[Psychoeducational intervention in high ability: intellectual functioning and extracurricular enrichment]

The 'new paradigm' defines the high intellectual ability as a potential that should crystallize progressively throughout development. Its main feature is a high intellectual initial multidimensional potential, which is transformed so that, being a person with high intellectual ability is the result of a developmental process from a neurobiological substrate and the incidence of variables (psychosocial and education) which determines its manifestation more or less stable and optimal to excellence. It is interesting to know the effectiveness of psychoeducational intervention of the extracurricular enrichment programs and their effects on the expression of differential functioning and the optimization of the management of cognitive resources that lead to excellence. An extracurricular enrichment program is described and evaluated through: 1) the stability of the intellectual measures; 2) the satisfaction level of participants and families. Participants are 58 high ability students on the enrichment program and 25 parents. Intellectual profiles are obtained on T1-T2 and calculated their stability by regression analysis, the CSA and CSA-P questionnaires were applied in order to know the participants and families' satisfaction measure. Results show the basic stability of intellectual profiles with five cases of instability among the 58 profiles obtained, and a high satisfaction with the results obtained in the domain of cognitive and personal management among the participants.

College collaboration with gifted programs: deaf studies unit (part 2)

The present article is the second in a 2-part series. Part 1 explained the needs of students in gifted education programs (GEPs), the concept of interest-area mentorship, and how mentors help meet gifted elementary-school students' needs in light of National Association for Gifted Children standards. Part 2 explains that the goals and standards GEPs must address not only cover academics but also intellectual and affective categories. Once college instructors understand these goals and standards, they can initiate collaboration with GEP teachers and provide mentors to GEP classrooms. Deaf studies' diverse topics lend themselves to teaching, research, and discussion-perfect qualifications for GEP curricula. Examples show the "fit" between gifted education and a unit on Deaf studies. By delineating the roles of the GEP teacher, the mentor, and the college instructor, the authors provide an understanding that can enable implementation of broadly beneficial mentorship programs.

Mentorship: mutual benefits for ASL students and gifted students (part 1)

Postsecondary American Sign Language (ASL) students are capable of teaching short lessons related to sign language and deaf culture to gifted students in elementary school. College students who work as interest-area mentors benefit gifted students while building their own academic discipline and professional skills. In Part 1 of a 2-part series of articles, the authors explain the unique needs shared by students in gifted education programs (GEPs), the concept of interest-area mentorship, and how mentors help meet the needs of gifted students in light of National Association for Gifted Children standards. Benefits for ASL students, gifted students, and GEP teachers are discussed. College instructors also benefit, because mentoring experiences help make mentors better students and professionals. Additionally, mentoring in gifted classes facilitates recruiting of the next generation of professionals. In this case, recruiting occurs with the best and brightest: gifted students.

Let us in: Latino underrepresentation in Gifted and Talented Programs

This paper articulates the necessity of improving identification protocols for inclusion of low-socioeconomic gifted Latino students in Gifted and Talented Programs in all levels of education ranging from elementary and continuing on to the college level. Non-verbal tests, observation instruments, grade-to-grade portfolios, performance projects, and extensive interviewing are suggested in lieu of biased standardized tests as identification variables. In addition, teacher professional development opportunities as well as the inclusion of multicultural curriculum will promote an appreciation of Latino culture as well as encourage and include intellectually gifted Hispanic students. Reference to collectivistic societal constructs impacting on positive Latino student engagement is discussed. This article will appeal specifically to those individuals entrusted with recruitment for elementary and secondary Gifted and Talented Programs as well as College Honors Programs. In addition, the notion that the identification of giftedness is culture dependent is of importance to the general public in our endeavor to become a multicultural globalist society.

Enhancement and human nature: the case of Sandel

If we assume that "enhancement" names all efforts to boost human mental and physical capacities beyond the normal upper range found in our species, then enhancement covers such a broad range of interventions that it becomes implausible to think that there is any generic ethical case to be made either for or against it. Michael Sandel has recently made such a generic case, which focuses on the importance of respecting the "giftedness" of human nature. Sandel succeeds in diagnosing an important worry we may have about the use of some enhancements by some parents, but his arguments are better understood as opposing "procrustean parenting" rather than enhancement in general.

Enfants à haut potentiel: attitude du médecin traitant

Gifted children account for about 2% of the population but are not always identified. Nonsynchronous intellectual, biological and affective development may cause problems and disrupt relationships at home and in school. GP's are consulted for mood or behavior disorders or somatization. If maladjustment at school appears to be related to mood or behavior disorders, a complete psychological assessment is essential. It is especially important to rule out the differential diagnosis of ADHD because of the differences in treatment. A substantial portion of management depends on teachers and the overall school environment. GP's are involved in long-term support of children and families, and in treatment of related disorders: depression, anxiety, sleep disorders, and somatization. Drug therapy has a very limited role in treatment of related disorders.

Rural gifted students who are deaf or hard of hearing: how electronic technology can help

Electronic technology can be used to overcome many of the barriers and other factors that restrict delivery of services to rural schools; it can also expand the world of rural gifted students who are deaf or hard of hearing. Online college and high school Web sites that offer courses are listed, as well as a Web site for tutoring and one offering help for teachers of rural gifted students who are deaf or hard of hearing. Recommendations are made for ways that legislatures and rural school districts can make Internet resources and assistive technology more widely available in rural educational settings.

