Understanding and encouraging the exceptionally gifted

Kline, Bruce E.; Meckstroth, Elizabeth A.

doi:10.1080/02783198509552922

Cited by 29 publications

(17 citation statements)

References 8 publications

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“…Phrases such as "exceptionally gifted" (Kline & Meckstroth, 1985), "exceptionally able" (Williams, Dodds, Koshy, & Cole, 1997), "highly gifted" (Morelock, Lewis, & Geiger, 1997), and "blessed with the brightest" (Wojcikewych, 1996) have been commonly used descriptors. It is believed that his perception of the "near perfect child" has led to internal and external pressures for the G/T individual such as stress, fear of failure, sibling problems, and peer pressure (Davis & Rimm, 1998).…”

Section: Popular Profile Of the G/t Studentmentioning

confidence: 98%

Emotional/behavioral disabilities and gifted and talented behaviors: Paradoxical or semantic differences in characteristics?

Morrison

2001

Psychology in the Schools

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The identification of gifted and talented behaviors within students who have an identified exceptionality has resulted in the questioning of traditional profiles of individuals qualifying for services within gifted and special education. Much of this reflection to date has been focused on the characteristics of gifted and talented behaviors exhibited by students with high incidence disabilities (learning disabilities and attention deficit/hyperactivity disorders). Absent from the literature has been an examination of the learning and personal characteristics of students identified as having an emotional/behavioral disability who concurrently exhibit gifted and talented behaviors. An exploration of the growing body of literature in the fields of gifted and special education has revealed a number of similar or common characteristics in these two populations that warrant investigation. The purpose of this article is to develop a profile in the aforementioned population to aid in the identification of, and programming for, individuals with an emotional/behavioral disability who exhibit gifted and talented behaviors. Students who have exhibited gifted behaviors in conjunction with disabilities have been referred to in the professional literature as twice-exceptional students (Nielsen, Higgins, Hammond, & Williams, 1993). Since the first recognition of the twice-exceptional student more than two decades ago research has identified the unique characteristics of this population for the purpose of developing a profile to aid in the identification and programming for these individuals. However, to date, much of this research has been limited to gifted behaviors exhibited in the high incidence areas of learning disabilities (LD) (Baum, 1994;Reis, Neu, & McGuire, 1997), and attention deficit/hyperactivity disorder (AD/HD) (Delisle, 1995;Webb & Latimer, 1993).Historically, limited interest has been shown in the recognition of, and service provisions for, individuals who qualified as disabled who exhibit gifted and talented (G/T) behaviors beyond LD and AD/HD (Johnson, Karnes, & Carr, 1997). Literature related to the education of individuals who have exhibited G/T behaviors has had limited focus on students with violent or negative behaviors (Peterson, 1997). Professionals and literature related to the education of individuals labeled with an emotional/behavioral disability (EBD) have been reluctant to concentrate on high achieving and high potential individuals within the population in lieu of behavior modification.Currently absent from the professional literature are studies that seek to develop a profile of the student labeled EBD who also exhibits G/T behaviors. The purpose of this article is to develop a profile of this student through the examination of similar or common characteristics to aid in the identification of, and programming for, individuals identified as EBD who exhibit G/T behaviors. Popular Profile of the Student Labeled EBDThe popular profile of characteristics exhibited by students labeled EBD as dissemina...

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Section: Popular Profile Of the G/t Studentmentioning

confidence: 98%

Emotional/behavioral disabilities and gifted and talented behaviors: Paradoxical or semantic differences in characteristics?

Morrison

2001

Psychology in the Schools

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“…Within this wide range can be found varied needs and emotional patterns which are reflective of the uniqueness of each gifted female. Her individualized distinctiveness is related to her level on the continuum of giftedness (Kline & Meckstroth, 1985). A second issue is the importance of informing each gifted female of her abilities, talents, gifts, and the details of what each may represent.…”

Section: /'mentioning

confidence: 99%

Changes in emotional resilience: Gifted adolescent females

Kline

Short²

1991

Roeper Review

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“…h Affirming Hollingworth's characterization, Kline and Meckstroth (1985) argued that very intelligent children may experience psychological difficulties. Basing their conclusions on their clinical psychological and school consulting experience, they argued that such children i are in jeopardy of cognitive, affective, and interpersonal issues, which are in proportion to the level of intelligence.…”

Section: Prior Investigations Of a Possible Link Between Well-being Amentioning

confidence: 99%

The Relationship Between Intelligence and Psychological Well-Being in Incoming College Students

Wigtil

Henriques

2015

Psych Well-Being

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Understanding and encouraging the exceptionally gifted

Cited by 29 publications

References 8 publications

Emotional/behavioral disabilities and gifted and talented behaviors: Paradoxical or semantic differences in characteristics?

Emotional/behavioral disabilities and gifted and talented behaviors: Paradoxical or semantic differences in characteristics?

Changes in emotional resilience: Gifted adolescent females

The Relationship Between Intelligence and Psychological Well-Being in Incoming College Students

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