High-Ability Students: New Ways to Conceptualize Giftedness and Provide Psychological Services in the Schools

Autor/inn/en	Nicpon, Megan Foley; Pfeiffer, Steven I.
Titel	High-Ability Students: New Ways to Conceptualize Giftedness and Provide Psychological Services in the Schools
Quelle	In: Journal of Applied School Psychology, 27 (2011) 4, S.293-305 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2011.616579
Schlagwörter	Psychological Services; School Psychologists; Guidance Programs; Gifted; Talent Development; Identification; Cognitive Ability; Time Perspective; Motivation; Gifted Disabled; Counselor Role; Leadership + Suchen Sie Ihr Suchwort? Psychologische Betreuung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Begabter, Hoch Begabter; Begabtenförderung; Talentförderung; Identifikation; Identifizierung; Denkfähigkeit; Zeitbezug; psychologische; Motivation (psychologisch); Führung; Führungsposition
Abstract	Psychologists working in the schools have an opportunity to affect in new and exciting ways the services they provide to high-ability students. A talent development framework offers a unique lens through which gifted services is conceptualized. The framework moves school psychologists beyond viewing giftedness and high IQ as synonymous to appreciating how talent in specific domains is identified, nurtured, and developed over time. In this framework, an appreciation for nonintellectual skills such as motivation, drive, and playfulness is viewed as important and complementary to high academic and cognitive ability. School psychologists can assume a leadership role in affecting gifted services in a variety of areas, including the following: assessment, consultation, counseling, collaboration, and work with high-ability students with coexisting disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10