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ProfessorLamp Gifted and Talented Parent ResourcesTALENTED & GIFTED BIBLIOGRAPHY

Contents:

SOCIAL AND EMOTIONAL NEEDS OF GIFTED LEARNERS
UNDERACHIEVERS
GENDER ISSUES
LEARNING DISABILITIES
ISSUES OF AFRICAN-AMERICAN STUDENTS
PARENTS/FAMILIES OF THE GIFTED
TEACHERS OF THE GIFTED
SCHOOL COUNSELORS
COUNSELING (INCLUDING MULTICULTURAL/CROSS-CULTURAL COUNSELING)



How to Get Reprints
Organizations & Publishers

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SOCIAL AND EMOTIONAL NEEDS OF GIFTED LEARNERS

St. Clair, K.L. (1989). Counseling gifted students: A historical review. 
Roeper Review, 12(2), 98-102.

Hickey, G. (1988). Goals of gifted programs: Perceptions of interested 
groups. Gifted Child Quarterly, 32(1), 231-235.

Horowitz, F.D. (1987). A developmental view of giftedness. Gifted child 
Quarterly, 31(4), 165-168.

Culross, R. R. (1982). Developing the whole child: A developmental 
approach to guidance with the gifted. Roeper Review, 5(2), 24-26.

Brown, L.L. (1990). Special considerations in counseling gifted 
students. The School Counselor, 40, 184-190.

Galbraith, J. (1985). The eight great gripes of gifted kids: Responding 
to special needs. Roeper Review, 8(1), 15-17.

Alexander, P.A. (1985). Gifted and non-gifted students' perceptions of 
intelligence. Gifted Child Quarterlly, 29(3), 137- 142.

Cross, T. L., Coleman, L. J., & Terhaar-Yonkers, M. (1991). The social 
cognition of gifted adolescents in schools: Managing the stigma of 
giftedness. Journal for the Education of the Gifted, 15, 44-55.

Ford, M.A. (1989). Students' perceptions of affective issues impacting 
the social emotional development and school performance of 
gifted/talented youngsters. Roeper Review, 8, 15-18.

Gallagher, J.J. (1990). Editorial: The public and professional 
perceptions of the emotional status of gifted children. Journal for the 
Education of the Gifted, 13(3), 202-211.

Perrone, P. A. (1986). Guidance needs of gifted children, adolescents, 
and adults. Journal of Counseling and Development, 64, 564-566.

Prillerman, S., Myers, H., & Smedley, B. (1989). Stress, well-being, and 
academic achievement in college. In G.L. Berry & J.K. Asamen (Eds.), 
Black students (pp. 198-215). Newbury Park, CA: Sage.

Deverensky, J., & Coleman, E.B. (1989). Gifted children's fears. Gifted 
Child Quarterly, 33(2), 65-68.

Robinson, N.M., & Noble, K.D. (1991). Social-emotional development and 
adjustment of gifted children. In M. C. Wang, M. C. Reynolds, & H. J. 
Walberg (Eds.), Handbook of special education: Research and practice: 
Vol. 4. Emerging programs (pp. 57-76). New York: Pergamon Press.

Rocamora, M. (1992). Counseling issues with recognized and unrecognized 
creatively gifted adults, with six case studies. Advanced Development, 
4, 75-89.

Dirkes, M.A. (1983). Anxiety in the gifted, pluses and minuses. Roeper 
Review, 6, 68.

Scholwinski, E., & Reynolds, C.R. (1985). Dimensions of high anxiety 
ampong high IQ children. Gifted Child Quarterly, 29(3), 125-130.

Buescher, T.M. (1985). A framework for understanding the social and 
emotional development of gifted and talented adolescents. Roeper Review, 
8, 10-15.

Kerr, B., Colangelo, N., & Gaeth, J. (1988). Gifted adolescents' 
attitudes toward their giftedness. Gifted Child Quarterly, 245-247.

Cornell, G.C. (1989). Child adjustment and the use of the term gifted. 
Gifted Child Quarterly, 33(2), 59-64.

Perry, S.M. (1985). Giftedness: Living with it and liking it. Greeley, 
CO: Autonomous Learner Publications (ALPS).

Robinson, A. (1986). Brave new direction: Needed direction in the 
labeling of gifted children. Gifted Child Quarterly, 30(1), 11-14.

Robinson, A. (1989). Gifted: The two-faced label. GCT, 12(1), 34-26.

Buskin, S.L., Okolo, C., Zimmerman, E., & Peng, C.J. (1986) Being 
labeled gifted or talented: Meanings and effects perceived by students 
in special education. Gifted Child Quarterly, 30(2), 61-61.

Robinson, A. (1990). Does that describe me? Adolescents' acceptance of 
the gifted label. Journal for the Education of the Gifted, 13(3), 245-
255.

Burns, D.D. (1980, Nov.). The perfectionists' script for self-defeat. 
Psychology Today, 34, 37, 38, 41, 42, 44, 46, 50, 52.

