Journal articles: 'Gifted adults'

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Rinn, Anne N., and James Bishop. "Gifted Adults." Gifted Child Quarterly 59, no. 4 (August 18, 2015): 213–35. http://dx.doi.org/10.1177/0016986215600795.

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Willings, David. "Burnout among Teachers of the Gifted and Gifted Adults." Gifted Education International 8, no. 2 (May 1992): 107–13. http://dx.doi.org/10.1177/026142949200800208.

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This article surveys some of the common causes of “burnout” such as: lack of rewards, irrelevant duties, unsatisfactory work conditions, lack of confirmation of worth and isolation. The writer also comments on the problems of lack of tangible feedback in many professions which provide service to others such as special educators and clergy who frequently deal with constant stress in others. Often a radical change in lifestyle compounds existing problems. In particular the paper discusses the “paralysed perfectionism” of highly able adults and children who initially were dedicated to reaching high level goals. The writer suggests keeping a daily Strategies Diary in which personal rewards and stresses are recorded and analysed with the purpose of reaching greater self-understanding.

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Lewis, Rena B., Margie K. Kitano, and Eleanor W. Lynch. "Psychological intensities in gifted adults." Roeper Review 15, no. 1 (September 1992): 25–31. http://dx.doi.org/10.1080/02783199209553452.

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Wirthwein, Linda, Carolin V. Becker, Eva-Maria Loehr, and Detlef H. Rost. "Overexcitabilities in gifted and non-gifted adults: does sex matter?" High Ability Studies 22, no. 2 (December 2011): 145–53. http://dx.doi.org/10.1080/13598139.2011.622944.

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Vötter, Bernadette. "Crisis of Meaning and Subjective Well-Being: The Mediating Role of Resilience and Self-Control among Gifted Adults." Behavioral Sciences 10, no. 1 (December 26, 2019): 15. http://dx.doi.org/10.3390/bs10010015.

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Meaning in life is positively associated with mental and physical health, while a crisis of meaning is a painful existential state that is defined as a perceived lack of meaning. An earlier study has shown that academically high-achieving adults mostly experience existential fulfilment, while intellectually gifted adults have a disproportionally high risk of suffering from a crisis of meaning, which can weaken their potential fulfilment in life. To uncover the underlying mechanisms of how an existential crisis affects gifted adults’ mental health, this study examines the longitudinal relationship between crisis of meaning and subjective well-being via two mediators: self-control and resilience. A multiple mediation model was tested with longitudinal data (two times of measurement) of two gifted groups: intellectually gifted adults (HIQ; N = 100; 55% female) and academically high-achieving adults (HAA; N = 52; 29% female). Results suggest group differences: HIQ had higher crisis of meaning and lower self-control than the HAA. HIQ’s resilience (but not their self-control) and HAA’s self-control (but not their resilience) mediated the relationship between crisis of meaning and subjective well-being. These findings give initial insights about the distinct psychological needs of gifted adults and their different paths toward subjective well-being. These insights can be applied in future giftedness research, talent development programs, or counseling to support gifted individuals in living up to their potential. Thus, HIQ could benefit particularly from supporting their ability to cope with adversity, while HAA could benefit particularly from strengthening their willpower to modify undesired emotions, behaviors, and desires.

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Perrone-McGovern, Kristin M., Jenelle N. Boo, and Aarika Vannatter. "Marital and Life Satisfaction Among Gifted Adults." Roeper Review 34, no. 1 (January 2012): 46–52. http://dx.doi.org/10.1080/02783193.2012.627552.

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Kerr, Barbara A. "The career development of creatively gifted adults." New Directions for Adult and Continuing Education 1986, no. 32 (1986): 59–69. http://dx.doi.org/10.1002/ace.36719863207.

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Sewell, Christopher J. P., and Ramon B. Goings. "“I Struggled But I Made It”: Black Gifted Underachievers on Transitioning to College." Journal of Advanced Academics 31, no. 2 (January 31, 2020): 111–28. http://dx.doi.org/10.1177/1932202x20901506.

