Offered are guidelines for the utilization of community resources to encourage scientific creativity. (DB)

A gifted young man recounts his educational experiences, both those which were self-pursued and those learned at school. (JYC)

The paper describes how to conduct guided imagery workshops using slides of paintings, modeling clay, and music in counseling gifted, talented, and creative individuals. (Author/SB)

The role of parents in nurturing their bright or creative child is described; and activities such as reading aloud together, encouraging the child's special interest, and participating in community group efforts are suggested. (CL)

The author reviews studies supporting the individuality of children and provides guidelines for parents of highly creative children. (SBH)

This article cites the work of prominent life cycle theorists and gives brief summaries of the lives of several famous women and their accomplishments. With emphasis on particular attributes common to the creative, gifted, and talented female, a tentative life cycle model is formulated. (JDD)

The article explores the history of creativity in general and gives brief personal histories of eight individuals who were multiply creative. The study lists over 150 multiply creative persons, of whom only 31 were women. (PHR)

Commonly held assumptions about musical giftedness in children are disputed. Several issues are examined, including how musical giftedness is defined, the availability of community resources, parental encouragement versus pressure, and potential emotional and behavioral problems. Some suggestions useful for the parents of musically gifted children…

The authors examine why the attribution of "giftedness,""talent," or "creativeness" to the mentally retarded has been neglected, review definitions applicable to this group, examine the therapeutic effects of various types of art work (work which could be attributed as "gifted",) and suggest techniques to…

The author describes the resurgence of the gifted education movement and explains an enrichment curriculum he developed to promote self-development, rational thinking, and ethical awareness in gifted students. (CL)

The author points out the dangers of misusing identified special talents in learning disabled students, mentions research findings on the creative abilities of the learning disabled, and considers the possibility of two modes of learning for the gifted learning disabled. (SBH)

The author discusses developments in the education of gifted, talented, and creative (GTC) students over the past 20 years; cites the current pressures on youth; and suggests ways in which individuals and groups can serve GTC pupils. (C L)

With the encouragement of parents and teachers, many young people would raise more questions than they typically do about nature. Examples of questions about animals which might lead to creative, thought-provoking discussions and explorations are offered. (CB)

Five factors were found to discriminate between the learning style preferences of gifted versus average junior high students. Gifted Ss were more persistent, tolerated the presence of sound, and preferred learning alone, whereas average Ss had higher auditory preferences and greater dependency on teacher motivation. (CL)

The article focuses on three activities for developing a more creative lifestyle using experiential and guided imagery techniques. (Author/PHR)