ERIC Number: EJ947117
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 59
High-Ability Students: New Ways to Conceptualize Giftedness and Provide Psychological Services in the Schools
Nicpon, Megan Foley; Pfeiffer, Steven I.
Journal of Applied School Psychology, v27 n4 p293-305 2011
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.
Descriptors: Psychological Services, School Psychologists, Guidance Programs, Gifted, Talent Development, Identification, Cognitive Ability, Time Perspective, Motivation, Gifted Disabled, Counselor Role, Leadership
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A