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Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults who attended gifted schools in New York City and encountered significant hurdles during their K–12 schooling. These findings are excerpted from a larger qualitative study that investigated how Black adults, who were identified as gifted in New York City Public Schools, reflected on their experiences as gifted students and how they leveraged those experiences to persist to and through college. Using Schlossberg’s model for adapting to transitions as the theoretical frame, findings suggest that participants received limited guidance as they transitioned to college but learned many lessons that led to become productive in college.

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Perrone-McGovern, Kristin M., Tracy M. Ksiazak, Stephen L. Wright, Aarika Vannatter, Claudine C. Hyatt, Dustin Shepler, and Philip A. Perrone. "Major Life Decisions of Gifted Adults in Relation to Overall Life Satisfaction." Journal for the Education of the Gifted 34, no. 6 (October 23, 2011): 817–38. http://dx.doi.org/10.1177/0162353211425101.

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In this study, major life decisions of gifted adults were examined in relation to life satisfaction. Participants were 57 gifted adults who have been participating in a longitudinal study over the last two decades. Qualitative data were collected via written and online surveys, and were analyzed by a research team using phenomenological, postpositivist, consensus-seeking methods. Participants’ decisions were categorized according to their developmental stage at the time of the decision. Their perspectives regarding major life decisions, life satisfaction, career, romantic relationships, family relationships, and personal well-being are described and discussed in relation to existing knowledge and literature on gifted adults. Suggestions for counselors and educators are provided, based on the findings of this study.

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Kher-Durlabhji, Neelam, Lorna J. Lacina-Gifford, Richard C. Carter, and Lynn K. Lalande. "A Career in Teaching: Comparing Views of Gifted and Talented Adolescents." Journal of Secondary Gifted Education 9, no. 1 (August 1997): 21–27. http://dx.doi.org/10.1177/1932202x9700900104.

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A key determinant of the quality of teachers graduating from teacher preparation programs is the applicant pool in these programs. Research suggests that gifted students are discouraged from entering the teaching profession. The views of gifted adolescents toward the teaching profession compared to other professions, and the perceived level of support from significant adults for choosing the teaching profession, were analyzed in this study. The views of gifted adolescents were obtained to aid in the design of structured career counseling programs for this population. Survey data to address the above objectives were obtained from three groups of gifted seventh and eighth graders and compared to “regular” students' responses. Top ranked occupations for the gifted groups were scientist or doctor. The regular students' top choices were doctor and lawyer with a scientist ranked low. All groups rated sales and teaching the lowest. A majority of the students indicated that significant adults would encourage or strongly encourage their choice of the teaching profession.

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Katanani, Hiam Jameel Kamal, and Mohammad Abed Sakarneh. "The importance of life goals and the level of their achievement among gifted adults in Jordan." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 57–72. http://dx.doi.org/10.18844/cjes.v16i1.5508.

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The current study aimed to identify the degree of importance of life goals and the achievement of these goals among gifted adults in Jordan in the main fields of life goals, and if there are statistically significant differences in the degree of importance and the level of achievement of life goals due to gender and degree of religiosity. The study sample consisted of (80) gifted graduates’ adults from Jubilee school graduates, whose ages range from (26-41). The descriptive-survey method was used to achieve study goals. The results indicated that all life goals were of high importance to the respondents, regardless of gender. Significant differences were identified in the achievement of life goals attributed to the gender variable in favor of females. The result also showed no fundamental differences in the degree of importance of life goals attributed to the degree of religiosity. The study results revealed that gifted adults focus mainly on achieving goals and professional success, and they achieve themselves through the profession. They see that a promising future means career success and economic power enables them to achieve life goals related to their partner and family. Keywords: Life goals; goals achievement; gifted adults; gender; religiosity.

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Willings, David. "The specific needs of adults who are gifted." Roeper Review 8, no. 1 (September 1985): 35–38. http://dx.doi.org/10.1080/02783198509552925.

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Emmett, Judith D., and Carole W. Minor. "Career Decision-Making Factors in Gifted Young Adults." Career Development Quarterly 41, no. 4 (June 1993): 350–66. http://dx.doi.org/10.1002/j.2161-0045.1993.tb00409.x.

