The relationship between giftedness and psychological functioning has been studied extensively, but conflicting views persist. Whereas some studies have suggested that gifted children are at risk of developing emotional and behavioral disorders, others have proposed that they have superior socioemotional adjustment compared with average-ability…

In this article, we highlight Bronfenbrenner's bioecological approach to explore identity formation and the impact of dynamic interactions between the student and their environment in the development of self-concept, self-esteem, and self-efficacy. We examine the complex interactions between student identity and the systems of support that are…

The school-to-prison pipeline refers to the disturbing national trend in which children are funneled out of public schools and into juvenile and criminal justice systems. The purpose of this article is to theorize how this pipeline fulfills societal commitments to black male over-incarceration. First, the author reviews the troublesome perceptions…

School and life achievement patterns for girls and women differ from those of boys and men. While girls have made dramatic progress in school, they need to be inspired to connect to lifelong achievement. Both research and clinical work at the Ohio-based Family Achievement Clinic find that more boys than girls underachieve in school. There is much…

Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was offered to gifted children in 25 elementary…

The research investigated what characteristics distinguish high ability/learning disabled (LD) intermediate grade students from average ability LD and high ability students. High ability/LD students were more creative than average LD students but cause the most classroom disturbance and perceive themselves as less efficacious in academic tasks.…

Eighty-three gifted children, aged 7-11, and their parents completed self-report instruments on personality adjustment. Intelligence was positively related to adjustment. Compared to the group as a whole, the children with higher IQs were less anxious and nervous and less likely to evidence problems in physical development, cognitive development,…

This study found that accelerated students (n=365) and students (n=334) in gifted classes had better perceptions of their social relationships and emotional development and fewer behavior problems than did regular students (n=323). The accelerated eighth graders who entered school early or skipped elementary grades did not report social isolation,…

This study compared the emotional and behavioural adjustment of a group of 33 intellectually gifted adolescents with a matched group of 25 adolescents of average ability, using the Behaviour Assessment System for Children. It is the first study to comprehensively examine the psychological adjustment of intellectually gifted adolescents using both…

Written to meet the affective need of adolescent students to share their feelings and concerns with supportive listeners, this document contains 50 guided discussions on various topics relating to three focus areas: the self, the self and others, and stress. Under the focus of the self topics include: personal strengths and limitations; behind the…

This study investigated the characteristics of perfectionistic gifted adolescents in a rural middle school, how they perceived their perfectionism, the influences on their perfectionism, and the consequences of their perfectionist behaviors. Qualitative and quantitative methods of data collection were employed to gather data from 20 gifted…