterns and social conceptions are more related to their mental age than their chronological age. Acceleration and home-schooling can ameliorate the social alienation of exceptionally gifted children. And gifted children demonstrate higher intrinsic than extrinsic motivation.
Source: - Chapter
This chapter explores the incidence of giftedness, the parallels between degrees of delay and advancement, giftedness as an organizing principle, different levels of giftedness, typical characteristics throughout the lifespan, and why it is important to recognize advanced development as early as possible. Educators forgot the integral role of psychologists in the development of the gifted, and psychology abandoned the gifted. The 21st century holds promise of reconnecting gifted education with its psychological roots. Giftedness is a psychological reality—the opposite end of the spectrum from Intellectual Developmental Disorder, as it is referred to in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). When a psychologist evaluates a child and concludes that the child is gifted, it often has a ripple effect on the parents’ self-perceptions. Gifted adults, perhaps more than any other group, have the potential to achieve a high degree of self-actualization.
Source: