The Social and Emotional Development of Gifted Children remains the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by leading authorities in the field. It includes several features that make it the leading text on what we know about the social and emotional development of gifted children. For example, it summarizes the most significant findings from the empirical research on the topic. It also includes noteworthy variations that have been observed across cultural groups or global contexts. Each chapter also provides a short description of the practical applications that can be made from the research. This second edition includes an entirely new section on the psychosocial aspects of talent development, as well as addresses the burgeoning interest and research base regarding gifted performance. The text also includes several new topics that have emerged from the research in the past decade, such as the neuroscience of talent development and motivation for talent development. This book is a service publication of the National Association for Gifted Children.
Preface And Acknowledgments |
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ix | |
Foreword |
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xiii | |
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SECTION I SOCIAL AND EMOTIONAL CHARACTERISTICS AND NEEDS OF GIFTED CHILDREN |
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1 Theories of Social and Emotional Development in Gifted Children |
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3 | (14) |
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2 Gender Differences in Gifted Children |
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17 | (12) |
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3 Perfectionism in Gifted Students |
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29 | (12) |
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Kristie Speirs Neumeister |
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4 Gifted Children and Peer Relationships |
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41 | (14) |
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5 Identity Development in Gifted Children |
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55 | (10) |
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6 The Socioemotional Characteristics of Creatively and Artistically Gifted Children |
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65 | (14) |
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SECTION II POTENTIAL AREAS OF SOCIAL OR EMOTIONAL RISK |
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7 Depression and Suicide Among Gifted Children and Adolescents |
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79 | (12) |
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8 Gifted Underachievement |
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91 | (12) |
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9 The Social and Emotional Development ofTwice-Exceptional Children |
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103 | (16) |
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10 Living in the In-Between: High Creatives and Emotional Vulnerabilities |
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119 | (12) |
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11 Gifted Children and Bullying |
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131 | (14) |
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SECTION III PSYCHOSOCIAL ASPECTS OF TALENT DEVELOPMENT |
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12 The Psychological Science of Talent Development |
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145 | (14) |
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13 Psychosocial Factors in Talent Development |
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159 | (14) |
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14 Motivation in Talent Development of High-Ability Students: Research Trends, Practical Implications, and Future Directions |
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173 | (18) |
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15 Supportive Environments for Developing Talent |
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191 | (14) |
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16 Optimal Parenting and Family Environments for Talent Development |
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205 | (14) |
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SECTION IV PROMISING SUPPORTS AND INTERVENTIONS |
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17 The Social and Emotional Impact of Acceleration |
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219 | (12) |
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18 Ability Grouping and the Socioemotional Development of Gifted Students |
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231 | (12) |
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243 | (16) |
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20 Career and Life Planning for Gifted Adolescents |
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259 | (10) |
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Meredith J. Greene Burton |
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21 Promoting Optimal Mindsets Among Gifted Children |
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269 | (14) |
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22 What Have We Learned and What Should We Do Next? |
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283 | (16) |
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About The Editors |
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299 | (2) |
About The Authors |
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301 | (8) |
Index |
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309 | |
Maureen Neihart, Psy.D., a leading authority on the talent development in children, is a licensed child psychologist with more than 25 years of experience working with talented young people and their families. A former teacher and school counselor, she now is an internationally recognized leader on the psychological aspects of talent development, addressing between 20,000 and 40,000 people each year in her many talks and workshops throughout the U.S., Europe, Asia, and South America.