Conceptualizations of Giftedness and the Development of Talent: Implications for Counselors

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

doi:10.1002/j.1556-6676.2015.00190.x

Cited by 45 publications

(42 citation statements)

References 39 publications

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“…Once a student is identified, parents must decide what information they wish to disclose to their child. The benefits and perils of various labels, including being identified as gifted and talented, have been discussed at length in the literature (e.g., Berlin, ; Brogan & Knussen, ; Colangelo & Brower, ; Gates, ; Jastrowski, Berlin, Sato, & Davies, ; Schiltz, Schonfeld, & Niendam, ), and movement is being made toward a talent development model (see Olszewski‐Kubilius, Subotnik, & Worrell, ) instead of thinking of giftedness as a static condition (Subotnik, Olszewski‐Kubilius, & Worrell, ). Therefore, determining what to disclose can be a difficult decision for parents, given the different connotations for the labels.…”

Section: Identification Of Twice‐exceptionalitymentioning

confidence: 99%

Counseling Considerations for the Twice-Exceptional Client

Foley‐Nicpon

Assouline

2015

Journal of Counseling & Development

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Counselors can be pivotal in helping families to understand the identification of twice‐exceptionality and related implications, including developing successful interventions for the school years and beyond. There are many potential counseling concerns, including bullying and peer interactions, social and emotional development, career guidance, college transition planning, and functioning in adulthood. Learning how to work with twice‐exceptional clients regarding these concerns needs to begin during training and progress throughout one's career. Recommendations for best practice are provided.

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Section: Identification Of Twice‐exceptionalitymentioning

confidence: 99%

Counseling Considerations for the Twice-Exceptional Client

Foley‐Nicpon

Assouline

2015

Journal of Counseling & Development

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“…Thus, the so-called non-cognitive competencies have also been recognized as constituent elements of the phenomenon (Olszewski-Kubilius, Subotnik, & Worrell, 2015). Therefore, it has been noticed that non-intellectual traits (motivation, persistence, empathy, perfectionism, ethical concerns, responsibility, curiosity, and sense of humor, among others) have been considered as important as the commonly measured cognitive traits for promotion and full development of Giftedness (Almeida, Fleith & Oliveira, 2013;G.…”

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confidence: 99%

Scale for Identification of Characteristics of Giftedness: Internal structure analysis

Zaia

Nakano

Peixoto

2018

Estud. psicol. (Campinas)

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Procedures used for identifying giftedness have been widely discussed in the literature. The present study aimed to investigate the evidence of validity based on the internal structure of a self-report scale to identify characteristics of giftedness. The sample consisted of 276 Elementary and Middle School students, aged between 9 and 12 years, and was 60.0% female. The instrument used was the first version of this scale, which was composed of 44 items related to the topic. Exploratory Factor Analysis was carried out, and the results revealed a two-factor solution, explaining 40.4% of the total variance. The first factor was denominated Socio-emotional Characteristics, and the second factor was denominated Cognitive Characteristics. The results corroborate the data in the scientific literature, which suggest that giftedness is a multidimensional construct that encompasses attributes that go beyond the intellectual scope.

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“…Mentoring has an important responsibility in developing talent and enhancing professional and academic capability [34]. Mentoring partnerships engage in a broad spectrum of learning activities such academic and career development and/or personal coaching, academic project reviews, attending conferences or meetings together, sharing books, links and information, networking, field trips, and many others [28].…”

Section: The Power Of Mentoringmentioning

confidence: 99%

Development of a toolkit for a mentoring program

Tinoco-Giraldo

Sánchez

García-Peñalvo

2019

Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

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The mentoring kit for a mentoring program provides the mentors with the necessary resources and tools to help to mentees and teams to understand, apply and integrate their strengths in their respective roles. The tools of the kit offer a working model with the mentee to develop an effective strategy that improves his/her performance through development based on strengths. One of the most effective methods for managing and developing talent within students are mentoring programs. These programs provide a vehicle in which knowledge and wisdom is shared while creating an environment for learning and growth. Novice mentors could benefit from a toolkit to help structure effective mentoring programs. This article describes such a toolkit to provide mentors with the necessary resources and tools to help mentees and teams to understand, apply and integrate their strengths in their respective roles. The objectives of this toolkit are: 1. Deliver models and structures so that the mentee has the ability to: -Develop transformational, theoretical and experiential learning processes. -Develop, evaluate and optimize your resources to function with greater creativity, prominence, leadership and proactivity. 2. Stimulate the development of skills that provide innovative perspectives. 3. Learn to apply the tools and skills acquired in the educational field to: -Understand and diagnose situations in context. -Develop intervention plans with his/her mentor adjusted to the needs and expectations of themselves. -Generate spaces for the identification of barriers and conflicts in his/her processes. -Stimulate actions to overcome challenges or opportunities. -Effective accompaniment of the mentees to reach their goals. Additionally, the tools included in the kit offer a working model for the mentee to develop an effective strategy that improves his/her performance through development based on strengths. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This paper reflects simple tools that can be used in a systematic way so that in the mentoring process the participant can perform the most difficult task of all, that of investigating themselves and at the same time the mentor can count on valuable data to be able to facilitate the work. Future research will focus on the evaluation of the toolkit. KEYWORDSMentoring, toolkit, professional and academic capability, academic development.

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Conceptualizations of Giftedness and the Development of Talent: Implications for Counselors

Cited by 45 publications

References 39 publications

Counseling Considerations for the Twice-Exceptional Client

Counseling Considerations for the Twice-Exceptional Client

Scale for Identification of Characteristics of Giftedness: Internal structure analysis

Development of a toolkit for a mentoring program

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