In the theory of positive disintegration (TPD), Dabrowski (1967) describes manifestations of inner energy that serve a developmental purpose and might be more frequently found in gifted individuals, called overexcitabilities (OEs). Most studies present OEs outside of the context of the original theory (Mendaglio, 2012). Atheoretically conceptualized, OEs seem to define the personality trait of openness to experience as each OE can be matched with a specific facet of openness. Descriptions of each facet of openness and its matching OE are very alike. In this paper I argue that they are conceptually equivalent and that current research on openness and OE supports this. The study examined the similarity of OEs to corresponding openness to experience facets via competing models in multigroup confirmatory factor analysis, given their conceptual similarity. O2: Aesthetics and sensual OE, and O5: Ideas and intellectual OE were represented by a single underlying latent construct. High correlations emerged among O1: Fantasy and imaginational OE, O2: Aesthetics and sensual OE, O3: Feelings and emotional OE, and O5:Ideas and intellectual OE; O4: Actions and psychomotor OE had a small positive correlation; and O6: Values had a small negative correlation to emotional OE. Openness to experience seems to encompass OEs; thus, giftedness researchers and practitioners should align with well-researched psychological theories such as the five-factor model of personality (Costa & McCrae, 1992;Goldberg. 1999) and begin to talk about openness rather than OEs. CLEOS was my home in all these years and so I want to thank the CLEOS gang for all the support-without you, this study would not have been a reality (and conferences are fun). I owe it in particular to the last two iterations of the gang: the research core with Barb, Nicole, Olivia, JD, Chris, and Jess, and the counseling team with Karen, Lesley, Jake, Kristen, Darcy, and all sections of PRE 896 Advanced Skills. Take good care of our lovely and wild creative kids when I'm gone. Special thanks to Spamgirl, moderator of Turker Nation, for generously helping me to find a way to conduct this study that would comply with the terms of service of MTurk and PAR.Ahora, a Paraguay. En primer lugar quiero agradecer a mi marido, Rodolfo Parisi, quien me soportó desde aquellos primeros días en nuestra casa de Paraguay mientras yo mandaba solicitudes a programas de Ph.D. y siempre me motivó a dar lo mejor de mí. Si hablo en plural en este párrafo es porque este esfuerzo también es de él. La remamos juntos desde el principio.Quiero agradecer a nuestro hijo Gianluca por ser un bebé contento que balbuceaba al lado mío 5 mientras yo escribía. Mis padres, Marilén y Roberto, merecen un agradecimiento muy especial por su apoyo emocional y concreto; me enseñaron el valor de la educación y es por ellos que estoy hoy en este lugar. Ceci y Diego, gracias por el aguante. Una dedicatoria especial va a mi Oma, Tina (+); este trabajo ejemplifica sus enseñanzas de esfuerzo y dedicación manteniendo la ...

Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten "red-shirting" of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after-school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long-term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. C 2012 Wiley Periodicals, Inc. Psychology in the Schools

This study assessed occupational engagement and its relationship to positive psychological measures in two collectivistic cultures. Undergraduate students in China ( n = 230) and Paraguay ( n = 231) completed the Occupational Engagement Scale for Students (OES-S), a one-factor, 9-item scale to measure occupational engagement, the Vocational Identity Scale, the Satisfaction With Life Scale, the Adult Hope Scale, and the Personal Growth Initiative Scale-II. Multigroup confirmatory factor analyses with OES-S scores were held for partial strong measurement invariance. OES-S scores correlated with scores on positive psychological measures. While the OES-S has room for improvement, occupational engagement seems to be a viable cross-cultural construct applicable to collectivistic cultures.

The M5-50 is a five-factor theory instrument based on the International Personality Item Pool (IPIP) that has had difficulties with the five-factor model fitting well. The openness domain’s factor structure has a history of concerns that might relate to the connected yet distinguishable facets of openness/intellect. This study explored the factor structure and interdomain correlations within the openness domain of the M5-50 in 255 college students. Results indicate that no significant interdomain correlations exist between Openness and the other M5-50 domains. In addition, results suggest that having one factor convey the aspects of the openness domain construct does not explain the structure of the domain as well as a three-factor solution; the three-factor solution in the M5-50 includes commonalities to the distinct IPIP facets of artistic interests and intellect while the third factor demonstrates less emergent facets of the domain. Implications of the findings include a suggested review of the openness domain in the M5-50 and interpretations of openness/intellect in vocational settings.

Little research has been done to evaluate the effectiveness of early childhood mental health consultation (ECMHC) in rural, applied settings. In this mixed-methods study, we evaluated an approach to ECMHC used in rural Southwest Kansas with individualized services for childcare providers. Twenty-nine home-based and center-based childcare providers completed measures on provider growth, perceptions of child outcomes, and satisfaction with sessions. In total, 162 data points were collected and analyzed using multilevel growth models. In addition, 16 providers participated in qualitative interviews. Both home-based and center-based providers reported very high satisfaction with consultation sessions which increased with time, although home-based providers showed significantly higher satisfaction than did center-based providers. Provider growth, encompassing personal well-being, scheduling and transitions, connections with parents, and positive discipline strategies increased significantly over time. Child outcomes, encompassing prosocial behavior, resilience, and overall well-being also improved significantly in providers' perception. ECMHC as conducted in Southwest Kansas appears to have a positive effect on childcare providers and the children in their care.