Youth leadership: a proposal for identifying and developing creativity and giftedness

Abstract

There is a considerable amount of literature on leadership, particularly as it relates to organizations, government, and the military. However, educators and psychologists know considerably less about early precursors of leadership, how leadership develops in youth, possible gender differences, and the relationship of leadership, intelligence and creativity. A global consensus exists that leaders are needed and that we shouldn't delay the early development of leadership skills. The authors propose a model to enhance creative leadership and introduce a teacher-completed rating scale, the Gifted Rating Scales to help accomplish this. As demonstrated, there are possibilities to detect early creative and intellectual giftedness among children and youngsters in the classrooms and expectations to move from a basic level of competence to reach an elite or expert level in any field, facilitating the emergence of leadership.

Creativity in Higher Education: Challenges and Facilitating Factors

“…Creative abilities are often repressed not only in elementary and secondary education (Alencar, 2007;Bermejo, Ruiz, Prieto, Ferrán-diz, & Sainz, 2015;Pfeiffer & Wechsler, 2013;Renzulli, 2005;Runco, 2004), but also in higher education (Alencar & Fleith, 2010;Cropley, 2005;Gibson, 2010;Hosseini, 2011;Nakano & Wechsler, 2006;Wechsler & Nakano, 2011). Empirical evidence suggests that the creativity of the individual declines with increasing years of formal education, with various authors underscoring limited opportunities and even the discouragement and punishment of the expression of creativity in higher education (Alencar & Fleith, 2009;Castanho, 2000;Csikszentmihalyi, 2007;Wechsler, 2001Wechsler, , 2002.…”

Interações Entre Memória Operacional E Criatividade: Revisão Sistemática

“…A criatividade tem sido considerada importante para o sucesso profissional, especialmente nas áreas de conhecimento econômico e tecnologia (Yeh, Lai, Lin, Lin, & Sun, 2015), e é valorizada em diferentes campos do conhecimento como medicina, ciências, engenharia, artes e leis (Pfeiffer & Wechsler, 2013). Conforme estudos recentes, essa habilidade pode ser treinável e desenvolvida por meio do ensino e da prática, especialmente por programas e estratégias orientadas que visam ao favorecimento do pensamento criativo (Nakano, 2015).…”

Avaliação de Estudantes quanto a Práticas Docentes para Criatividade na Pós-graduação

“…One theme that has been investigated concerns the extent to which pedagogical practices have favored or inhibited creativity in the educational environment. The results have revealed that creative abilities have often been blocked in both basic and higher education (Alencar, Fleith, & Pereira, 2017;Cropley, 2005;Fryer, 2007;Gibson, 2010;Jackson, Oliver, Shaw, & Wisdom, 2006;Pfeiffer & Wechsler, 2013). Most research has been conducted in the context of basic education, in contrast to the small number of studies in higher education, especially in Brazil, according to Nakano and Wechsler (2007).…”