Silverman, L. K. (1990). The crucible of perfectionism. In B. Holyst 
(Ed.), Mental health in a changing world (pp. 39-49). Warsaw: The Polish 
Society for Mental Health.

Silver, M., & Sabini, J. (1982, Jan.). When it's not really 
procrastination. Psychology Today, 39, 40, 42.

Austin, B.A., & Draper, D.C. (1986). Peer relationships of the 
academically gifted: A review. Gifted Child Quarterly, 25, 129-133.

Janos, P.M., Fung, H.C., & Robinson, N.M. (1985). Self-Concept, Self-
esteem, and peer relations among gifted children who feel "different." 
Gifted Child Quarterly, 29(2), 78-82.

Cooley, M.R., Cornell, D.G., Lee, C. (1991). Peer acceptance and self-
concept of Black students enrolled in a summer gifted program. Journal 
for the Education of the Gifted, 14(2), 166-177.

Dauber, S. L., & Benbow, C. P. (1990). Aspects of personality and peer 
relations of extremely talented adolescents. Gifted Child Quarterly, 34, 
10-15.

Kaiser, C.F., & Berndt, D J. (1985). Predictors of loneliness in the 
gifted adolescent. Gifted Child Quarterly, 29(2), 74- 77.

Gross, M. U. M. (1989). The pursuit of excellence or the search for 
intimacy? The forced-choice dilemma of gifted youth. Roeper Review, 11, 
189-193.

Kline, B.E., & Meckstroth, E.A. (1985). Understanding and encouraging 
the exceptionally gifted. Roeper Review, 8(1), 24-30.

Sawyer, R.N., & Meckstroth, E.A. (1986). Intellectual challenges and 
emotional support of the precocious child. Journal of Counseling and 
Development, 64, 593-597.

Manaster, G.J., & Powell, P.M. (1985). A framework for understanding 
gifted adolescents' psychological maladjustment. Roeper Review, 6(2), 
70-73.

Blackburn, C., & Erickson, D.B. (1986). Predictable crises of the gifted 
student. Journal of Counseling and Development, 64(9), 552-554.

Altman, R. (1983). Social-emotional development of gifted children and 
adolescents: A research model. Roeper Review, 6, 65-68.

Yadusky-Holahan, M., & Holahan, W. (1983). The effect of academic stress 
upon the anxiety and depression levels of gifted high school students. 
Gifted Child Quarterly, 27, 42-46.

Wooding, G.S., & Bingham, R.D. (1988). Gifted children's responses to a 
cognitive stressor. Gifted Child Quarterly, 32(3), 330-334.

Karnes, F., & Oehler-Stinnet, J. (1986). Life events as stressors with 
gifted adolescents. Psychology in the Schools, 23, 406-414.

Delisle, J.R. (1982). Striking out: Suicide and the gifted adolescent. 
G/C/T, 13, 16-19.

Weisse, D.A. (1990). Gifted adolescents and suicide. The School 
Counselor, 37, 351-358.

Farrell, D. M. (1989). Suicide among gifted students. Roeper Review, 11, 
134-139.

Delisle, J.F. (1986). Death with honors: Suicide among gifted 
adolescents. Journal of Counseling and Development, 64(9), 558-560.

Hayes, M. L., & Sloat, R. S. (1990). Suicide and the gifted adolescent. 
Journal for the Education of the Gifted, 13, 229- 244.

Leroux, J. (1986). Suicidal behavior and gifted adolescents. Roeper 
Review, 9, 77-79.

Lajoie, S.P., & Shore, B.M. (1981). Three myths? The over-representation 
of the gifted among dropouts, delinquents, and suicides. Gifted Child 
Quarterly, 25, 138-143.

Schetky, D. H. (1981). A psychiatrist looks at giftedness: The emotional 
and social development of the gifted child. G/C/T, Issue No. 18, 2-4.

Ward, V. S. (1985). Giftedness and personal development: Theoretical 
considerations. Roeper Review, 8, 6-10.

The Washington Post. (1993). Child's IQ is affected by poverty, study 
says. (1 page).

Tolan, S. S. (1985). Stuck in another dimension: The exceptionally 
gifted child at school. G/C/T, Issue No. 41, 22-26.

Tolan, S. (1989). Special problems of young highly gifted children. 
Understanding Our Gifted, 1(5), 1, 7-10.

Silverman, L. K., & Kearney, K. (1989). Parents of the extraordinarily 
gifted. Advanced Development, 1, 41-56.

Hollingworth, L. S. (1931). The child of very superior intelligence as a 
special problem in social adjustment. Mental Hygiene, 15(1), 1-16.

Roedell, W. C. (1984). Vulnerabilities of highly gifted children. Roeper 
Review, 6, 127-130.

Hollingworth, L. S. (1940). Old heads on young shoulders. Public 
Addresses (pp. 104-110). Lancaster, PA: Science Press Printing.

