Fifteen suggestions for adults talking with children about the terrorist attacks include taking the time to listen, separating fact from fiction, stressing the senselessness of violence, recognizing the impact of their own reactions on children, and addressing religious and moral concerns. (DB)

Guidelines for helping children following a trauma or disaster address possible reactions in elementary, middle school, and high school students; possible reactions in teachers; guidelines for teachers of either high school, middle school, or elementary school students; and guidelines for parents of elementary, middle, or high school students. (DB)

Children adopted when they are older come with histories, fully formed personalities, and intense anger over what they have lost. Drawing on stories of families who have adopted older children, as well as research, interviews with professionals, and opinions of adults who were adopted as children, this book explores the joys and challenges of…

This article identifies typical problems that gifted students face in social and emotional adjustment, including anxiety caused by advanced knowledge or understanding; heightened sensitivity to feelings of others; perfectionist tendencies; and feelings of being alone, isolated, and different. Resources to help students, parents, and teachers are…

Presented in a question-and-answer format, this digest offers guidelines to help gifted students manage stress effectively. The following questions are considered: What is stress? How can a youngster experience stress when nothing bad is happening? Is a gifted student more likely to feel stress than others? What are some stresses on a gifted…

Noting that adopted and foster children may have suffered early traumatic experiences, often expressed in emotional and behavioral problems that become increasingly problematic as the child approaches adolescence, this book presents strategies to help adoptive and foster parents deal with their youngsters' troubling behavior and to make them feel…