Giftedness in the Long Term, Professor

Freeman, Joan

doi:10.4219/jeg-2006-246

Cited by 80 publications

(51 citation statements)

References 23 publications

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“…Uma dificuldade em desenvolver programas para estudantes mais capazes é que parece haver pouco a fazer além de "atividades de enriquecimento", que não mantem interesse por muito tempo, e não deixam resultados de longo prazo (Subotnik, & Arnold, 1994;Freeman, 2006;Ziegler & Stoeger, 2008). Essa questão foi estudada em profundidade para a fundamentação teórica e análise da prática desenvolvida …”

Section: Orientação à Ação Educativaunclassified

Crianças Sobredotadas, Posição da familia e comunidade no plano educativo<b>Gifted children development - Family and Community position

Guenther¹

2017

Saber e Educar

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Section: Orientação à Ação Educativaunclassified

Crianças Sobredotadas, Posição da familia e comunidade no plano educativo<b>Gifted children development - Family and Community position

Guenther¹

2017

Saber e Educar

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“…Their development is not promoted by singling them out and isolating them. All the more so because at this level, a potential for the development of talent is not clear-cut, and the identification of talent itself is certainly not feasible, so serious mistakes can be made (Ziegler, Stoeger, 2004;Freeman, 2006). …”

Section: Talent Forms Based On Statisticsmentioning

confidence: 99%

Talent’s network way of thinking

Gyarmathy

2014

Gifted Education International

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In the 21st century, gifted education and talent support, just as many other earlier values and solutions, is undergoing reassessment. In the age of rapidly changing values, the way to keep provision up-to-date is through the continual rethinking, reviewing and challenging the concept of giftedness and talent. The perception and our understanding of what is described as 'talent' is a social product, that is, it is culture-dependent, but it does have some basic characteristics which are universal and which help us understand what is meant by the nomenclature 'talent' both in the past and the present. However, talent is not a homogeneous concept, even though it is often depicted as such in talent support, scientific studies of talent and talent models alike. Talents with different development histories have different needs and the environment necessary for development can differ substantially by age and talent forms. Consequently, provision should not be homogeneous, either.In the present study, through a rethinking of the talent concept, I aim to propose an approach which favours network-based functioning, an approach better suited for use in today's culture.

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“…The second sub-group, that includes young adults who had taken the ministry of education giftedness examinations at their time but have not "passed" them and thus were not labeled as gifted (about the giftedness label see Berlin, 2009;Cornell, 1989;David, 2013cDavid, , 2014cFreeman, 2006;Kerr et al, 1988;Manaster et al, 1994;Peters et al, 2014) is divided into 4 main categories:…”

Section: Calls From Adults: Students and Othersmentioning

confidence: 99%

Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling Part I: Between the Telephone Call and the Meeting

Hine¹

2017

JEGYS

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Research literature dealing with the issue of "who seeks help for gifted children and adolescents who have emotional psychological, educational and familial problem" is very meager. The main reasons for this situation are:a. Seeking help is not considered a "pure" pedagogical or psychological subject, and thus it falls "in-between" many categories and does not seem to fit exactly to any of them; b. When a student is referred to a counselor by a school teacher or headmaster the school is not interested in questions such as who else is sent to therapy, or what are the problems of other gifted students who need psychological help; c. When a gifted student sees a therapist it is the interest of the student's family that this intervention remains private while the counselor is obliged to confidentiality. Thus it is very rare that any party will be interested in giving any details regarding the treatment to a third party who might use them as statistical material "for the sake of science". d. There are only few psychologists of the gifted who are also theoreticians of giftedness and do both: treat gifted children and write quantitative studies about the cases they have approached.This article intends to start filling this gap. It is based on data from the years 2014-2017; in summa -about 400 parents and other family members of the gifted; thus it has statistical validity. It analyzes the characteristics of parents contacting me in order to get help by email or telephone; the main problems motivating parents to seek counseling; the gender problem -namely, the facts that 1. The vast majority of callers are boys' parents, and 2. when a mother calls she almost never makes an appointment; some legal problem that might be caused, such as calls from parents who are in the middle of custody battle; and calls from people who are not family members, e.g. therapists who feel helpless and grandparents who -in many casestry to make an appointment without informing the child's parents about it.The main conclusion of the study is that in most cases children and adolescents who need immediate, even urgent help do not get it, and while it seems quite easy

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Giftedness in the Long Term, Professor

Abstract: High ability Studies. Her many publications and international presentations on the development of gifts and talents are based on her considerable research.

Cited by 80 publications

References 23 publications

Crianças Sobredotadas, Posição da familia e comunidade no plano educativo<b>Gifted children development - Family and Community position

Crianças Sobredotadas, Posição da familia e comunidade no plano educativo<b>Gifted children development - Family and Community position

Talent’s network way of thinking

Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling Part I: Between the Telephone Call and the Meeting

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