Hollingworth, L. S. (1942). Children above 180 IQ Stanford-Binet: Origin 
and development. Yonkers-on-Hudson, NY: World Book.

Kline, B. E., & Meckstroth, E. A. (1985). Understanding and encouraging 
the exceptionally gifted. Roeper Review, 8, 24-30.

Betts, G.T., & Neihard, M.F. (1985). Eight effective strategies to 
enhance the emotional and social development of the gifted and talented. 
Roeper Review, 8 18-23.

Manaster, G.J., & Powell, P.M. (1983). A framework for understanding 
gifted adolescents' psychological maladjustment. Roeper Review, 6, 70-
73.

Berndt, D.J., Kaiser, C.F., & van Aalst, F. (1982). Depression and self-
actualization in gifted adolescents. Journal of Clinical Psychology, 38, 
142-150.

Betts, G.T. (1986). Development of the emotional and social needs of 
gifted individuals. Journal of Counseling and Development, 64, 587-589.

Ross, A., & Parker, M. (1980). Academic and social self-concepts of the 
academically gifted. Exceptional Children, 47, 6-10.

Gifted and Talented Information

Gifted and Talented education resources Information for parents of gifted and talented children San Antonio, Texas South Texas
 

UNDERACHIEVERS

Gallagher, J.J. (1991). Personal patterns of underachievement. Journal 
for the Education of the Gifted, 14(3), 221-233.

Ford, D.Y. (1992). Determinants of underachievement as perceived by 
gifted, above-average, and average Black students. Roeper Review, 14(3), 
130-136.

Ford, D.Y., Winborne, D.G., & Harris III, J.J. (1989). Determinants of 
underachievement among gifted Black students: Learning to underachieve. 
Journal of Social and Behavioral Sciences, 35(3), 145-162.

Ford, D.Y. (1994). Promoting achievement among gifted Black students: 
The efficacy of new definitions and identification practices. Urban 
Education, 29(2).----

Ford, D.Y. (1994). Noticeably absent in gifted education: African-
American students. Psych Discourse, 1-5.

Ford, D.Y., Webb, K.S., & Sandidge, R.F. (1994). When the gifted child 
grows up: The university counseling experience. Gifted Child Today.----

Ford, D.Y. (1993). An investigation into the paradox of underachievement 
among gifted Black students. Roeper Review, 16(2), 78-84.

Ford, D.Y. (1994, in press). Underachievement among gifted students: 
Implications for school counselors. The School Counselor.

Ford, D.Y., Harris III, J.J., & Schuerger, J.M. (1993). Racial identity 
development among gifted Black students: Counseling issues and concerns. 
Journal of Counseling and Development, 71(4), 409-417.

Ford, D.Y., Schuerger, J.M., & Harris III, J.J. (1991). Meeting the 
socio-psychological needs of gifted Black students. Journal of 
Counseling and Development, 69(6), 577-580.

Whitmore, J.R. (1986). Understanding a lack of motivation to excel. 
Gifted Child Quarterly, 30(2), 66-69.

Whitmore, J.R. (1979). The etiology of underachievement in highly gifted 
young children. Journal for the Education of the Gifted, 3(1), 38-51.

McClelland, R., Yewchuk, C., & Mulcahy, R. (1991). Locus of control in 
underachieving and achieving gifted students. Journal of the Education 
of the Gifted, 14(4), 380-392.

Stevenson, H.J., Chen, C., & Lee, S. (1993). Motivation and achievement 
in gifted children in East Asia and the United States. Journal for the 
Education of the Gifted, 16(3), 223-250.

Laffoon, K. S., Jenkins-Friedman, R., & Tollefson, N. (1989). Causal 
attributions of underachieving gifted, achieving gifted, and non-gifted 
students. Journal for the Education of the Gifted, 13, 4-21.

Whitmore, J.R. (1986). Preventing severe underachievement and developing 
achievement motivation. Journal of Children in Contemporary Society, 18, 
119-133.

Rimm, S.B. (1987, Nov/Dec). Why do bright children underachieve? GCT, 
30-37.

Rimm, S. (1984, Jan/Feb). Underachievement...or if God had meant gifted 
children to run our homes, she would have created them bigger. GCT, 26-
29.

Rimm, S.B. (1989, March/April). Disappearance of underachievement. GCT, 
36-39.

Kendig, K. (1988, May/June). Practical techniques for dealing with 
underachievement and self-concept. GCT, 7-9.

Adderholt-Elliott, M. (1989, Jan/Feb). Perfectionism & underachievement. 
GCT, 19-21.

Rimm, S. (1988). Identifying underachievement: The characteristics 
approach. GCT, 11(1), 50-56.

Mather, N., & Udall, A.J. (1985). The identification of gifted 
underachievers using the Woodcock-Johnson Psycho- Educational Battery. 
Roeper Review, 8(1), 54-56.

Gleason, J.J. (1988, May/June). Spotting the camouflaged gifted student. 
GCT, 21-22.