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PERRONE, PHIL. "Guidance Needs of Gifted Children, Adolescents, and Adults." Journal of Counseling & Development 64, no. 9 (May 1986): 564–66. http://dx.doi.org/10.1002/j.1556-6676.1986.tb01204.x.

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Lang, Margherita, Michael Matta, Laura Parolin, Cristina Morrone, and Lina Pezzuti. "Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale." Assessment 26, no. 5 (September 26, 2017): 929–43. http://dx.doi.org/10.1177/1073191117733547.

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Grabauskienė, Vaiva, and Oksana Mockaitytė-Rastenienė. "Signs of Critical Reflection in Mathematical Experiential Learning Contexts." Pedagogika 127, no. 3 (September 20, 2017): 54–69. http://dx.doi.org/10.15823/p.2017.39.

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In this article, we analyzed reflections of undergraduate students of Primary school education and also the reflections of gifted primary school children. The reflections were collected in those two subsamples separately, while learning Math in experiential way. For the suitability to observe critical reorganization of mathematical images, the scaling as a subject was chosen. The process of learning in adults has a feature to encompass the critical reflection approach for the problem solving. The aim of our study was to shed light on differences and similarities between adults and gifted primary school children in mathematical reasoning. We used the following methods: case study; observation; audio recordings; and qualitative analysis (i. e. content analysis). In whole study, 13 undergraduate students and 16 gifted children from III–IV grades took a part. The results indicate that the main insights in the mathematical content were made while comparing measurements of different dimensions. The similarities between adults and children were found in how critical reorganization of mathematical images was done. The difference occurred in the extent of reasoning abstraction. Gifted children already at primary school years were able to formulate logical explanations into mathematical rules. However, for the children to make critical reflections, the experiential basis (practice) is obligatory. In contrast, adults used abstract reasoning even in experiential (practical) situations.

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Maitra, Krishna. "Gifted mothers as social capital." Gifted Education International 28, no. 2 (January 25, 2012): 185–91. http://dx.doi.org/10.1177/0261429411435014.

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This article explores an unexamined area in the realm of gifted adults coming from disadvantaged backgrounds. The focus of this paper documents how a mother, in spite of all sorts of hardships, never deviates from her conviction about the education of her children. The author examines the concept of social capital in a symbiotic relationship with gifted motherhood.

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Miller, Nancy B., Linda Kreger Silvermany, and R. Frank Falk. "Emotional Development, Intellectual Ability, and Gender." Journal for the Education of the Gifted 18, no. 1 (January 1995): 20–38. http://dx.doi.org/10.1177/016235329401800103.

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Dabrowski's Theory of Emotional Development provides the framework for investigating the dynamic interplay of emotion and cognition in the personality development of a group of intellectually gifted adults and a group of graduate students. When the gifted adults were compared to the graduate students on developmental potential, as measured by their over-excitability scores, the gifted subjects showed substantially greater potential for emotional development; but when actual level of development was compared, no significant differences between the two groups were found. Gender differences were discovered in areas related to traditional gender-role socialization—women scored higher on emotional potential and level of emotional development while men were higher on intellectual potential. In support of Dabrowski's theoretical position, emotional, intellectual, and imaginational intensity significantly predicted level of development.

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Abramo, Joseph Michael, and Melissa Natale-Abramo. "Reexamining “Gifted and Talented” in Music Education." Music Educators Journal 106, no. 3 (March 2020): 38–46. http://dx.doi.org/10.1177/0027432119895304.

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This article examines the concept of gifted and talented and its implications for music education. The authors explore what it means for students to be labeled “gifted and talented” both generally and in music. Next, we look at some of the strengths of gifted and talented education as well as some negative consequences and common criticisms. We end with specific strategies music educators can use to identify, support, and educate gifted students even when their schools do not have gifted and talented programs. These strategies include identifying students’ strengths, communicating with other adults to find out the unique needs of students, differentiating instruction, and seeking out enrichment opportunities. These strategies might also help music teachers tailor instruction for all students, regardless of label.

