Analysis of cognitive, psychoanalytical, and moral development theories of J. Piaget, O. Rank, E. Erikson, L. Kohlberg, D. Elkind, and C. Gilligan revealed teaching strategies for gifted adolescents which involve encouraging creativity and problem-solving skills; supporting student interests; developing students' positive self-esteem; exposing…

The article examines patterns of adolescent development believed to exist among both normal and gifted students and cites issues rising from clinical and research studies, including recognition and ownership of giftedness, tension between one's performance and expectations, and low tolerance for ambiguity. (CL)

Addresses the importance of integrating the intellectual and moral education of gifted students. A framework synthesized from the works of Dewey and Guilford explicates basic structural components of the intellectual and moral dimensions of development. Suggestions for facilitating complex learning through complex teaching and the complex…

This article defines bibliotherapy, offers guidelines for selecting appropriate materials to use to assist gifted students to grow emotionally and socially, notes the crucial nature of teacher-led discussion in helping students interact with the literature, and provides discussion questions and suggested activities for each of six books.…

The article looks at the diverse characteristics and unique needs of gifted young women and identifies specific intervention strategies to facilitate their career development, including increasing student awareness of barriers, broadening career exploration, helping girls integrate multiple roles, and developing essential skills. Facilitators need…

The article highlights five facets of critical development for exceptionally gifted students: (1) interpersonal relationships, (2) acknowledgement of uniqueness, (3) school adjustment, (4) creative self-expression, and (5) user-friendly environments. Intervention strategies are proposed within each area. (CL)

The author addresses the issue of programing for the preschool/primary gifted student. Young gifted children are seen to be different in three overlapping areas: advanced cognitive development, psychosocial sensitivity, and high energy levels and fine motor coordination. Suggestions are offered for parents which relate to the three areas…

A rationale for teaching thinking skills to gifted students is presented, and a five-step approach is offered, including create a skills taxonomy, develop a scope and sequence chart, provide staff development time, develop unit plans, and teach and evaluate the lessons. (JDD)

Parents of highly gifted children are encouraged to use resources found in the work of Leta Hollingworth (1886-1939) as they cope with child-rearing challenges in the areas of emotional needs, discipline, and problems associated with school such as avoiding negative attitudes toward authority. (DB)

Several issues merit consideration prior to widespread development of preschool gifted programs, including the absence of longitudinal data, effects on parent expectations, effects on children's self-concept, and issues related to program design. (Author/CL)

Describes an action plan that is helpful for all students, including gifted students, to promote development of their individual Selves--their inner voices. Guiding precepts for a curriculum that leads to the educational good life for students are provided, and Deliberative Artistry, a process that promotes self-examination, is described.…

The basic assumptions of information processing theories in cognitive psychology are reviewed, and the application of this approach to problem solving in gifted education is considered. Specific implications are cited on problem selection and instruction giving. (CL)

Necessary developmental tasks concerned with identity development of gifted college women include developing competence, managing emotions, developing autonomy, establishing identity, freeing interpersonal relationships, developing purpose, and developing integrity. These issues may be used as counseling interventions to raise career aspirations.…

Parents of gifted children need to understand the child's special emotional needs and recognize the importance of letting the children have time to be children without unreasonable expectations and demands. (CL)