Krissman, A.L. (1989). The "trillium" child: A new type of gifted 
underachiever. Roeper Review, 11(3), 160-162.

Hall, E.G. (1983, May). Recognizing gifted underachievers. Roeper 
Review, 5(4), 23-25.

Delisle, J. (1982). The gifted underachiever: Learning to underachieve. 
Roeper Review, 4(4), 16-18.

Delisle, J. (1983, May). The non-productive gifted child: A 
contradiction of terms? Roeper Review, 20-23.

Pirozzo, R. (1982). Gifted underachievers. Roeper Review, 4(4), 18-21.

Supplee, P.L. (1989). Students at risk: The gifted underachiever. Roeper 
Review, 11(3), 163-166.

Dowdall, C.B., & Colangelo, N. (1982). Underachieving gifted students: 
Review and implications. Gifted Child Quarterly, 26(4), 179-183.

Fine, M.J., & Pitts, R. (1980). Intervention with underachieving gifted 
children: Rationale and strategies. Gifted Child Quarterly, 24(2), 51-
55.

Emerick, L.J. (1992). Academic underachievement among the gifted: 
Students' perceptions of factors that reverse the pattern. Gifted Child 
Quarterly, 36(3), 140-146.


GENDER ISSUES

Read, C.R. (1991). Gender distribution in programs for the gifted. 
Roeper Review, 13(4), 188-193.

Crombie, G., Bourrard-Bouchar, T., Schneider, B.H. (1992). Gifted 
programs: Gender differences in referral and enrollment. Gifted Child 
Quarterly, 36(4), 213-214.

Reis, S.M. (1991). The need for clarification in research designed to 
examine gender differences in achievement and accomplishment. Roeper 
Review, 13(4), 193-198.

Loeb, R.C., & Jay, G. (1987). Self-concept in gifted children: 
Differential impact in boys and girls. Gifted Child Quarterly, 31(1), 9-
14.

Females:
Callahan, C.M. (1981). The gifted girl: An anomaly? In W.B. 
Barbe and J.S. Renzulli (Eds.). Psychology and education of the gifted 
(3rd ed.). New York: Irvington.

Kline, B. E., & Short, E. B. (1991). Changes in emotional resilience: 
Gifted adolescent females. Roeper Review, 13, 118-121.

Noble, K. (1989). Living out the promise of high potential: Perceptions 
of 100 gifted women. Advanced Development, 1, 57-75.

Reis, S. M. (1987). We can't change what we don't recognize: 
Understanding the special needs of gifted females. Gifted Child 
Quarterly, 31, 83-89.

Reis, S.M. & Callahan, C.M. (1989). Gifted females: They've come a long 
way--or have they? Journal for the Education of the Gifted, 12(2), 99-
117.

Bell, L.A. (1989). Something's wrong here and it's not me: Challenging 
the dilemmas that block girls' success. Journal for the Education of the 
Gifted, 12(2), 118-130.

Kerr, B.A. (1985). Smart girls, gifted women: Special guidance concerns. 
Roeper Review, 8, 30-33.

Jacklin, C.N. (1989). Female and male: Issues of gender. American 
Psychologist, 44(2), 127-133.

Reis, S.M. (1987). We can't change what we don't recognize: 
Understanding the special needs of gifted females. Gifted Child 
Quarterly, 31(2), 83-89.

Silverman, L.K. (1989). It all began with Leta Hollingworth: The story 
of giftedness in women. Journal for the Education of the Gifted, 12(2), 
86-98.

Callahan, C.M. (1991). An update on gifted females. Journal for the 
Education of the Gifted, 14(3), 284-311.

Arnold, K.D. (1993). Undergraduate aspirations and career outcomes of 
academically talented women: A discriminant analysis. Roeper Review, 
15(3), 169-175.

Hollinger, C.L., & Fleming, E.S. (1993). Project CHOICE: The emerging 
roles and careers of gifted women. Roeper Review, 15(3), 156-160.

Hollinger, C.L., Fleming, E.S. (1992). A longitudinal examination of 
life choices of gifted and talented young women. Gifted Child Quarterly, 
36(4), 207-212.

Strip, C., Swassing, R., & Kidder, R. (1991). Female adolescents 
counseling female adolescents: A first step in emotional crisis 
intervention. Roeper Review, 13, 124-128.

Males:
Alvino, J. (1987). Snips, snails, and puppy dog tails. Gifted 
Children Monthly, 8, 1-23.

Alvino, J. (1991). An investigation into the needs of gifted boys. 
Roeper Review, 13(4), 174-180.

Albert, R. S. (1980). Exceptionally gifted boys and their parents. 
Gifted Child Quarterly, 24, 174-179.

Coleman, M.R. (1992). A comparison of how gifted/LD and average/LD boys 
cope with school frustration. Journal for the Education of the Gifted, 
15(3), 239-265.

Hebert, T.P. (1991). Meeting the affective needs of bright boys through 
bibliotherapy. Roeper Review, 13(4), 207-212.

