by Miriam Adderholdt, Jan Goldberg
Perfectionist tendencies seem to exist on a continuum, ranging from healthy to dysfunctional behavior. Gifted students, in particular, struggle with
perfectionism. This book discusses how to strike a balance between three main areas of life: (1) work and school; (2) play and hobbies; and (3) family and social
relationships. Geared towards adolescents, it explains why it is important to learn to give yourself a break, learn how to be pleased with who you are, and learn how to
enjoy the healthy pursuit of excellence. Chapter 1 discusses the role of birth order, pressures to achieve, and media messages. Chapter 2 deals with problems in
connecting one's identity to perfectionism, describes typical thinking patterns of perfectionists, and discusses procrastination. Chapter 3 addresses physical problems
associated with perfectionism, including the overuse of caffeine and eating disorders. Chapter 4 discusses special relationship problems, including being too critical of
others, looking for the "perfect" partner, and over-committing oneself. Chapter 5 presents suggestions for dealing with the pressures felt by perfectionists, including
learning to fail, learning to laugh, and having fun with exercise. Chapter 6 concerns gender differences in how perfectionism is manifested. Chapter 7 contains
suggestions for completing large projects, setting reasonable standards, planning positive alternative paths, and improving self-knowledge. Chapter 8 discusses ways to
relax. Chapter 9 suggests a strategy for enhancing communication with parents and other adults. Chapter 10 delineates signs of depression or potential suicide and
provides resources for obtaining help. (Each chapter contains print and Web site resources; it contains 49 references overall.) (JDM)
NOTE: Edited by Caryn Pernu. Illustrated by Carolina Price Schwert.
Post-High School Outcomes of High IQ Adults with Learning Disabilities by Holliday, Gregory A.; Koller, James R.; Thomas, Carol D.
This study examined the long-term, post-high school outcomes of 80 adult-vocational-rehabilitation clients identified as having both high intellectual ability and learning disabilities. Subjects were generally functioning at levels consistent with their learning-disability deficits rather than at levels commensurate with their identified intellectual strengths. (Author/CR)
JOURNAL_CITATION: Journal for the Education of the Gifted; v22 n3 p266-81 Spr 1999
Psychological Intensities in Gifted Adults by Rena B. Lewis and others
This study investigated affective characteristics of 31 doctoral students, using Clark's notion of concomitant problems and Dabrowski's construct of overexcitabilities. Results indicate that subjects perceived themselves as different from typical persons on factors reflecting internal motivation, positive aspects of overexcitability, and need for recognition by others. (Author/JDD)
JOURNAL_CITATION: Roeper Review; v15 n1 p25-31 Sep 1992
Recent Doctoral Dissertation Research on Gifted by Larry Geffen
Summarizes research dissertations which explore obstacles of gifted women, early entrance of gifted students, teacher identification of students for
gifted education, underachieving high school gifted, teaching gifted students, adjustment of gifted children to divorce, leadership abilities in the gifted, and cultural
diversity among the gifted. (CR)
JOURNAL_CITATION: Roeper Review; v21 n2 p145-46 Dec 1998
Rising Tides and Racing Torpedoes: Triumphs and Tribulations of the Adult Gifted as Illustrated by the Career of Joseph Renzulli by Sternberg, Robert J.
This article analyzes an essay by Joseph Renzulli reviewing his work on gifted models by using the career of Renzulli himself as a case study of the components of creative, productive giftedness. It finds that creatively gifted individuals must face challenges that are formalized in the Sternberg and Lubart investment theory of creativity. (Contains references.) (DB)
JOURNAL_CITATION: Journal for the Education of the Gifted; v23 n1 p67-74 Fall 1999
NOTE: Special Issue: Renzulli: Retrospective and Prospective.
Sensitivity among Gifted Persons: A Multi-Faceted Perspective by Mendaglio, Sal
A review of literature on sensitivity as an affective characteristic of gifted persons is presented. A multifaceted approach to sensitivity is proposed, conceptualizing it as consisting of cognitive and affective dimensions of both interpersonal and intrapersonal sensitivity. The psychological concepts of self-awareness, perspective taking, emotional experience, and empathy are used to elaborate on the model. (Author/PB)
JOURNAL_CITATION: Roeper Review; v17 n3 p169-72 Feb-Mar 1995
Similarities and Differences between Contemporary Women and Terman's Gifted Women by Tomlinson-Keasey, Carol A.; Blurton, Elizabeth J.
The Terman longitudinal data set examined a variety of variables that shaped the personal and professional achievements of 672 gifted women. While the variables identified in this 60-year study started by Lewis Terman in 1921 are provocative, one must ask whether the predictors identified as meaningful for the Terman women would apply to a group of contemporary women. This study compared responses of 485 contemporary women with the responses of the Terman women to a host of questions covering their aspirations, educational and occupational achievement, satisfaction with life, personal adjustment, and their childhood families. Of the contemporary women, 306 were identified as gifted and 179 were identified as being of normal intelligence. Comparisons were made between the Terman gifted women and the contemporary gifted women, between the gifted contemporary women and the normal contemporary women, and between the Terman women who attended college in the 1930s and contemporary women who attended college in the 1960s. Contemporary women, not surprisingly, had surpassed the Terman women in educational and occupational achievements. Despite these clear gains, the contemporary women reported significantly lower levels of satisfaction in all spheres of their lives. (Author/NB)
PAGE: 30; 1
GEOGRAPHIC_SOURCE: U.S.; California
NOTE: 30p.; Paper presented at the Annual Convention of the American Psychological Association (98th, Boston, MA, August 10-14, 1990).