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Sewell, Christopher J. P., and Ramon B. Goings. "Navigating the Gifted Bubble: Black Adults Reflecting on Their Transition Experiences in NYC Gifted Programs." Roeper Review 41, no. 1 (January 2, 2019): 20–34. http://dx.doi.org/10.1080/02783193.2018.1553218.

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Nugent, Stephanie A. "Perfectionism: Its Manifestations and Classroom-Based Interventions." Journal of Secondary Gifted Education 11, no. 4 (February 2000): 215–21. http://dx.doi.org/10.4219/jsge-2000-630.

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Perfectionism, the compulsive striving for unrealistic and unattainable goals, is not limited to gifted individuals. However, research shows that gifted children and adults are at least as susceptible to perfectionistic tendencies as the population at large. Due to their heightened sensitivity, awareness, and abilities, gifted children require affective counseling in order to learn coping skills to help them break the cycle of disabling perfectionism. Teachers of the gifted may use various techniques with which to address these affective needs. Bibliotherapy, group therapeutic discussion, and art activities are all methods through which the negative manifestations of perfectionism—eating disorders, depression, underachievement, substance abuse, obsessive-compulsive personality disorder, and suicide—may be addressed.

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Reis, Sally M., Carolyn M. Callahan, and Diane Goldsmith. "Attitudes of Adolescent Gifted Girls and Boys toward Education, Achievement, and the Future." Gifted Education International 9, no. 3 (January 1994): 144–51. http://dx.doi.org/10.1177/026142949400900304.

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A questionnaire was administered to 144 gifted girls and 140 gifted boys in grades six through eight who attended a summer institute at The University of Virginia. The questionnaire examined three aspects of the students' lives: expectations about future education, career and family; attitudes about school and school achievement; and their concept of gender differences. Differences were found between boys and girls in all three areas. Gifted boys had strong opinions about their futures and their professional goals but believe their wives should not pursue a career once children are born. They also believe that girls will spend more time taking care of children and home than they (gifted boys) will when they are adults. These findings raise concerns about the realization of potential in gifted females whose attitudes in this study were very different.

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Jumper, Rachel Leah. "Communicating about bullying: Examining disclosure among gifted students." Gifted Education International 35, no. 2 (February 7, 2019): 110–20. http://dx.doi.org/10.1177/0261429418824113.

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Although research on bullying has grown in scope in recent years, research specifically focused on gifted children’s experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted and nongifted middle school students communicate about bullying. This article examines quantitative differences in the ways middle school students who self-identify as gifted, and their peers who do not self-identify as gifted, disclose information about bullying. Data were collected from 343 middle school students at five different schools using the Olweus Bully/Victim Questionnaire. The study found that gifted students were more likely than general education students to disclose to their peers that they were being bullied but were not more likely than other children to communicate about bullying to their teachers or parents. These findings have important implications for schools and families as adults may underestimate bullying among the gifted. Additionally, these findings add to the literature supporting intervention programs that incorporate peer bystanders and add information to how we understand the importance of peers for gifted children.

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Ksiazak, Tracy. "Models of Counseling Gifted Children, Adolescents, and Young Adults." Journal for the Education of the Gifted 31, no. 1 (September 2007): 104–9. http://dx.doi.org/10.4219/jeg-2007-514.

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Kitano, Margie K. "Gifted Asian American Women." Journal for the Education of the Gifted 21, no. 1 (October 1997): 3–37. http://dx.doi.org/10.1177/016235329702100102.

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This article presents an analysis of personal, socialization, and structural factors affecting the life-span achievement of 15 Asian American women identified as gifted through a national retrospective study of highly achieving women from African American, Asian American, Latina, and White backgrounds. Interpreted within a cultural-ecological framework, findings support earlier research suggesting that Asian American parents' experiences of discrimination in this country encourage an intense focus on educational achievement and hard work as a way to ensure success. Teachers and schools, which similarly value hard work, reinforce this behavior. However, parents' and teachers' support of these women's academic achievement alone does not fully prepare them for the workplace, where they will need to consider career options, think critically about social issues, and respond effectively to institutional barriers. As adults in the workplace, gifted Asian American women find that hard work alone does not ensure advancement because of personal (e.g., self-doubt) and structural (e.g., stereotyping) obstacles. Nevertheless, gifted Asian American women find the workplace highly satisfying, stimulating, and challenging. Implications for educators are offered.