Kline, B.E., & Short, E.B. (1991). Changes in emotional resilience: 
Gifted adolescent boys. Roeper Review, 13(4), 184-187.

Wolfle, J.A. (1991). Underachieving gifted males: Are we missing the 
boat? Roeper Review, 13(4), 181-183.

Wright, W.J. (1992). The endangered Black male child. Educational 
Horizons, 49(4), 14-16.

LEARNING DISABILITIES

Gunderson, C.W., Maesh, C., & Rees, J.W. (1987). The gifted/learning 
disabled student. Gifted Child Quarterly, 31(4), 158-160.

Chalfant, J.C. (1989). Learning disabilities: Policy issues and 
promising approaches. American Psychologist, 44(2), 392-398.

Armstrong, T. (1988, Sept.). Learning differences--not disabilities. 
Principal, 34-36.

Miller, M. (1991). Self-assessment as a specific strategy for teaching 
the gifted learning disabled. Journal for the Education of the Gifted, 
14(2), 178-188.

Baum, S. (1984). Meeting the needs of learning disabled students. Roeper 
Review, 7, 16-19.

Baum, S. (1988). An enrichment program for gifted learning disabled 
students. Gifted Child Quarterly, 32, 226-230.

Vespi, L., & Yewchuk, C. (1992). A phenomenological study of the 
social/emotional characteristics of gifted learning disabled children. 
Journal for the Education of the Gifted, 16(1), 55-72.

Berk, R.A. (1983). Learning disabilities as a category of 
underachievement. In L. S. Fox, L. H. Brody, & D. Tobin (Eds.), 
Learning-disabled/gifted children: Identification and programming (pp. 
51-76). Baltimore: University Park Press.

Fox, L.H., Brody, L., & Tobin, D. (Eds.). (1983). Learning-disabled 
gifted children: Identification and programming. Baltimore, MD: 
University Park Press.

Hammill, D.D. (1990). On defining learning disabilities: An emerging 
consensus. Journal of Learning Disabilities, 23, 74-94.

Silverman, L.K. (1989). Invisible gifts, invisible handicaps. Roeper 
Review, 12, 37-42.


ISSUES OF AFRICAN-AMERICAN STUDENTS

Serwatka, T.S., Deering, S., & Stoddard, A. (1989). Correlates of the 
underrepresentation of Black students in gifted programs. Journal of 
Negro Education, 58(4), 520-530.

Smith, J., LeRose, B., Clasen, R.E. (1991). Underrepresentation of 
minority students in gifted programs: Yes! It matters! Gifted Child 
Quarterly, 35(2), 81-83.

Lindstrom, R. R., & Van Sant, S. (1986). Special issues in working with 
gifted minority adolescents. Journal of Counseling and Development, 64, 
583-586.

Ford, D.Y., Schuerger, J.M., & Harris III, J.J. (1991). Meeting the 
socio-psychological needs of gifted Black students. Journal of 
Counseling and Development, 69(6), 577-580.

Ford, D.Y., Harris III, J.J., & Schuerger, J.M. (1993). Racial identity 
development among gifted Black students: Counseling issues and concerns. 
Journal of Counseling and Development, 71(4), 409-417.

Parham, T.A. (1989). Cycles of psychological Nigrescence. The Counseling 
Psychologist, 17(2), 187-226.

Parham, T.A., & Helms, J.E. (1985). Relation of racial identity 
attitudes to self-actualization and affective states of Black students. 
Journal of Counseling Psychology, 32(3), 431-440.

Nottingham, C.R., Rosen, D.H., & Parks, C. (1992). Psychological well-
being among African American university students. Journal of College 
Student Personnel, 33, 356-362.

Passow, A.H. (1972). The gifted and the disadvantaged. The National 
Elementary Principal, 51, 22-36.

Colangelo, N. (1985). Counseling needs of culturally diverse gifted 
students. Roeper Review, 8 33-35.

Cayleff, S. E. (1986). Ethical issues in counseling gender, race, and 
culturally distinct groups. Journal of Counseling and Development, 64, 
345-347.

Cross, W.E., Jr. (1971, July). Toward a psychology of Black liberation: 
The Negro-to-Black conversion experience. Black World, 13-27.

Cross, W.E., Jr. (1978). The Thomas and Cross models of psychological 
Nigrescence: A review. The Journal of Black Psychology, 5(1), 13-31.

Cross, W.E., Jr. (1980). Models of psychological nigrescence: A 
literature review. In R.L. Jones (Ed.), Black Psychology, (2nd ed.) (pp. 
81-98). New York: Harper & Row.

Cross, W.E., Jr. (1989). Nigrescence: A nondiaphanous phenomenon. The 
Counseling Psychologist, 17(2), 273-276.

Fordham, S. (1988). Racelessness as a strategy in Black students' school 
success: Pragmatic strategy or pyrrhic victory? Harvard Educational 
Review, 58(1), 54-84.


