Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains

Olszewski‐Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C.

doi:10.1080/13598139.2015.1095077

Cited by 113 publications

(99 citation statements)

References 37 publications

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“…To underscore this point, Rinn (2012) notes that "the academic needs of gifted individuals cannot be met without simultaneously addressing their psychosocial needs" (p. 207). Accordingly, as individuals become more skilled in a given domain, to progress further, one must possess a well-developed repository of psychosocial skills, including self-monitoring, persistence, time and task management, metacognition, positive reframing, and coping strategies for dealing with challenges and setbacks, which are regular occurrences in competitive domains (Olszewski-Kubilius, Subotnik, & Worrell, 2015). Furthermore, youth need to learn how to self-assess their strengths within their domains of talent to learn how to capitalize on these while acknowledging personal areas for targeted growth.…”

Section: Addressing Psychosocial Development: An Essential Componenmentioning

confidence: 99%

Curriculum and instruction for the gifted: The role of school psychologists

Shaunessy-Dedrick

Lazarou

2020

Psychology in the Schools

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This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education.

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Section: Addressing Psychosocial Development: An Essential Componenmentioning

confidence: 99%

Curriculum and instruction for the gifted: The role of school psychologists

Shaunessy-Dedrick

Lazarou

2020

Psychology in the Schools

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“…Developing talent into productive and creative achievement takes more than effort, access to domain knowledge and skills, and even exceptional ability. At all stages of talent development, from potential to eminence, noncognitive or psychosocial skills such as motivation and resiliency are essential to continued involvement and growth in any domain (Olszewski‐Kubilius, Subotnik, & Worrell, , ; Worrell, ). At elite levels in sport and the arts, psychosocial skills such as mastering anxiety and distractions, tasteful self‐promotion, and insider knowledge play an increasingly larger role in achieving individual success (Jarvin & Subotnik, ).…”

Section: Benchmarking Psychosocial Skills Important For Talent Develomentioning

confidence: 99%

Benchmarking Psychosocial Skills Important for Talent Development

Olszewski‐Kubilius¹,

Subotnik

Davis³

et al. 2019

New Directions for Child and Adolescent Development

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How can high potential in childhood be transformed into outstanding adult accomplishment? Research indicates that individuals who become outstanding performers and producers have more than just raw talent in the domain or opportunities to develop their talent—they have the will, drive, and focus to take advantage of the opportunities with which they are presented, and the capacity to persist through failures even as the bar for success gets higher. Despite the importance of these psychosocial facilitators, they are among the least well understood in the field of gifted and talented research. In this study, we reviewed existing literature in order to build comprehensive list of the psychosocial variables associated with talent development across domains (visual art, dance, sports, academics, music, acting, medicine, and software engineering). With the help of psychologists with expertise in these domains, we completed an initial categorization of these skills and asked the experts to indicate at which of the three stages in talent development—the transition of abilities into competencies, competencies into expertise, and expertise to creative productivity or eminence—each psychosocial skill was important. We found promising general patterns of commonality as well as variation by domain and stage of talent development, and discuss the implications of this study on future research into psychosocial skill development.

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“…The failure to provide high‐end nurturing learning opportunities damages the child's self‐concept and orientation toward positive academic achievement . This is particularly problematic for educationally vulnerable children …”

Section: Setting the Context For Finding Giftednessmentioning

confidence: 99%

“…Educators face an increasing range of students’ needs and diversity of students’ backgrounds and experiences . The impact of poverty on childhood development and school readiness sets off gaps in academic achievement between students who are considered the haves and those who are considered the have‐nots . U‐STARS∼PLUS addresses these educational challenges by creating a strength‐based (versus a deficit) approach to the instruction of educationally vulnerable students aimed at nurturing potential in young children so that we can recognize and respond to their needs.…”

Section: Creating a Culture Of Excellence: U‐stars∼plusmentioning

confidence: 99%

Recognizing young children with high potential: U‐STARS∼PLUS

Coleman¹

2016

Annals of the New York Academy of Sciences

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Hands-on science is the ideal platform for observing young children's ability to solve problems, think deeply, and use their creative ingenuity to explore the world around them. Science is naturally interesting and offers authentic reasons to read for information and use math skills to collect, compile, and analyze data. This chapter will share one approach to nurturing and recognizing young children with high-potential: U-STARS∼PLUS (Using Science, Talents, and Abilities to Recognize Students∼Promoting Learning for Underrepresented Students). Each of the five components (high-end learning environments; teacher's observations of potential; engaging science activities; partnerships with parents; and capacity building for system change) will be explained. Concrete examples will be given for each area showing how it works and why it is important. Special attention will be paid to the needs of educationally vulnerable gifted children who remain underserved: racially, ethnically, and linguistically different; economically disadvantaged, and children who are twice exceptional (2e).

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Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains

Cited by 113 publications

References 37 publications

Curriculum and instruction for the gifted: The role of school psychologists

Curriculum and instruction for the gifted: The role of school psychologists

Benchmarking Psychosocial Skills Important for Talent Development

Recognizing young children with high potential: U‐STARS∼PLUS

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