An inventory of symptoms of stress is provided, and parents of gifted and talented children are advised to understand stress, learn to come to terms with their own feelings, develop effective behavioral skills, establish and maintain a strong support network, and accomplish lifestyle changes. (CL)

Parents can pursue expansion of ideas with their preschoolers in areas of math, science, social, and reading awareness. General recommendatons and suggestions for activities with the preschooler are offered. (CL)

Home education provides flexibility in scheduling as well as a loving and a trusting environment along with opportunities for community involvement. (CL)

Eight suggestions are offered for parents and teachers to maximize children's creative potential. Suggestions touch on such aspects as balance between interpersonal and intrapersonal experiences, allowance for comfortable regression in growth patterns, and well-defined standards of discipline and conduct. (CL)

Parents of gifted children can play the role of mediators in helping their gifted children adjust to relationships with adults and with peers. Problems encountered include being treated as a little adult, dominating the peer group, and having weird ideas. (CL)

Parents' attitudes about their gifted children are examined and suggestions are given for parenting five types of gifted children: the perfectionist, the child/adult, the exception, the self-critic, and the well-integrated child. A. Maslow's hierarchy of social-emotional needs is applied to parenting. (CL)

Parents of two gifted children are interviewed about their decision to teach their children at home. The parents describe their reasons for taking the children out of school and the benefits of home schooling and offer suggestions for other parents contemplating the idea. (CL)

The author presents some considerations in deciding whether parents should shield the child prodigy from publicity. The advantages and disadvantages of publicity for children at various age levels are pointed out and suggestions for parents are offered. (SW)

A parent of gifted children discusses hardships and challenges in dealing with gifted children and makes practical suggestions for living with them. (CL)

The author describes the use of AIM (Achievement Identification Measure), a parent report, to identify gifted students' underachievement characteristics. AIM examines five dimensions: competition, responsibility, self-control, achievement communication, and respect. (CL)

A parent and teacher of gifted children describes how parents can manipulate materials, model behavior (especially reading and inquiry), and teach principles of time management and flexibility. (CL)

Two educators answer questions from readers about school policy on gifted education, parents' concerns about their underachieving child, and a teacher's need for further education. (CL)

The author presents advice for parents of gifted children. Among suggestions are to encourage originality, praise the child, tolerate new ideas, and provide help in making choices. (PHR)

A parent of a gifted student reviews the development of a gifted and talented program in his school district and makes suggestions for full-time program coordinators, increased role of the guidance counselor, and greater emphasis on career education at the high school level. (CL)

There are a number of ways parents can help their child gain entrance into a gifted program: completing and becoming familiar with various rating forms; understanding that teachers may be inaccurate in creativity assessments; and claiming discrimination based on the child's age or incompatibility with the teacher. (CL)