In this article, the author describes her experience as an educational consultant specializing in the educational needs of gifted and creative children. Gifted children are acutely aware of the world around them. One of the characteristics of these gifted children is the ongoing questioning of how and why they are living on this earth. They react…

In this reprint of an article published in 1978, the role of women in society and its impact on gifted girls is discussed. It is argued that gender stereotypes work against gifted girls and that the women's movement has helped gifted girls develop a new image and concept of womanhood. (CR)

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)

Presents the Self-Actualization and Interdependence (SAI) model for teaching gifted students. The SAI model is a nongraded approach that groups children according to a age, class dynamics, relationship to teachers, and special interests and abilities. The curriculum aspects of the model are described. (CR)

The cofounder of the Roeper School explains the school's focus on the complex inner-conscious and unconscious development of the gifted child and the school's philosophical basis in self-actualization and interdependence. The need to focus on gifted self rather than on defining the gifted child in relation to cognitive development or talent…

The founder of the Roeper School (Michigan) discusses the role of the administrator in the context of gifed education. Emphasis on the Roeper School program, its nonhierarchical philosophy, and the administrative changes (board composition, teacher evaluation, relationship with parents) which positioned the administrator as facilitator of group…

Six personality types are characteristic of gifted children: the perfectionist, the child/adult (with a need to be in charge), the winner of the competition, the exception, the self-critic, and finally, the well-integrated child. The gifted child's emotional development should be considered in his/her education. (CL)

The role of the unconscious in educating students is considered, along with historical trends in educational philosophy and psychoanalysis at Roeper School (Michigan) for gifted students. The unconscious and creative drive of gifted students is seen as the bridge for explaining what would otherwise be incomprehensible reactions, behavior,…

This article considers the very early development of a self in the infant and young child, using theories of Sigmund Freud. The vital role of relationships, especially the mother-child relationship, for the developing self is stressed. Stages of learning trust and inner controls are also addressed. (DB)

The author considers the impact of social trends, particularly the women's movement, on young gifted females, and cites such adjustment problems as the absence of gifted women models and the development of sublimated seduction patterns in the girls' relationships with their fathers. (CL)