PARENTS/FAMILIES OF THE GIFTED

Keirouz, K.S. (1990). Concerns of parents of gifted children: A research 
review. Gifted Child Quarterly, 34(2), 56-63.

Munger, A. (1990). The parent's role in counseling the gifted: The 
balance between home and school. In J. VanTassel-Baska (Ed.), A 
practical guide to counseling the gifted in a school setting (2nd ed., 
pp. 57-65). Reston, VA: The Council for Exceptional Children.

Silverman, L. K. (1986). Parenting young gifted children. Journal of 
Children in Contemporary Society, 18, 73-87.

Callahan, C.M. (1982). Parents of the gifted and talented child. Journal 
for the Education of the Gifted, 4(4), 247-258.

Colangelo, N. (1993). Families of gifted children: A research agenda. 
Quest Newsletter (Division of Research and Evaluation, NAGC).

Colangelo, N. (1989). Families of gifted children: The next ten years. 
Roeper Review, 11(1), 8-10.

Colangelo, N., & Brower, P. (1987). Labeling gifted youngsters: Long-
term impact on families. Gifted Child Quarterly, 31, 75-78.

Cornell, D. G., & Grossberg, I.N. (1989). Parent use of the term 
"gifted": Correlates with family environment and child adjustment. 
Journal for the Education of the Gifted, 12, 218-230.

Karnes, M.B., & Scwedel, A. (1987). Differences in attitudes and 
practices between fathers of young gifted and father of young non-gifted 
children: A pilot study. Gifted Child Quarterly, 31(2), 79-82.

Cornell, G.C., & Grossberg, I.N. (1987). Family environment and 
personality adjustment in gifted program children. Gifted Child 
Quarterly, 31(2), 65-69.

Hackney, H. (1981). The gifted child, the family, and the school. Gifted 
Child Quarterly, 25, 51-54.

Raymond, C.L, & Benbow, C.P. (1989). Educational encouragement by 
parents: Its relationship to precocity and gender. Gifted Child 
Quarterly, 33(4), 152-155.

Rimm, S., & Lowe, B. (1988). Family environments of under-achieving 
gifted students. Gifted Child Quarterly, 32(4), 353-359.

West, J.D., Hosie, T.W., & Mathews, F.N. (1989). Families of 
academically gifted children: Adaptability and cohesion. The School 
Counselor, 37, 121-127.

Meckstroth, E. (1992). Family issues: Paradigm shifts into giftedness. 
Roeper Review, 15(2), 91-92.

Edwards, D., & Edwards, S. (1986). The parent's perspective: IQ - A 
parent's I-view. Roeper Review, 8(3), 172-173.

Chitwood, D.G. (1986). Guiding parents seeking testing. Roeper Review, 
8(3), 177-179.

Louis, B., & Lewis, M. (1992). Parental beliefs about giftedness in 
young children and their relation to actual ability level. Gifted Child 
Quarterly, 36, 27-31.

Anderson, R. W., & Tollefson, N. (1991). Do parents of gifted students 
emphasize sex role orientations for their sons and daughters? Roeper 
Review, 13, 154-157.

Ballering, L. D., & Koch, A. (1984). Family relations when a child is 
gifted. Gifted Child Quarterly, 28, 140-143.

Harry, B. (1993). Restructuring the participation of African-American 
parents in special education. Exceptional Children, 59(2), 123-131.

Ford, D.Y. (1993). Black students' achievement orientation as a function 
of perceived family achievement orientation and demographic variables. 
Journal of Negro Education, 62(1), 47-66.

Feldhusen, J.F., & Kroll, M.D. (1985). Parent perceptions of gifted 
children's educational needs. Roeper Review, 7(4), 249-252.

Silverman, L. K., & Kearney, K. (1989). Parents of the extraordinarily 
gifted. Advanced Development, 1, 41-56.

Karnes, M.B., Shwedel, A.M., & Steinberg, D. (1984). Styles of parenting 
among young gifted children. Roeper Review, 6(4), 232-235.

Karnes, F.A., & D'Ilio, V.R. (1988). Comparison of gifted children and 
their parents' perceptions of the home environment. Gifted Child 
Quarterly, 32(2), 277-279.

Sebring, A.D. (1983, Nov.). Parental factors in the social and emotional 
adjustment of the gifted. Roeper Review, 97- 99.

Colangelo, N., & Dettmann, D.F. (1983, Sept.). A review of research on 
parents and families of gifted children. Exceptional Children, 50, 20-
27.

Cornell, D.G. (1983). Gifted children: The impact of positive labeling 
on the family system. American Journal of Orthopsychiatry, 53, 322-336.

Marion, R.L. (1979). Minority parent involvement in the IEP process: A 
systematic model approach. Focus on Exceptional Children, 10(8), 1-16.

Marion, R.L. (1980). Communicating with parents of culturally diverse 
exceptional children. Exceptional Children, 46(8), 616-623.

Marion, R.L. (1981). Working with parents of the disadvantaged or 
culturally different gifted. Roeper Review, 32-34.

