Gifted education (Gifted Education)

John Senior and Michael F. Shaughnessy have asked Hanna David 14 questions about her counseling work with gifted children, youths and families:
What prompted you – drove you initially to work with able children in a counselling setting?
1. How does your client group identify themselves to you?
2. Is it fair to suggest that sometimes it must be difficult to tell when you meet a family group?
3. as to who is the person requiring the counselling? Do you for example work with family groups as well as with individual children?
4. Is working through the many layers of emotional trauma and distress  very challenging?
5. In your journey to the heart of the child. Do you occasionally work in triage manner?
6. You work, if I may observe, in a particularly challenging and sometimes very dangerous environment – even before you meet a child. Do you find humour a ‘door opener’ in your work?
7. Do you observe a difference in whether you face to face counsel or counsel through virtual meetings? Is one more effective than another and if so, how would you characterise the differences?
8. During the time you have been working with able young children what changes in the issues you and the young learner working together have had to focus on?
9. In an increasingly challenging world environment how do you imagine the future for supporting the well-being and mental health of able children?
10. : I imagine sometimes you will hear difficult things from those you counsel. Who do you talk to? How do you protect your emotional integrity?
11. What guidance would you offer to those who are beginning their journey in counselling young people? What would you suggest they avoid and what would you recommend as an approach to forming an effective partnership between the counsellor and the counselled?
12. What are you working on now?
13. What do you see as the current social and emotional needs of the gifted?
14. The needs of the gifted are many- but are the competencies of our gifted teachers up to the challenge?
15. Are there instances where gifted kids just need to be left alone to pursue their own interests?
16. What is the role of the mentor in gifted education?
17. There are many journals and conferences about gifted- do they really help the classroom teacher?
18. What have we neglected to ask?
Dr. David has answered all of them in length.

In this study, we examined the relationship between the parental attitudes and self perception of the children who are nominated as gifted children. We included 3rd grade primary school students (240 children) and their parents in the study. We used the Wechsler Intelligence Scale for Children-Revised, the Piers-Harris Children's Self-Concept Scale and the Parental Attitude Scale in order to collect the data. Student-t and one-way analysis of variance tests were used to analyze the data and the correlation between the scores of the scales were evaluated. Conclusively, we state that the self perception of the children is affected by the family structure and the education level of the mothers and fathers. Furthermore, there is a significant association between the attitudes of the parents (democratic, authoritarian and permissive attitudes) and the perception of children regarding the happiness, popularity, compliance, physical appearance and school status.

The influence of coaches working with students in grades 6-12 in the context of an extra-curricular academic competitive team such as Science Olympiad has not been well studied. The purpose of this study was to examine the influences of a successful head coach in the Science Olympiad program by studying a coach and team that has consistently reached the highest level of success in this program. This qualitative, intrinsic case study investigates one middle school Science Olympiad coach, Drew Kirian, and his team. Drew is one of only two coaches that has guided his team to six consecutive national championships in the Science Olympiad Program, making him a unique coach. Three categories emerged which help explain the components of successful coaching in the Science Olympiad program: structure, relationships, and expectations. These themes are well aligned with the coach-athlete relationship model developed by Mageau & Vallerand. This model may be useful in describing the necessary components of a successful coach in the academic competitive team context.

Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of giftedness, poverty, and students of color? (b) How do scholars discuss and theorize about how to recruit and retain gifted students of color who come from families living in poverty? (c) In what ways do scholars discuss the intersection of race and poverty for gifted students of color? Findings indicated that while studies were focused on students of color, there was limited discussion about the impact of race and poverty on the recruitment and retention of gifted students of color who come from families living in poverty. Implications and future research are discussed.