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Rader, Stephen M. "A Comparison of Characteristics of Intellectually Gifted and Non-Intellectually Gifted Adolescents and Young Adults Participating in Theatre Arts Programs." Gifted Education International 9, no. 2 (September 1993): 97–104. http://dx.doi.org/10.1177/026142949300900207.

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Since 1960, researchers and theoreticians have devoted a great deal of attention to the concept of creativity. They have developed profiles describing the characteristics of highly creative persons and proposed many programs intended to enhance creative expression. They have, however, neither examined nor discussed the characteristics of individuals who are both highly creative and intellectually gifted, and they have not often provided precise descriptions of those qualities as they are manifested in specific fields. This paper is a comparison of the characteristics of highly creative, intellectually gifted and highly creative, non-intellectually gifted adolescents and young adults who have participated actively in theatre arts programs at the secondary and undergraduate levels. Placement of students in the two categories examined was based on scores on individual or group IQ tests and on the author's subjective evaluation, after an extensive period of observation, of the students' levels of creativity. The paper is not a research study; rather, it is based on the author's observations during more than 15 years of work in secondary and undergraduate theatre. The sample included about 25 highly creative, intellectually gifted students and nearly 100 highly creative students who were not intellectually gifted. Although this paper is limited to theatre arts, the observed differences between these two groups of students may emphasize the importance of further examining theatre and other fields of expression to determine whether similar differences exist.

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Freeman, Joan. "Counselling the Gifted and Talented." Gifted Education International 19, no. 3 (April 2005): 245–52. http://dx.doi.org/10.1177/026142940501900307.

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The gifted and talented can be expected to be emotionally at least as well balanced as any others. In fact, most are well equipped to face the world, to cope with expectations and threats, as well as being particularly sensitive to interpretation and prediction of the feelings and behaviour of other people. But because of their exceptionality they do face special challenges, and so to help them a counsellor must recognise and understand these and the effects they can have. Personality and experience affect everyone's reactions to challenge. Some rise to them, seeing them merely as hurdles, while others succumb with poor adjustment, low self-concept and anxiety, all of which can put a break on school success and creativity. Informed, skilled and sympathetic counselling can be effective in helping the most able to become well adjusted adults.

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Kaufmann, Felice. "Gifted Education and the Romance of Passion." Gifted Child Today 23, no. 6 (November 2000): 20–21. http://dx.doi.org/10.1177/107621750002300607.

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Few topics in the field of education are as engaging to parents and educators of gifted youth as the role of passion in learning. We cherish the image of a classroom filled with sparkly eyed children racing to school to pursue projects they love. We devour stories of individuals who as adults have gone against the odds to follow their bliss.

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Matta, Michael, Emanuela Saveria Gritti, and Margherita Lang. "Personality assessment of intellectually gifted adults: A dimensional trait approach." Personality and Individual Differences 140 (April 2019): 21–26. http://dx.doi.org/10.1016/j.paid.2018.05.009.

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Vock, Miriam, Olaf Köller, and Gabriel Nagy. "Vocational interests of intellectually gifted and highly achieving young adults." British Journal of Educational Psychology 83, no. 2 (January 5, 2012): 305–28. http://dx.doi.org/10.1111/j.2044-8279.2011.02063.x.

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LOVECKY, DEIRDRE V. "Can You Hear the Flowers Singing? issues for Gifted Adults." Journal of Counseling & Development 64, no. 9 (May 1986): 572–75. http://dx.doi.org/10.1002/j.1556-6676.1986.tb01207.x.

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Hua, C. Bruce. "Career Self-Efficacy of the Student Who is Gifted/Learning Disabled: A Case Study." Journal for the Education of the Gifted 25, no. 4 (June 2002): 375–404. http://dx.doi.org/10.4219/jeg-2002-282.