Harry, B. (1993). Restructuring the participation of African-American 
parents in special education. Exceptional Children, 59(2), 123-131.

Roedell, W.C. (1988). "I just want my child to be happy": Social 
development and young gifted children. Understanding Our Gifted, 1(1), 
1, 7, 10-11.

Rosemond, J. (1993). Parents: High IQ does not assure child's success. 
The Herald Leader. (1 page).

Zuccone, C.F., & Amerikaner, M. (1986). Counseling gifted 
underachievers: A family systems approach. Journal of Counseling and 
Development, 64, 590-592.

Exum, H.A. (1983). Key issues in family counseling with gifted and 
talented Black students. Roeper Review, 28-31.


TEACHERS OF THE GIFTED

VanTassel-Baska, J. (1983). The teacher as counselor for the gifted. 
Exceptional Children, 15(3), 144-150.

Story, C.M. (1985). Facilitator of learning: A micro-ethnographic study 
of the teacher of the gifted. Gifted Child Quarterly, 29(4), 155-159.

VanTassel-Baska, J. (1991). Teachers as counselors for gifted students. 
In R. M. Milgram (Ed.), Counseling gifted and talented children: A guide 
for teachers, counselors, and parents (pp. 37-52). Norwood, NJ: Ablex.

Feldhusen, J.F., & Hansen, J. (1988). Teachers of the gifted: 
Preparation and supervision. Gifted Education International, 5(2), 84-
89.

Whitlock, M.S., & DuCette, J.P. (1989). Outstanding and average teachers 
of the gifted. Gifted Child Quarterly, 33(1), 15-21.

Feldhusen, J.F., & Hansen, J. (1987). Selecting and training teachers to 
work with the gifted in a Saturday program. Education International, 
4(1), 82-94.

Sisk, D. A. (1988). A case for leadership development to meet the need 
for excellence in teachers. Roeper Review, 11, 43-46.

Parke, B. N. (1990). Who should counsel the gifted: The role of 
educational personnel. In J. VanTassel-Baska (Ed.), A practical guide to 
counseling the gifted in a school setting (2nd ed., pp. 31-39). Reston, 
VA: The Council for Exceptional Children.

Busse, T.V., Dahme, G., Wagner, H., & Wieczerkowski, W. (1986). Teacher 
perceptionss of highly gifted students in the United States and West 
Germany. Gifted Child Quarterly, 30(2), 55-60.

Dorhout, A. (1983) Student and teacher perceptions of preferred teacher 
behaviors among the academically gifted. Gifted Child Quarterly, 27(3), 
122-125.

Wynn, M. (1992). Empowering African-American males to succeed: A ten-
step approach for parents and teachers. South Pasadena, CA: Rising Sun 
Publishing.

Hansford, S.J. (1985, Oct.). What it takes to be a G/T teacher. Gifted 
Children Monthly, 15-16.

Lemmon, D. (1984). Effective teachers of the gifted: Selection, 
evaluation and training. Baltimore, MD: Division of Instruction, 
Maryland State Department of Education.

Ford, B.A. (1993). Multicultural educational training for special 
educators working with African-American youth. Exceptional Children, 
59(2), 107-114.

McIntyre, L.D., Pernell, E. (1983). The impact of race on teacher 
recommendation for special education placement. Journal of Multicultural 
Counseling and Development, 13(3), 112-120.

Lobosco, A.F., & Newman, D.L. (1992). Teaching special needs populations 
and teacher job satisfaction. Implications for teacher education and 
development. Urban Education, 27(1), 21-31.

Karnes, F.A., & Whorton, J.F., (1991). Teacher certification and 
endorsement in gifted education: Past, present, and future. Gifted Child 
Quarterly, 35(3), 148-150.

Karnes, F.A., & Collins, E. (1977). Teacher certification in gifted 
education: A national survey. Gifted Child Quarterly, 21(2), 204-207.

Nelson, K.C., & Prindle, N. (1992). Gifted teacher competencies: Ratings 
by rural principals and teachers compared. Journal for the Education of 
the Gifted, 15(4), 357-369.

Copenhaver, R.W., & McIntyre, D.J. (1992). Teachers' perceptions of 
gifted students. Roeper Review, 14(3), 151-153.

Leder, G.C. (1988). Do teachers favor high ahievers? Gifted Child 
Quarterly, 32(3), 310-314.

Colangelo, N., Kelly, K.R. (1983). A study of students', parents', and 
teachers' attitudes toward gifted programs and gifted students. Gifted 
Child Quarterly, 27(3), 107-110.

Colangelo, N., & Exum, H. (1979). Educating the culturally diverse 
gifted: Implications for teachers. Gifted Child Today, 6, 22-23, 54-55.


Brookhard, S.M., & Rusnak, T.G. (1993). A pedagogy of enrichment, not 
poverty: Successful lessons of exemplary urban teachers. Journal of 
Teacher Education, 44(1), 17-25.



