A phenomenological study was conducted to examine the lived experiences of fathers who have experienced miscarriage. Miscarriage is defined as pregnancy loss prior to 24 weeks of gestation. Eleven fathers participated and discussed their personal experiences before, during, and after the pregnancy and miscarriage. Six major themes emerged that depicted fathers shared experiences including (a) expectations of fatherhood, (b) conceptions of the pregnancy and personhood, (c) impact of the miscarriage setting, (d) immediate response to the event, (e) perceptions of support from others, and (f) overall experiences of disenfranchisement. Implications for family therapists working with families that have experienced miscarriage and future research recommendations are discussed.

The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT (N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers' upward social comparison and the effects of their outperformance on peers' feelings. SWGT attempted to hide their abilities or conform to peers' behaviors. Prosocial helping behaviors were found among SWGT in nearly all age groups and a focus on the self was a useful coping strategy to students in all countries except France. Parallels are drawn between these findings and Goffman's (1963) stigma theory.

A psychological autopsy of an18-year-old male with dual exceptionalities contributes to our understanding of suicide among students with gifts and talents. Using four theories and models of suicide and research on the lived experience of students with gifts and talents, a comprehensive analysis of this adolescent's life offers implications for future suicide prevention among these students. Schools that are unprepared for exceptional students (gifted and/or 2e) may contribute to students' distress. Professional development and adequate resources focused on the unique needs of exceptional students will promote a responsive environment for students' positive psychosocial development. Parents, educators and counselors need information and strategies for responding to community members in distress. Such knowledge can foster the necessary positive attitudes toward evidence-based treatment for conditions that affect wellbeing. The importance of limiting access to lethal means among persons in distress cannot be overstated.