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This study explores the development of career self-efficacy of a student who is gifted/learning disabled through a qualitative, case-study approach. The participant is a male, Caucasian high school junior who has been identified as both being gifted and having a learning disability. The results of this study indicate that early recognition of potential, opportunities and resources for talent development, and emotional supports from caring adults are critical, positive influences on career self-efficacy. Curricular and educational implications are also discussed.

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Cross, Tracy L. "Modeling, Vicarious Learning, and Basic Needs." Gifted Child Today 40, no. 2 (March 21, 2017): 106–8. http://dx.doi.org/10.1177/1076217517690863.

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This column examines the recent political campaign and possible effects on gifted and talented students. Using psychological theories, the author describes ways that adults can interpret the events and model appropriate American values.

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Falk, Carolyn. "Gifted Children's Perception of Divorce." Journal for the Education of the Gifted 11, no. 1 (October 1987): 29–44. http://dx.doi.org/10.1177/016235328701100103.

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Forty-one students from middle grades, some gifted and some not, some with experience with divorce in their families and some who were not, were administered a series of interviews, produced writing samples, and were given a subtest of the Defining Issues test. All groups saw the family as an important unit for them and its break up a serious matter regardless of whether they had personally experienced divorce. The most commonly reported theme in the stories was self blame, and there was hope that the separated parents would reunite. The gifted students gave longer stories and were able to take the perspective of adults as well as children in their stories. The gifted students also showed a stronger desire to want to understand the reasons for the dissolution of the marriage and, as might be expected, showed a more advanced level of moral reasoning. Additional variance, however, was contributed by the socioeconomic status of the family and the particular school attended making these findings merely suggestive and calling for more detailed investigation into the special coping skills against crisis demonstrated by gifted students.

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Freeman, Joan. "The long-term effects of families and educational provision on gifted children." Educational and Child Psychology 30, no. 2 (June 2013): 7–17. http://dx.doi.org/10.53841/bpsecp.2013.30.2.7.

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Why are some children identified as gifted while others of the same potential are not? To find out why and what the consequences might be, in 1974 I began in England with 70 children recognised as gifted. Each of these Target children was matched for age, sex and socio-economic level with two Control children in the same school class (N=210). But where the first Control child had an identical intelligence, the second was chosen at random. Sixty-three schools were involved. Investigation was via a battery of tests and interactive questioning of pupils, teachers and parents in their schools and homes over 35 years. A major difference was that those labelled gifted had significantly more emotional problems (p<.01) than either of their Controls. By their mid-40s, whether labelled as gifted or not, high scholastic achievements at school had not reliably delivered outstanding life success. In general, though, the higher the intelligence the more successful the individuals were likely to be as adults in terms of life achievements. The vital foundations of recognisable success for the entire sample were hard work, emotional support and a positive personal outlook. An approach is suggested to increase the proportion of children recognised as gifted.

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Brown, Maggie, and Elizabeth Peterson. "Current Approaches to Research With Gifted Adults: Differences Known and Unknown." Roeper Review 44, no. 1 (January 2, 2022): 6–18. http://dx.doi.org/10.1080/02783193.2021.2005207.

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Main, Douglas M. "Book Review: Misdiagnosis and Dual Diagnosis of Gifted Children and Adults." Gifted Education International 20, no. 2 (October 2005): 256–60. http://dx.doi.org/10.1177/026142940502000214.

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Wirthwein, Linda, and Detlef H. Rost. "Focussing on overexcitabilities: Studies with intellectually gifted and academically talented adults." Personality and Individual Differences 51, no. 3 (August 2011): 337–42. http://dx.doi.org/10.1016/j.paid.2011.03.041.

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Grobman, Jerald. "Underachievement in Exceptionally Gifted Adolescents and Young Adults: A Psychiatrist's View." Journal of Secondary Gifted Education 17, no. 4 (August 2006): 199–210. http://dx.doi.org/10.4219/jsge-2006-408.

