Necessary developmental tasks concerned with identity development of gifted college women include developing competence, managing emotions, developing autonomy, establishing identity, freeing interpersonal relationships, developing purpose, and developing integrity. These issues may be used as counseling interventions to raise career aspirations.…

Provides ideas to help parents determine whether their children are spending too much time with electronic media, noting children learn both good and bad from every device they use. Parents are encouraged to offer their children interest, support, and suggestions for alternate ways to spend their time. (SM)

Two studies using the Student Developmental Task and Lifestyles Inventory are presented. The impact of resident assistant (RA) selection, training, and experience was compared in veteran and freshman applicant RAs, and development of intimacy and identity was compared in males and females. A third factor related to relationships is discussed.…

Presents a developmental theory of mentoring proposing that mentoring enhances creative and intellectual growth as it facilitates task accomplishment uniquely characteristic of early life stages. How different levels of mentoring facilitate this developmental process is described. The synergism of creativity, intellectual accomplishment, and…

Recent research supports Vygotsky's "zone of proximal development" theory; children receiving peer assistance can stretch their learning beyond their individual accomplishment. A study of a multiage classroom revealed three strategies used by children working together to solve math problems--modeling, tutoring, and pairing/sharing…

Using a 1987 sample of 526 undergraduates, this study examines changes in student alcohol use, alcohol abuse, and attitudes toward drinking over their college careers. The maturation of attitude and behavior observed in females was not seen in males, for whom college may represent a period of protracted adolescence. (SLD)

Spurred by a graduate course in feminist theory, the author reflects on male power and privilege, and how to divest himself of both. Rebuilding an inherited family house provides a metaphor for the process of self-examination and growth. (KS)

Describes how Holocaust literature can be used in Israeli English-as-a-Second-Language (ESL) high school classrooms, focusing on the importance of the cultural model, language model, and personal growth model when studying literature in ESL classrooms. The article describes a work unit in Holocaust literature and presents sample activities related…

This essay takes the form of a dialog between the human "Self" and a questioner and explores the nature of individual self-consciousness, the Freudian model of the self, the development of the self in early childhood, the importance of parents in the self's development, and special problems of self-awareness in gifted students. (DB)

Analyzes historical and contemporary cases where outstanding achievement resulted despite the lack of a strongly supportive environment. It concludes that personal strengths of the individual are the key factor in overcoming deficiencies in environmental support. Models of Feldman, Piirto, Tannenbaum, and Gagne are applied to the development of…

This qualitative study investigated the lived experience of depression in 10 gifted adolescents. Analysis of in-depth unstructured interviews revealed the gifted adolescent's absolute need for knowledge, for communion, and for expression. The gifted adolescent is at risk for depression when any or all of these needs are stymied. (Author/DB)

Explores the linguistic rationale for using children's literature and other authentic texts in literacy instruction. Describes some aspects of one literature-based approach in a field-based preservice teacher-education program. (SR)

Reports on two studies of adult moral development, experiences, and education: (1) a longitudinal investigation of moral judgment and reported moral experience and (2) an outcome study on the impact of a moral intervention project with adult undergraduate students. Provides some conclusions applicable to teaching adult moral development. (DSK)

Describes an instructional unit for gifted students (ages 9 to 13) intended to help students understand and better balance efforts to meet the five basic human needs (physiological, belonging, power, freedom, and fun) postulated by William Glasser's control theory. Activities for each of the five units are outlined. (DB)

Explores research on the concepts of intelligences and giftedness. Considers the importance of the brain, its organization and functions, different theories about intelligence and the possibility of boosting it, and changes that occur in brain structure as a consequence of the interactions between genetic traits and experiences. (Author/CR)