Cultural intelligence, or cultural quotient (CQ), and global citizenship are essential skills for individuals in today's increasingly interconnected globalized world. intelligence helps effectively navigate understand differences, promoting effective communication cooperation. This study primarily aims to compare the levels of gifted non-gifted students. Another aim is discover possible relatio...

Current models of cognition and behavioral diagnosis emphasize categorical classification over continuous considerations of function and promote the "differential diagnosis" of various conditions according to observational criteria. However, an overemphasis on a purely behavioral, categorical approach to understanding human function fails to address the comorbidity of different disorders and do...

In this paper, we present Gardner’s conception of the ethical mind; make the case for adolescence as an important period for fostering the development of the ethical mind; and present obstacles that can thwart this development. We conclude with recommendations to parents and educators working with gifted adolescents that can be useful in surpassing these obstacles. Specifically, we suggest that...

Introduction Gifted students have the same developmental tasks as their less able age peers do (related, for example, to identity, sense of competence, career direction, peer relationships, differentiation, autonomy). However, because of characteristics associated with giftedness in clinical and research literature (e.g., sensitivity, intensity, perceptiveness, overexcitabilites, divergent thin...

Students attending a state-supported residential academy for academically gifted adolescents (N = 139) completed the Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A; Butcher et al., 1992) upon entrance to document their psychological characteristics. The same students completed a postadministration of the MMPI-A at the end of their 2nd year at the school. Results indicated t...

Why and how should a society devote special resources to the development of giftedness in young people for the twenty-first century? If we agree that the goals of gifted education and talent development are to maximize young people’s opportunities for self-fulfillment and increase society’s reservoir of creative problem solvers and producers of knowledge, then it would seem wise that programmin...

an eclectic form of psychodynamic psychotherapy is presented to address the emotional problems of exceptionally and profoundly gifted adolescents and adults. the approach includes cognitive/behavioral techniques as well as psychologically informed mentoring, coaching, and advising. once a psychodynamic formulation was established, it was used to guide all subsequent therapeutic interventions. t...

This article is a reflection on the experiences I had designing and teaching an elementary school enrichment program to gifted students in mathematics. In particular, I consider not just what I taught the students in the program but what I learned throughout the entire process. This article first focuses on a description of the program and my role within the program. I then describe in detail f...

This research is major to discuss the teaching strategy and class management mode from a gifted education teacher. For reaching the research purposes above, our case target is an experienced, approved and gifted educational teacher in Southern of Taiwan. We use qualitative case study, and structured observation, semistructured interview and files of students and teachers in the research. It can...

The study examined performance of 6- to 11-year-old children, from gifted and mainstream academic programs, on measures of mental-attentional capacity, cognitive inhibition, and speed of processing. In comparison with mainstream peers, gifted children scored higher on measures of mental-attentional capacity, responded more quickly on speeded tasks of varying complexity, and were better able to ...