This study examined the psychological changes that 272 students experienced while attending a residential school for gifted adolescents in the Midwest. This article shares the quantitative portion of a mixed-methods study. Outcome measurement data from the Youth Outcome Questionnaire Self-Report 2.0 (YOQ-SR) tracked students' level of…

This discourse is the qualitative component of a mixed-methods study that examined how students were psychologically affected while attending a 2-year residential high school (Academy) in the Midwest. This aspect of the study focused on the emic perspective of nine students using a phenomenological-type approach. To that end, interviews were…

Parents often adjust and monitor the effects of their efforts at punishing their children. Their approaches are wide-ranging and often idiosyncratic to the family's mores and values. Schools, on the other hand, tend to rely on policies to discipline students, often erring on the side of consistency rather than tailoring the actual punishment to…

Each year, academically gifted students leave home to live in a special school, one of 11 state-supported residential high schools for students gifted or talented in science, technology, engineering, and mathematic (STEM) academic domains. These schools attempt to take full advantage of the 24-hour day by engaging students in a rigorous learning…

Much of the research on the social coping of students with gifts and talents has relied on a single administration of an instrument while the participants were attending a summer program. This study attempts to understand how attendance at a residential high school (academy) may affect academically gifted students over time. Students in two…

This study provides descriptive information about the psychological types of a sample of 931 gifted adolescents who attended a public residential academy. Psychological types are assessed with the Myers-Briggs Type Indicator (MBTI). The MBTI reports on four pairs of personality types: Extraversion/Introversion (E/I), Sensing/Intuition (S/N),…

Study uses three measurements in order to determine the psychological makeup of academically gifted students who are admitted to and leave home to attend a residential school. Results indicate six different cluster groups described as: mathematics focus; social focus; nonathletic group; low overall self concept group; verbal group; and…

The Social coping Questionnaire (SCQ) measures strategies used by gifted adolescents to minimize the negative effect they believe their high ability has on their social interactions. Previous studies have supported the factor structure, internal consistency, and test-retest reliability of the SCQ. The current study provides construct validity…

Suicidal ideation assessment has been employed as an early screening method for identifying adolescents who are at risk for engaging in suicidal behaviors. While recent evidence has emerged that gifted adolescents do not have a higher rate of suicidal ideation, research on the psychological and personality characteristics of gifted youth have…

Every fall, approximately 300 gifted adolescents descend on the Ball State University campus to attend the Indiana Academy for Science, Mathematics, and Humanities (the Academy). The Academy is a state-funded residential school for academically gifted junior and senior high school aged students. It draws its students from across the state,…