Unilevel disintegration, the second level in Dabrowski's theory, does not have a structure comparable to the higher levels. It also lacks direction. If so, one is bound to ask what is developmental about it and what, in fact, is developing in level II. Two classsic studies and one of highly gifted adults show three possible kinds of emotional…

In just a few decades, electronic networks have expanded beyond all expectations. Instant messaging via smart phones and computers of all sorts whizz round the world. Researchers and policy makers are strongly divided in their findings and conclusions as to the effects of possible persuasive changes on the minds and lives of children, particularly…

Adolescence is a period in everybody's life that is usually referred to as "time that everybody must go through" or "parents' hell". Transition between childhood and adulthood is indeed of great importance in everybody's life, but it is usually accompanied with a variety of questions, problems, dilemmas and a constant need to…

A mixed-methods study grounded in Renzulli's Operation Houndstooth Intervention Theory examined the impact of different types of volunteer experiences on the six co-cognitive factors (Optimism, Courage, Romance With a Topic/Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny) associated with the…

Most of the scholarship on gifted Black children focuses, legitimately, in a disproportionate way on underrepresentation, namely, identification and placement issues, barriers, and recommendations. Comparatively speaking, less attention has focused on socio-emotional (or affective) and psychological needs and development of these students.…

Two groups of adolescents (N = 114), 61 identified-gifted adolescents (M = 22, F = 39) and 51 vocational school adolescents (M = 27, F = 26), were compared on the Overexcitability Questionnaire. Each of the five Overexcitability (OE) scores--Psychomotor, Sensual, Imaginational, Intellectual, and Emotional--was subjected to a two-way ANOVA by…

This article reports on the activities and interactions of a highly gifted 9-year-old boy working in a fifth grade classroom with students of mixed ability levels. School modifications to manage gaps between the boy's intellectual development and his social and emotional development took little account of his affective needs, and resulted in…

A year-long qualitative study of 10 families of gifted children (grades 5 to 8) found 4 levels of parental reasoning concerning their child's social and emotional development: (1) no framework; (2) an intellectual framework only; (3) a full intellectual and partial social-emotional framework; and (4) a comprehensive framework recognizing both…