This book offers proven, practical suggestions for encouraging social and emotional growth among gifted, talented, and creative children and youth. The authors explain what giftedness means, how gifted kids are identified, and how we might improve the identification process. Then they take a close-up look at gifted kids from the inside out (their self-image and self-esteem) and the outside in (challenges to their well-being from their family, school, peers, and society in general).
James R. Delisle, Ph.D., has taught gifted children and those who work on their behalf for more than 30 years. He retired from Kent State University in 2008 after 25 years of service as a professor of special education. Throughout his career, James also worked as a part-time teacher of gifted middle school children. This weekly excursion into the real world of public school classrooms helped to cement both James’ professional credibility and his respect for the hectic lives of classroom teachers. Judy Galbraith, M.A., has a master’s degree in guidance and counseling of the gifted. She has worked with and taught gifted children and teens, their parents, and their teachers for over 20 years. In 1983, she started Free Spirit Publishing, which specializes in Self-Help for Kids« and Self-Help for Teens« books and other learning materials.
Table of Contents
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vi | |
| Introduction |
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1 | (5) |
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6 | (40) |
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What Does Giftedness Mean to You? |
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11 | (3) |
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What Does Giftedness Mean to Society? |
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14 | (19) |
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What Does Giftedness Mean to Kids? |
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33 | (13) |
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46 | (16) |
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Why Is Identification So Complex? |
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47 | (3) |
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50 | (1) |
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51 | (3) |
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What We Sometimes Do Wrong |
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54 | (4) |
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Questions and Answers About Identification |
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58 | (2) |
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60 | (2) |
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Emotional Dimensions of Giftedness |
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62 | (20) |
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Challenges from Within and Without |
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63 | (5) |
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Different Ways of Being Gifted, Different Emotional Needs |
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68 | (9) |
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77 | (5) |
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82 | (43) |
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84 | (1) |
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Explaining Gifted Education |
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85 | (7) |
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What Makes a Good Gifted Education Teacher? |
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92 | (5) |
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Creating a Supportive Environment |
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97 | (28) |
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Understanding Gifted Kids from the Inside Out |
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125 | (42) |
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Self-Image vs. Self-Esteem |
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126 | (2) |
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Gifted Kids Are Different |
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128 | (26) |
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154 | (13) |
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Underachiever or Selective Consumer? |
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167 | (24) |
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Defining Underachievement |
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169 | (5) |
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Underachievers vs. Selective Consumers |
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174 | (4) |
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Much Research, Few Conclusions |
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178 | (3) |
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Strategies to Reverse the Behaviors and Attitudes of Selective Consumers and Underachievers |
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181 | (6) |
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187 | (2) |
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189 | (2) |
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Understanding Gifted Kids from the Outside In |
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191 | (31) |
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Group Discussions of the Eight Great Gripes |
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192 | (30) |
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Making It Safe to Be Smart: Creating the Gifted-Friendly Classroom |
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222 | (44) |
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Self-Esteem and School Achievement: A Natural Link |
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223 | (4) |
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227 | (5) |
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Invitational Education in Action |
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232 | (31) |
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263 | (3) |
| Resources |
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266 | (3) |
| Index |
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269 | (9) |
| About the Authors |
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278 | |
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