Smart Boys: Talent, Manhood, and the Search for Meaning by Barbara A. Kerr and Sanford J. Cohn
This book explores issues faced by gifted boys and men and the concerns of those around them. Section 1, "Giftedness and Masculinity," explores the relationship of special intellectual ability to the role of males in our society. The findings of a study on the male graduates of the accelerated learning class of 1969 are used as a cautionary tale. Although these men were successful by ordinary standards, many did not fulfill their dreams and most had great difficulty in relationships. In the next section, "Milestones and Danger Zones," chapters 4 through 6 journey through the growing years of the gifted boy, from childhood to manhood, describing those issues that are unique to gifted boys. In each stage, the unique concerns these boys have because they are gifted are pointed out, as well as the special challenges they present to parents, counselors, and teachers. The next section, "Special Challenges for Gifted Boys," describes the impact of giftedness on boys' academic and social adjustment. The final section "Guiding Smart Boys," describes issues in parenting, teaching, mentoring, and guiding gifted boys and men. Specific suggestions are provided for parenting, teaching, and guiding gifted boys from pre-kindergarten through the college years. (Chapters include references.) (CR)
Successful Adults Who Were Once Adolescent Underachievers by Peterson, Jean Sunde
This retrospective study of 31 professional successful adults who were academic underachievers during adolescence found underachievement associated with: under involved and non-encouraging parents and teachers, negative parental attitudes toward work, family conflict, lack of career direction, and family transitions. Both the adolescents and their parents achieved in nonacademic areas. (Contains references.) (Author/DB)
JOURNAL_CITATION: Gifted Child Quarterly; v45 n4 p236-50 Fall 2001
Talented Children and Adults: Their Development and Education by Jane Piirto
This textbook focuses on the development and education of talented children and adults. Part 1 considers who the gifted and talented are, in terms of
personality aspects, intellectual competence, and specific talent in a domain. It presents a pyramidal framework of talent based on looking at adult talent and its
precursors in childhood behavior. Chapters in Part 1 are: "Who Are the Talented? Giftedness, Talent, Genius, and Intelligence"; "Getting Started: Developing a Program
for Talented Youth"; "Identifying the Academically Talented: Superior Cognitive Talent and Specific Academic Talent"; "Creativity and Talent"; and "Identifying
Creativity and Talent Behaviors." Part 2 considers the paths of talent development, from birth to adult in three chapters. Part 3 considers what one does with talented
children, in curriculum and counseling. Part 3 chapters are: "Precepts for Curriculum for the Academically Talented," "Curriculum Practices: In and Out of the
Classroom," "Guidance and Counseling Needs of the Talented," and "At-Risk Talented Children." The text emphasizes guidance aspects of dealing with talented children
more than therapeutic approaches. Each chapter begins with focusing questions. Several case examples are offered of talented individuals, programs serving the gifted,
and techniques for teaching gifted and talented individuals. Appendices contain a gifted/talented data gathering questionnaire and the text of the Elementary and
Secondary Education Act. (Contains approximately 850 references.) (JDD)
The 1964-1968 Presidential Scholars: A Follow-up Study by Kaufmann, Felice A.
The results indicated a high degree of postsecondary school achievement in academic accomplishments and job status and low incidence of awards for career development. (Author/SB)
JOURNAL_CITATION: Exceptional Children; v48 n2 p164-69 Oct 1981
The Beyonders in a Thirty Year Longitudinal Study of Creative Achievement by Torrance, E. Paul
Initial findings and case studies of a 30-year follow-up of gifted students and adults suggest that characteristics such as love of one's work, persistence, purpose in life, love of challenge, high energy level, and a sense of mission may be more important in the long run than creative ability, intelligence, and high school achievement. (DB)
JOURNAL_CITATION: Roeper Review; v15 n3 p131-35 Feb-Mar 1993
The Career Development of Creatively Gifted Adults by Barbara A. Kerr
Career development of creatively gifted adults consists of three tasks: (1) dealing with career decision problems, (2) finding training and support, and (3) maintaining productivity. Counselors can help clients face these tasks by emphasizing values in decision making, keeping abreast of innovations, and identifying and treating productivity blocks. (CH)
JOURNAL_CITATION: New Directions for Continuing Education; n32 p59-69 Win 1986
Dilemma of the Gifted Woman
by >Noble, Kathleen D.
