A Review of Research on Parents and Families of Gifted Children

Abstract

This article focuses on research and issues dealing with parents and families of gifted children. Although the importance of parents is seen as a key factor in the development of all children, discussion of the role of parents with their gifted children has been superficially treated. Many articles deal only with general rules of thumb about good parenting. In order to avoid this, the present article begins with an extensive review and synthesis of research in the area of parents and families of gifted youngsters. This information is important in order to make meaningful generalizations. The discussion section includes a synthesis of the most important themes that emerged from the literature review.

Towards a model of talent development in physical education

“…Research in other areas presents the relationship between high ability and peer influence as problematic (Colangelo and Dettermann, 1983;Winner, 1996). There is some evidence that the possession of a gift or talent can endanger social acceptance, and this seems to be especially the case for girls (Luftig and Nichols, 1991;Winner, 1996).…”

Everyday creativity, eminent creativity, and health: “Afterview”; for CRJ Issues on creativity and health

“…A great many positive factors include acceptance, support, and independence training. Negative factors, documented particularly for those attaining creative distinction, include evidence of emotional distance and "apartness" of family members, marital instability, and conflict (e.g., Albert & Runco, 1986;Colangelo & Dettmann 1983;Davenport, ZahnWaxler, Adland, 8c Mansfield, 1984;Dewing, 1970;Goertzel & Goertzel, 1962;Richards, 1981). In fact, in their study of eminent 20th century individuals, the Goertzels (1962) found that 85% came from markedly troubled homes.…”

Parents' Guidance Resources during the Identification Process for the Gifted and Talented Students at the Şanlıurfa BİLSEM

“…The "Guidance needs" section consisted of a total of 39 five-point Likert-type items with four sub-dimensions (Academic, Social, Psychological and Opportunities Provided by the Family), which was written on the basis of the relevant literature [6,10,[16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32]33]. The option of the open-ended "other" was also added to the end of these items.…”