SCHOOL COUNSELORS

Klausmeier, K., Mishra, S.P., & Maker, C.J. (1987). Identification of 
gifted learners: A national survey of assessment practices and training 
needs of school psychologists. Gifted Child Quarterly, 31(1), 135-137.

Hutchinson, R.L., & Reagan, C.A. (1989). Problems for which seniors 
would seek help from school counselors. The School Counselor, 36, 271-
280.

Kaplan, L.S., & Geoffroy, K.E. (1993). Copout or burnout? Counseling 
strategies to reduce stress in gifted students. The School Counselor, 
40, 247-252.

Tennyson, W.W., Miller, G.D., Skovholt, T.G., & Williams, R.C. (1989). 
Secondary school counselors: What do they do? What is important? The 
School Counselor, 36, 253-259.

Thomas, M.D. (1989). The role of the secondary school counselor. The 
counselor in effective schools. The School Counselor, 36, 249-252.

Lee, C.C., & Workman, D.J. (1992). School counselors and research: 
Current status and future direction. The School Counselor, 40, 15-19.

Lewis, A.C. (1992). Student motivation and learning: The role of the 
school counselor. The School Counselor, 39, 333-337.


COUNSELING (INCLUDING MULTICULTURAL/CROSS-CULTURAL COUNSELING)

Casas, J.M., Ponterotto, J.G., & Gutierrez, J.M. (1986). An ethical 
indictment of counseling research and training: The cross-cultural 
perspective. Journal of Counseling and Development, 64(9), 347-349.

Peterson, J. S. (1990, July/August). Noon hour discussion: Dealing with 
the burdens of capability. The Gifted Child Today, 13(4), 17-22.

Lovecky, D.V. (1990). Psychotherapy with gifted children. In P.A. Keller 
& S.R. Heyman (Eds.), Innovations in clinical practice: A source book 
(Vol. 9, pp. 119-130). Sarasota, FL: Professional Resource Exchange.

McIntoch, M.E., & Greenlaw, M.J. (1986). Fostering the postsecondary 
aspirations of gifted and urban minority students. Roeper Review, 9, 
104-107.

Wright, L., & Borland, J.H. (1992). A special friend: Adolescent mentors 
for young, economically disadvantaged, potentially gifted students. 
Roeper Review, 14(3), 124-129.

Comer, R. (1989). A mentorship program for gifted students. The School 
Counselor, 36, 224-228.

Edlind, E.P., & Haensly, P.A. (1985). Gifts of mentorships. Gifted Child 
Quarterly, 29(2), 61-66.

Myers, R., & Pace, T. (1986). Counseling gifted and talented students: 
Historical perspectives and contemporary issues. Journal of Counseling 
and Development, 64, 548-551.

Frasier, M. M., & McCannon, C. (1981). Using bibliotherapy with gifted 
children. Gifted Child Quarterly, 25, 81-85.

Genshaft, J., & Broyles, J. (1991). Stress management and the gifted 
adolescent. In M. Bireley & J. Genshaft (Eds.), Understanding the gifted 
adolescent (pp. 76-87). New York: Teachers College Press.

Kincher, J. (1990). Psychology for kids: 40 fun tests that help you 
learn about yourself. Minneapolis: Free Spirit.

Kerr, B.A. (1986). Career counseling for the gifted: Assessments and 
interventions. Journal of Counseling and Development, 64, 602-604.

Kerr, B.A. (1991). A handbook for counseling the gifted and talented. 
Alexandria, VA: American Association for Counseling and Development.

Neukrug, E.S., Barr, C.G., Hoffman, L.R., & Kaplan, L.S. (1993). 
Developmental counseling and guidance: A model for use in your school. 
The School Counselor, 40, 356-362.

Date: Fri, 19 Jan 1996 15:10:33 -0500 (EST) From: Donna Y. Ford-Harris, 
 dyf7a@poe.acc.virginia.edu
 ===

Bibliography received from Pat Northington

Original source may be http://www.eskimo.com/%7Euser/zbib6.html.

 

Gifted and Talented Information

Gifted and Talented education resources Information for parents of gifted and talented children San Antonio, Texas South Texas
 
HOW TO GET REPRINTS OF ARTICLES

Roeper Review: For reprints of articles published in Roeper Review, mail $4 per article to:
Roeper Review
P O Box 329
Bloomfield Hills MI 48303 USA
Be sure and include the Title, Volume and Issue number for each article requested.

Reoper has a web site at http://www.roeper.org/.

The Roeper Review journal is issued quarterly, each issue 65 to 80 pages in length. June issues contain an index of all the articles in the previous volume.

ORGANIZATIONS

Council for Exceptional Children
(over 54,000 members, membership about $70 to 80/yr.)
1920 Association Drive
Reston VA 22091
800-845-6232 voice and TTY
703-264-9494 fax

National Association for Gifted Children
(publishers of Gifted Child Quarterly)
1707 L Street NW, Suite 550
Washington DC 20036
202-785-4268

 
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