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Grushetskaya, Irina N. "Features of professional self-determination of gifted schoolchildren in the conditions of additional education." Social And Political Researches 2, no. 11 (2021): 111–19. http://dx.doi.org/10.20323/2658-428x-2021-2-11-111-119.

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The current situation in the education system requires a revision of the content of work with such a non-standard category as gifted children. Many scientists are aware of the importance of gifted and talented children as the future scientific elite and the engine of the country's progress. Most studies identify a number of difficulties in the social development of the gifted, including the difficulties of communicating with peers and adults, the complexity of personal self-determination, and often the difficulty of professional self-determination. In this regard, the study of issues of professional selfdetermination is seen as an urgent problem that requires psychological and pedagogical consideration. As practice shows, most organizations of additional education have successful and interesting experience in working with gifted children, who later turn out to be prize-winners and winners of the olympic and competitive movement. In 2019– 2020 we conducted a study in which 156 students of senior school age took part. With the help of a questionnaire, we studied and identified the features of professional selfdetermination of gifted high school students in the conditions of additional education organizations in the city of Kostroma (Multi-subject school for the gifted) and St. Petersburg (Academy of talents). In addition, we have revealed some influence of the chosen programs of additional education on the professional choice of young people. The results of the study have shown that additional education plays an important role in the professional self-determination of gifted students, and there is a certain relationship between the profile of future professional activity and the choice of a particular association in organizing additional education.

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Lafferty, Kate. "Book Review: Smith, S. R. (Ed.). (2021). Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer Singapore." Australasian Journal of Gifted Education 31, no. 1 (April 1, 2022): 67–71. http://dx.doi.org/10.21505/ajge.2022.0006.

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As an Australian educator and a researcher in the field of Gifted Education, it is somewhat frustrating at times that the majority of research we turn to is American-centric. Borland, in the foreward of this important handbook, reminds the reader that the conceptions with which we work each day and turn to for guidance, are very much American conceptions of gifted education, so much so that the field itself could be considered an American export. However, as Borland also points out, we cannot ignore the sociocultural contexts when thinking about gifted education. Models such as Gagné’s Differentiated Model of Giftedness and Talent (DMGT) and the Actiotope Model of Giftedness highlight the need to consider all aspects of the environment and yet perhaps when looking to be informed by research to shape our practice, we forget the larger sociocultural context and ‘make do’ with American research. What is immediately striking about this handbook is the geographical scope and representation of 18 nations from East Asia, South Asia, Southeast Asia, Oceania and the Americas. With such diverse sociocultural input, the perceptions and conceptions of giftedness and gifted education are bound to provide the reader with a greater understanding of a variety of ways of working with gifted children and adults. This is particularly relevant for Australian practitioners and academics given our multicultural settings.

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McGreevy, Ann, and Diane Jaquith. "Hobby and Interest Night: an Opportunity for Community Enrichment." Gifted Education International 6, no. 3 (January 1990): 191–94. http://dx.doi.org/10.1177/026142949000600314.

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A Hobby and Interest Night is a community enterprise which provides a stimulating opportunity for children and adults to display hobbies, collections and interests of all kinds. Participants join together for two to three hours on a Friday night to display their hobbies and interests in an orderly fashion and to answer questions. This effort usually gains immediate enthusiasm and support. Such an encouragement of interests is an appropriate procedure for all students, but is especially vital for those students selected for gifted programs. Many decisions about grouping and individualized programs will emanate from having a maximum knowledge of a gifted child's interests and motivation.

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Yurkevich, V. S. "Intellectual giftedness and social success: an analysis of the contradictory context." Современная зарубежная психология 7, no. 2 (2018): 28–38. http://dx.doi.org/10.17759/jmfp.2018070203.

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The article addressed the problem of the links between the intellectual giftedness (General Intelligence), on the one hand, and social development, on the other. Analysis of experimental data gives a very contradictory picture. While some studies indicate a certain integrity of mental and social development of a gifted child and his/her well-being in social terms, the other part of researchers numerates facts of significant difficulties for gifted children and adults in situations of social contacts. The article discusses the reasons for such conflicts, and the main one is the existence of two different variants (types) of age-related development of intellectually gifted children. If in one case we observe "over full-fledged" children with a very harmonious type of development (from the point of view of social skills) in another case we confront with problematic children, who display a distinct asynchrony of development, manifesting the dramatic lag of their emotional and social development from mental one

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Vialle, Wilma, and John Paterson. "Deafening silence: the Educational Experiences of Gifted Deaf People." Gifted Education International 13, no. 1 (May 1998): 13–22. http://dx.doi.org/10.1177/026142949801300103.

