Theory and Practice: Assessing the psychological presentation of gifted and talented clients: a multicultural perspective

Levy, Jacob J.; Plucker, Jonathan A.

doi:10.1080/09515070310001610100

Cited by 25 publications

(35 citation statements)

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“…In a theoretical article about gifted youth, Levy and Plucker (2003) proposed that therapists and counselors use the Multicultural Assessment Procedure (MAP) assessment process to understand the social/emotion needs of their gifted patients (Cross, 2008). Levy and Plucker observed that gifted students, like students with disabilities, have unique characteristics different from the norm.…”

Section: Journal Articles (Not Research-based) Regarding Adolescent Gmentioning

confidence: 99%

“…overachievement, and suicidal ideation. These characteristics are connected with high achievement and dangerous and risky involvement in extreme extracurricular activities (Friedrichs, 1997;Kerr & Cohn, 2001;Levy & Plucker, 2003;Peterson & Rischar, 2000;Tolan, 1997). Counselors, therapists, and teachers must help these adolescents to cope by instilling in them a healthy, positive attitude about sex and who they are, while teaching them to make appropriate choices (Cross, 1996;Sedillo, 2013).…”

Section: Summary With Implications Of the Literaturementioning

confidence: 99%

“…Levy and Plucker (2003) Proposed the use of the MAP for gay and lesbian gifted therapeutic or counseling clients. Gifted clients have a culture that makes them different from others.…”

Section: Articlementioning

confidence: 99%

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Gay Gifted Adolescent Suicide and Suicidal Ideation Literature

Sedillo

2015

Gifted Child Today

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Little empirical research has been conducted regarding suicide and suicidal ideation about gay gifted adolescents, so most of what is presented in the literature is based on theories and assumptions. One key assumption was that the psychological challenges of gay gifted youth stemming from sexual identity and giftedness contribute to suicidal ideation and that educators need to become more aware of this issue. Specific challenges of gay gifted youth in the literature included hypersensitivity and perfectionism, as well as depression and isolation. Countering these challenges was the theme of resiliency, which gifted youth develop using abstract reasoning, while nongifted youth favor concrete reasoning. Difficulties in identifying this unique population reduce the ability of psychotherapists, researchers, and counselors to study suicide within this group. The limited amount of peer-reviewed literature and other published material regarding suicide and suicidal ideation for gay gifted youth underscores the need for further research on this topic.

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Section: Journal Articles (Not Research-based) Regarding Adolescent Gmentioning

confidence: 99%

Section: Summary With Implications Of the Literaturementioning

confidence: 99%

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Gay Gifted Adolescent Suicide and Suicidal Ideation Literature

Sedillo

2015

Gifted Child Today

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“…The "Guidance needs" section consisted of a total of 39 five-point Likert-type items with four sub-dimensions (Academic, Social, Psychological and Opportunities Provided by the Family), which was written on the basis of the relevant literature [6,10,[16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32]33]. The option of the open-ended "other" was also added to the end of these items.…”

Section: Data Gathering Instrumentmentioning

confidence: 99%

Parents' Guidance Resources during the Identification Process for the Gifted and Talented Students at the Şanlıurfa BİLSEM

Belur¹,

Oğuz-Duran²

2017

ujer

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The purpose of this study is to investigate the guidance resources for parents whose children participated in the identification procedures for the gifted and talented students (GT), and as a result either did or did not qualified to enroll the Science and Art Center (BİLSEM) in Şanlıurfa, Turkey. With this purpose, a four-part survey developed by the researchers was carried out with a total of 261 parents whose children were qualified to enroll (PQE) or not qualified to enroll (PNQE) the BİLSEM. Socio-demographic findings revealed that both groups of parents of all the students who participated in the identification process had a high level of education; but, the PQE higher income and have fewer children than the PNQE. Results on parents' guidance sources and experiences indicated that the source the PQE received the most support at all stages of the identification procedure was class teachers. A third of the parents were involved in the identification procedures either with little or no information. The vast majority of parents stated that they did not benefit from school counseling. Furthermore, it was found that the rate of parents' benefiting from the provisions of other experts' mental health services were limited. Parents who used the school counseling services or the services of other experts reported that assistance was insufficient.

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“…In contrast, other parents are overcome by their child's potential and live vicariously through them (Gomme, 2001). One of the most significant difficulties parents of children at either extreme of the intellectual quotient bell curve are faced with is overcoming the notion of not raising a typical child (Dettmann & Colangelo, 2004;Levy & Plucker, 2003).…”

Section: Childrenmentioning

confidence: 99%

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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Theory and Practice: Assessing the psychological presentation of gifted and talented clients: a multicultural perspective

Cited by 25 publications

References 77 publications

Gay Gifted Adolescent Suicide and Suicidal Ideation Literature

Gay Gifted Adolescent Suicide and Suicidal Ideation Literature

Parents' Guidance Resources during the Identification Process for the Gifted and Talented Students at the Şanlıurfa BİLSEM

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

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