Many obstacles inhibit women from realizing their leadership potential:
confusion about giftedness, psychological and cultural barriers to owning and
displaying one's abilities, and ambivalent attitudes toward exceptional ability
in women. Encourages feminist psychologists to respond to gifted women's unique
affective needs, and focuses on recognizing, understanding, and furthering
exceptional ability in women despite gender-role stereotyping and cultural
JOURNAL_CITATION: Psychology of Women Quarterly; v11 n3
p367-78 Sep 1987 ERIC_NO: EJ363207
The Gifted Child Grows Up by David Willings
A follow-up study of 15 gifted individuals in England and Canada over a period of 10 years following their college graduation explored the following areas: family background; preceptions of school and college experiences; career choices; persistence of creative activities in adulthood; religious and political affiliations; personal relationships; and psychological and emotional adjustment. It is suggested that the emotional problems and emotional needs of gifted children may persist in adulthood and merit further study. (JW)
PAGE: 22; 1
GEOGRAPHIC_SOURCE: Canada; New Brunswick
NOTE: 22p.; Presidential Address to the Atlantic Association for Gifted Children and Adults (October, 1983).
The Gifted Group at Mid-Life; Thirty-Five Years' Follow-Up of the Superior Child. Genetic Studies of Genius, Volume V by Terman, Lewis M., Ed.
The 35 years' followup of the Terman investigation on the gifted child is presented. In order to describe the gifted group of mid-life, a general information blank was mailed in 1950 (1,437 subjects) and in 1955 (1,424 subjects). The field study, completed in 1952, included personal interviews, the Concept Mastery Test, supplementary questionnaires of subject and spouse, and testing of offspring. Results for 97.5% of the subjects include the following: intelligence increased significantly from 1939 to 1952 (p .001); 85% of the group went to college and nearly 70% graduated; two-thirds of the men and three-fifths of the women did graduate work; on the Minnesota Occupational Scale, all subjects were in the first five of the seven groups and 86% were in the first two (professional and executive); and one-half of the women were housewives but many contributed to community and civic activities. The marriage rate and personal adjustment were average for the population. Other results are given for mortality, health, avocational interests, political and social attitudes, marriage, divorce, income, and offspring. Sixty-one tables are provided. The appendixes include the forms used and a 45-item bibliography. (SN)
AVAILABILITY: Stanford University Press, Stanford, California 94305 ($5.50).
The Gifted Self: Its Role in Development and Emotional Health by Thomas S. Greenspon
Describes the development of the self in gifted individuals based on observations in therapy and counseling settings. The concept of the self, problems of
"differentness," and the gifted self are considered. Issues such as perfectionism, labeling, adult development, and excellence versus equity are discussed and illustrated
with vignettes of gifted individuals. (DB)
JOURNAL_CITATION: Roeper Review; v20 n3 p162-67 Feb 1998
The Gifted Side of Autism by Penelope McMullen
In this article, a woman recounts her discovery at 50 years old that she has autism. Her relief at finding an explanation for why she had experienced the
world differently is discussed, along with the assets of autism. The psychic ability of individuals with autism and their spirituality are described. (CR)
JOURNAL_CITATION: Focus on Autism and Other Developmental Disabilities; v15 n4 p239-42 Win 2000
NOTE: Special Issue, Part 1.
The Hollingworth Longitudinal Study: Follow-Up, Findings, and Implications by Carole Ruth Harris
A follow-up study analyzed 64 gifted individuals of 123 children originally identified by educator and psychologist Leta Hollingworth. The data that
were gathered and analyzed concern personal/family status, education, vocational-professional status, avocational interests, achievements, and adjustment/fulfillment.
JOURNAL_CITATION: Roeper Review; v12 n3 p216-22 Mar 1990
The Intellectual and Psychosocial Nature of Extreme Giftedness by Philip M. Powell, Tony Haden
The highly gifted create structures, generate ideas, and efficiently process information in ways qualitatively superior to moderately gifted and average ability individuals. Consistent, accurate, and valid feedback is more difficult to obtain, and the net effect of this is a tendency toward low self-esteem. (Author/CL)
JOURNAL_CITATION: Roeper Review; v6 n3 p131-33 Feb 1984
The Lifelong Productivity of Terman's Original Women Researchers by Rogers, Karen B.
A preliminary analysis of information collected from historical archives and long-time leaders in gifted education reveals a wealth of data about five women researchers who worked in various capacities during the initial establishment and data collection of Dr. Lewis Terman's classic longitudinal study of the "Genetic Studies of Genius." The five women included Florence Fuller, Helen Marshall, Dorothy Hazelton Yates, Florence Goodenough, and Catharine Morris Cox (Miles). The published and unpublished papers, memoranda, and research field notes of these researchers, their respective correspondence with Terman and each other, and some contacts with a living member of the research team and some of these women's family members were used for this analysis. Although the information is still sketchy on one of the five, most of them appear to have had satisfying personal lives in addition to satisfying professional careers. All contributed greatly to the actual work of carrying out Terman's research conception, but they also represent a continuum of lifelong productivity. Personal responsibilities may have had more to do with their subsequent levels of productivity than "zeitgeist." (Contains 2 tables and 14 references.) (Author/SLD)
PAGE: 24; 1
GEOGRAPHIC_SOURCE: U.S.; Minnesota
NOTE: 24p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).
The Lifelong Productivity of the Female Researchers in Terman's Genetic Studies of Genius Longitudinal Study