Project Eagle: techniques for multi-family psycho-educational group therapy with gifted American Indian adolescents and their parents

This article describes Project Eagle, a model for short-term psycho-educational therapy with gifted and talented American Indian adolescents and their parents. Descriptions of Project Eagle s program organization as well as its culturally relevant techniques and activities are provided. The program evaluation includes: participant ratings of the activities, cultural relevance, feelings of being respected, interaction with parents and overall effectiveness of the program. Additional qualitative analysis provides information regarding the program s impact upon participants.

Identification of gifted deaf children: a complex but critical educational process

11 deaf students in a large midwestern school for the deaf were divided into gifted and nongifted groups by ratings of teachers and school administrators. There were six subjects in the gifted group (3 boys and 3 girls) and five subjects in the comparison group (3 boys and 2 girls). There was no statistically significant difference between mean raw scores of the two groups on Raven's Advanced Progressive Matrices. Also, teachers' rankings of the subjects identified as gifted did not correlate significantly with their Raven scores. Identification of gifted deaf students is too complex to be based only on teachers' ratings.

Giftedness: an exceptionality examined

The study of giftedness has practical origins. High-level performance intrigues people. Theoretically, the study of giftedness is related to the psychology of individual differences and has focused on the constructs of intelligence, creativity, and motivation. At a practical level, the research is largely related to school and family contexts, which develop gifts and talents in children and youth. Although broadened definitions of giftedness have emerged, the most extensive body of research available for review concentrates on intellectual giftedness. The varying definitions of giftedness and the impact of social context and diversity on the development of talent pose significant challenges for the field. Finally, the study of exceptionally advanced performance provides insight into basic psychological processes and the school contexts that develop talents in children and youth.

Role of style of learning and thinking and self directed learning readiness in the achievement of gifted students

This study explores relationships between measures of style of information processing and readiness for self-directed study and failure of identified gifted students to achieve at a level commensurate with their measured intellectual abilities. The subjects were 148 identified gifted students (grades 4-7) classified by their teachers according to achievement level (below expectations, at expectation level, above expectations). Subjects were administered Torrance and McCarthy's “Your Style of Learning and Thinking” and Guglielmino's “Readiness for Self Directed Learning.” Three-way analyses of variance revealed significant main effects for the three achievement groups on the Right and Integrated Style scales but not on the Left Style scale and self directed learning readiness. Low achievers scored high on the Right Scale and low on the Integrated Scale.

Providing services for rural gifted children

Small numbers of gifted students in rural schools inhibit programming by special classes or hiring of additional staff. Inadequate financial resources also frequently impede the development of comprehensive programs. Because rural schools vary in capacity and commitment to respond, there are no standard procedures for programming for gifted students. This article develops a foundation for program efforts which acknowledges the diversity among rural schools and respects the capacity of their staff to innovate and use existing community resources.

Short-term effects of early programming for the young gifted handicapped child

RAPYHT (Retrieval and Acceleration of Promising Young Handicapped and Talented), a model program for gifted and talented handicapped preschool children developed at the University of Illinois, has been serving young children since 1975. Evidence regarding short term benefits of this program is presented. Child progress data were obtained from the RAPYHT demonstration site at the University of Illinois and from two second-year replication sites (New York and Florida). Statistically significant pre- versus post-program gains were observed in talent-area functioning, creativity, self-esteem, and school-related task persistence. Significant treatment effects, further documented through regression-discontinuity analysis to compare performance of children who received RAPYHT intervention with a comparison group of children who did not qualify for the program, were found for talent-area functioning, creative functioning, and school-related task performance.

Gifted children benefit from health classes accelerated to their needs

Health education is an optimal route for informing individuals and groups about their bodies and preserving and protecting health. Gifted children have the same health needs regarding health as all children, but because of their accelerated intellectual abilities, their need for information may out-distance those of peers. This article reflects the experience of a nurse-educator who taught a special summer health course to a group of academically talented fourth and fifth graders. The children chose this class on their own and were enthusiastic with "hands-on" experiences of human functioning. Not only were these youngsters a challenge to work with, but their ability to master concepts quickly made the course a truly dynamic learning experience.

[Gifted children. Psychological and psychopathological aspects (author's transl)]

After having tried to define the term "gifted children" the authors record the principal works devoted to this subject and the opinions, often controversial raised by the attitude in regard to exceptional children in different countries. Then, are given the means to detect gifted children as well as the characteristics in the recognition of the very young gifted children. In a third section are described the psychology and the difficulties of adaptation which these children sometimes encounter (scholastic problems, behavioral and personality problems, seldom psychotic). Finally, the orientation of gifted children can be undertaken in three ways, all of which present advantages and disadvantages: grouping in special classes, speeding up and enrichment of the programmes.

Gifted children with handicapping conditions: a new frontier

Interest has been growing in identification and appropriate education of gifted students with handicapping conditions. Because the focus in educating gifted and talented handicapped children has been on problems rather than abilities and potential, such children have often not had an opportunity to demonstrate their gifts. With the implementation of the 1975 Education for All Handicapped Children Act (P.L. 94–142), professionals in the fields of education for gifted students and for handicapped students have had more chances to exchange information. Accurate means of identifying and developing giftedness must be employed as well as strategies for overcoming handicaps in order to allow gifted/handicapped individuals to realize their full potential.