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What is giftedness? How do talents develop? Are gifted people
"different"? How can gifted children be recognized and supported in
their development? Based on the authors’ many years of expertise
in giftedness research and education practice, this book answers
these and many other questions about giftedness and talent
development in a scientifically sound and at the same time
application-oriented way. This new volume offers an up-to-date
overview of the theoretical foundations, pioneering studies, and
research findings on gifted children and adolescents, and explores
evidence-based options for diagnostics and support. The development
of giftedness as well as the characteristics of gifted students,
such as performance-related attributes and temperament traits, are
also examined. This book is of interest to child psychologists and
psychiatrists, educational and school psychologists, educators, and
students, and is an ideal textbook for self-study or for those
training to become a professional.
This book provides a comprehensive overview and in-depth analysis
of research on psychosocial skills, examining both theory and areas
of application. It discusses students' psychosocial skills both as
components of academic success and desired educational outcomes in
grades K through 12. The book describes an organizing framework for
psychosocial skills and examines a range of specific constructs
that includes achievement, motivation, self-efficacy, creativity,
emotional intelligence, resilience, and the need for cognition. In
addition, it reviews specific school-based interventions and
examines issues that concern the malleability of psychosocial
skills. It addresses issues relating to the integration of
psychosocial skills into school curriculum as well as large-scale
assessment policies. Topics featured in this book include:
Development of psychosocial skills in grades K-12. Assessment of
psychosocial skills. Conscientiousness in education and its
relation to meaningful educational outcomes. Creativity in schools,
including theory, assessment, and interventions. Academic emotions
and their regulation through emotional intelligence. Resilience and
school-based programs aimed at enhancing it. Psychosocial Skills
and School Systems in the 21st Century is a must-have resource for
researchers, graduate students, clinicians, mental health
professionals, and policymakers in child and school psychology,
educational policy and politics, public health, social work,
developmental psychology, and educational psychology.
This book provides a comprehensive overview and in-depth analysis
of research on psychosocial skills, examining both theory and areas
of application. It discusses students' psychosocial skills both as
components of academic success and desired educational outcomes in
grades K through 12. The book describes an organizing framework for
psychosocial skills and examines a range of specific constructs
that includes achievement, motivation, self-efficacy, creativity,
emotional intelligence, resilience, and the need for cognition. In
addition, it reviews specific school-based interventions and
examines issues that concern the malleability of psychosocial
skills. It addresses issues relating to the integration of
psychosocial skills into school curriculum as well as large-scale
assessment policies. Topics featured in this book include:
Development of psychosocial skills in grades K-12. Assessment of
psychosocial skills. Conscientiousness in education and its
relation to meaningful educational outcomes. Creativity in schools,
including theory, assessment, and interventions. Academic emotions
and their regulation through emotional intelligence. Resilience and
school-based programs aimed at enhancing it. Psychosocial Skills
and School Systems in the 21st Century is a must-have resource for
researchers, graduate students, clinicians, mental health
professionals, and policymakers in child and school psychology,
educational policy and politics, public health, social work,
developmental psychology, and educational psychology.
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