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Educational intervention for deaf people has a long history but it is a history that is dominated by the notion of deficit. The growing trend in the literature on deaf people is to recognise that they are not deficient but form a cultural and linguistic minority group that deserves appropriate educational programs. Deaf people report great frustration with their experiences of schooling as they have invariably been treated as intellectually inferior. Yet, a significant number of deaf people are gifted and have had the double hurdle of overcoming their deafness in a hearing world and an education service that does not meet their needs. This paper explores the educational experiences of gifted deaf people in a preliminary attempt to develop appropriate identification measures and educational provisions for such individuals. The conclusions presented are based on extensive interviews with a number of gifted deaf adults. Deaf interviewers were utilised to collect the required data in a more culturally sensitive and relevant manner.

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Szymanski, Antonia (Toni), and Melissa Wrenn. "Growing Up With Intensity: Reflections on the Lived Experiences of Intense, Gifted Adults." Roeper Review 41, no. 4 (October 2, 2019): 243–57. http://dx.doi.org/10.1080/02783193.2019.1661054.

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Noble, Kathleen D., Nancy M. Robinson, and Susan A. Gunderson. "All rivers lead to the sea:A follow‐up study of gifted young adults." Roeper Review 15, no. 3 (February 1993): 124–30. http://dx.doi.org/10.1080/02783199309553485.

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KAUFMANN, FELICE A., GAYLE HARREL, CHERYL P. MILAM, NINA WOOLVERTON, and JAMES MILLER. "The Nature, Role, and Influence of Mentors in the Lives of Gifted Adults." Journal of Counseling & Development 64, no. 9 (May 1986): 576–78. http://dx.doi.org/10.1002/j.1556-6676.1986.tb01208.x.

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Mikhailiuk, Alina. "DIAGNOSIS OF CREATIVE THINKING IN MIDDLE SCHOOL STUDENTS AND ITS ASSISTANCE IN THE PROCESS OF PERFORMING CREATIVE ACTIVITIES." Globus 7, no. 5(62) (August 4, 2021): 38–45. http://dx.doi.org/10.52013/2658-5197-62-5-9.

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It is often claimed that it is impossible to teach a person to think creatively, but this is not at all the case. Both children and adults can become true “creatives”; the main thing is to achieve a certain level of skill in the ability to act and think creatively. Today, there are many tests, games, exercises that allow you to develop creativity, and this is easier for children than for adults. Is it possible to identify a «gifted child»? This article presents an approximate version of testing and analyzing ready-made data on diagnosing the level of creativity of a child.

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Leroux, Janice A. "Voices from the Classroom: Academic and Social Self-Concepts of Gifted Adolescents." Journal for the Education of the Gifted 11, no. 3 (April 1988): 3–18. http://dx.doi.org/10.1177/016235328801100302.

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Research data from sixty adolescents identified as gifted students in secondary schools provided insights into their educational, emotional and social development. Both females and males were highly sensitive to societal pressures. External influences of adults were perceived more strongly by females, while influences of friends and peers were perceived more strongly by males. Case studies of one female and one male show sex differences representative of the total group of respondents.

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Cross, Tracy L. "Social/Emotional Needs: Changing Times." Gifted Child Today 23, no. 4 (July 2000): 42–43. http://dx.doi.org/10.4219/gct-2000-741.

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In my last column in GCT, I attempted to illustrate some of the salient ways in which the lives of gifted students today are significantly different from previous generations. Later in the column, I made a plea to adults to understand that growing up in a time not experienced by previous generations requires us to act in ways that are not necessarily the ways we think we should.

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Journal articles on the topic 'Gifted adults'

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