{"title":"Operation Houndstooth: A Positive Perspective on Developing Social Intelligence\u0000 1","authors":"Joseph S. Renzulli","doi":"10.4324/9781003238065-4","DOIUrl":"https://doi.org/10.4324/9781003238065-4","url":null,"abstract":"","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123663540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
… raising [children] is about taking their marvelous strength—I call it “seeing into the soul,”—amplifying it, nurturing it, helping [them] to lead [their lives] around it, to buffer against [their] weaknesses and the storms of life. Raising children, I realized, is vastly more than fixing what is wrong with them. It is about identifying and nurturing their strongest qualities, what they own and are best at, and helping them find niches in which they can best live out these strengths …
{"title":"Creating a Life: Orchestrating a Symphony of Self, a Work Always in Progress","authors":"F. R. Olenchak","doi":"10.4324/9781003238065-3","DOIUrl":"https://doi.org/10.4324/9781003238065-3","url":null,"abstract":"… raising [children] is about taking their marvelous strength—I call it “seeing into the soul,”—amplifying it, nurturing it, helping [them] to lead [their lives] around it, to buffer against [their] weaknesses and the storms of life. Raising children, I realized, is vastly more than fixing what is wrong with them. It is about identifying and nurturing their strongest qualities, what they own and are best at, and helping them find niches in which they can best live out these strengths …","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123760775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Role of the Arts in the Socioemotional Development of the Gifted","authors":"J. Vantassel-Baska, B. E. Buckingham, Ariel Baska","doi":"10.4324/9781003238065-9","DOIUrl":"https://doi.org/10.4324/9781003238065-9","url":null,"abstract":"","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127716223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.4324/9781003238065-13
E. Brown
To carry out the demands of education reform, teachers, guidance counselors, and administrators must know and understand the subjects they teach, the students with whom they interact, and the local context in which they collaborate. The success of school reform hinges, in large part, on the qualifications and effectiveness of these educators. One way to address the elements of school reform is through professional development because it allows individuals to update their skills, socialize to new district initiatives, and provide a mechanism for implementing curriculum and school reform in a particular school and/or district (Van Tassel-Baska, 2002). The importance of professional development also has clearly been emphasized as a key component in national educational agendas (No Child Left Behind [NCLB] Act, 2001).
{"title":"Professional Development for Promoting the Social and Emotional Development of Gifted Children","authors":"E. Brown","doi":"10.4324/9781003238065-13","DOIUrl":"https://doi.org/10.4324/9781003238065-13","url":null,"abstract":"To carry out the demands of education reform, teachers, guidance counselors, and administrators must know and understand the subjects they teach, the students with whom they interact, and the local context in which they collaborate. The success of school reform hinges, in large part, on the qualifications and effectiveness of these educators. One way to address the elements of school reform is through professional development because it allows individuals to update their skills, socialize to new district initiatives, and provide a mechanism for implementing curriculum and school reform in a particular school and/or district (Van Tassel-Baska, 2002). The importance of professional development also has clearly been emphasized as a key component in national educational agendas (No Child Left Behind [NCLB] Act, 2001).","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127738358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Focusing on Where They Are: A Clinical Perspective","authors":"J. Peterson","doi":"10.4324/9781003238065-8","DOIUrl":"https://doi.org/10.4324/9781003238065-8","url":null,"abstract":"","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128172678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Affective Curriculum and Instruction for Gifted Learners","authors":"J. Vantassel-Baska","doi":"10.4324/9781003238065-5","DOIUrl":"https://doi.org/10.4324/9781003238065-5","url":null,"abstract":"","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"477 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131920618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter provides an overview of a wide variety of types of theories that can guide the development of curriculum to support the emotional, social/interpersonal, and/or motivational/conative development of high-ability youth. Affective curriculum development based on theories of social and emotional development already is taking place at a few academic centers in the United States. Many of the broad human development theories also need adjustment for gifted females and minorities because they were developed from observations of White male populations. Theories of social development have emerged from the field of social psychology that may be applicable to affective curriculum for gifted and talented students. Social information processing theory focuses on the cognitive processes involved in thinking about and interpreting social situations and relationships. Personal development theories explain the factors that lead to optimal personal development. Theories of identity development provide another source of ideas for theoretical frameworks to use in designing affective curricula, especially at the secondary level.
{"title":"Theories to Guide Affective Curriculum Development","authors":"S. Moon","doi":"10.4324/9781003238065-2","DOIUrl":"https://doi.org/10.4324/9781003238065-2","url":null,"abstract":"This chapter provides an overview of a wide variety of types of theories that can guide the development of curriculum to support the emotional, social/interpersonal, and/or motivational/conative development of high-ability youth. Affective curriculum development based on theories of social and emotional development already is taking place at a few academic centers in the United States. Many of the broad human development theories also need adjustment for gifted females and minorities because they were developed from observations of White male populations. Theories of social development have emerged from the field of social psychology that may be applicable to affective curriculum for gifted and talented students. Social information processing theory focuses on the cognitive processes involved in thinking about and interpreting social situations and relationships. Personal development theories explain the factors that lead to optimal personal development. Theories of identity development provide another source of ideas for theoretical frameworks to use in designing affective curricula, especially at the secondary level.","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128810680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.4324/9781003238065-10
Thomas P. Hébert
{"title":"Guiding Gifted Teenagers to Self-Understanding Through Biography","authors":"Thomas P. Hébert","doi":"10.4324/9781003238065-10","DOIUrl":"https://doi.org/10.4324/9781003238065-10","url":null,"abstract":"","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123798703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Day‐Vines, J. Patton, C. Quek, Susannah M. Wood
{"title":"Addressing Social-Emotional and Curricular Needs of Gifted African American Adolescents","authors":"N. Day‐Vines, J. Patton, C. Quek, Susannah M. Wood","doi":"10.4324/9781003238065-7","DOIUrl":"https://doi.org/10.4324/9781003238065-7","url":null,"abstract":"","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131251272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Counseling Gifted Students From Non-White Racial Groups: Conceptual Perspectives and Practical Suggestions","authors":"K. L. Kwan, Wayne J. Hilson","doi":"10.4324/9781003238065-6","DOIUrl":"https://doi.org/10.4324/9781003238065-6","url":null,"abstract":"","PeriodicalId":132430,"journal":{"name":"Social-Emotional Curriculum With Gifted and Talented Students","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128962252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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