Abstract
This study presents a new, integrative model of sports talent. Following the theoretical part of the study a football-talent research is presented, in which a theoretical framework is provided by this new theory of sports talent. This research examines the role of psychological factors in football talent development. The sample was N=425 football-players of the First Division Men’s Junior and Adolescent Football Championships of the Hungarian Football League, and their coaches (N=21). The applied instruments were: Sporting Background Questionnaire, The Tennessee Self-Concept Scale (TSCS – Hungarian version), Psychological Immune Competence Inventory (PICI), Athletic Coping Skills Inventory (ACSI), Advanced Progressive Matrices (APM), Co-Player Questionnaire, and Coach Questionnaire. As a result, significant differences were found between talented and control groups in the case of 27 variables out of 48 (6 scales of the SBQ, 5 scales of the ACSI-28, 9 scales of the PISI, 5 subscales and the Total self-concept scale of the TSCS, and in APM). More talented players showed more favourable values in each of the 27 intra-, and interpersonal dimensions. According to our results, the development of psychological factors (e.g. concentration, lack of anxiety, self-confidence, coping skills, and social skills) within an integrative approach can enhance personal efficiency in developing football giftedness.
Key words
football, talent, giftedness, sport psychology

Adolescence is a period in everybody's life that is usually referred to as " time that everybody must go through " or " parents' hell ". Transition between childhood and adulthood is indeed of great importance in everybody's life, but it is usually accompanied with a variety of questions, problems, dilemmas and a constant need to choose among many possibilities, which adds a lot of tension to the adolescent's life and that of his or her family. Being gifted is also somewhat conflictual as it means – in most cases – a high cognitive level with somewhat lesser emotional development, along with many intellectual and educational needs that are hard to fulfil, and also usually difficult in finding peers with similar interests, level of thinking and verbal and/or logical-mathematical abilities. As a result, parents of gifted adolescents have to overcome the problems every parent of a teenager faces, and in addition – those caused by their children's giftedness. This work will open a window to many such issues not answered by education or mental health professionals. The problems presented in this part of my work are: Problems typical to adolescents; and Problems typical to the gifted with a special focus on their variations during adolescence. The second part of this article will deal with problems of gifted adolescents, namely – problems that usually do not occur among the non-gifted. In addition, I am to offer some effective ways and strategies that might help parents to deal with the challenge of raising a gifted adolescent.

This study aims to look at how the learning styles of young gifted students in Islamic education which is meaningful learning, then also see how the learning motivation, and how the influence of learning styles of learning motivation of the young gifted students. This research is a mixed study using a sequential explanatory approach. The sample of this study is the children of the young gifted students at Elementary education level, which focuses on Islamic learning. This research was conducted in two different places, namely in urban areas and in rural school areas. Researchers used a purposive sampling technique to get a number of samples, based on the technique were used, obtained by 108 students participating, with 57 students from urban school areas and 51 students from rural school areas based on the grades given by the teacher. Two types of instruments have been used in this study, namely questionnaires relating to learning styles and student motivation, as well as in-depth interview guides. The questionnaire uses a Likert scale of 5 with a Cronbach alpha value of 0.81 for the learning style questionnaire and 0.79 for the student learning motivation questionnaire. Data analysis in the form of descriptive statistics such as mean, frequency, percentage, standard deviation, min and max, and inferential statistics such as simple regression and independent sample t-test was used to answer the question of the study. The results show that the learning styles of the young gifted students in Islamic learning are very varied and good, both urban and rural school areas. Motivational results also show very good results where students feel motivated by meaningful learning both in urban school areas and rural school areas. Furthermore, further analysis shows the significant influence of student learning styles on student motivation. Independent sample t-test also shows that there are differences in the mean of students' learning styles and motivation among students who study in urban areas and students who study in rural areas, which have higher motivation and learning styles in urban students compared to students who study in rural areas. Lastly, researchers hope that further research will examine the Indonesian young gifted students, especially research, such as learning styles with student learning outcomes, or motivation towards learning outcomes, which focus on Islamic learning with the implementation of meaningful learning.

In recent years, the analysis of the relationship between cognitive skills and student learning has focused mainly on research into the impact of executive functions on academic performance and success. This study seeks to compare the cognitive performance of gifted or high-capacity students to students with a typical development in the performance of psychological tests aimed at the evaluation of executive functions. Two groups of students were considered (gifted and regular) with the intention of matching them in terms of school level and age (ages included are 10-15). The results indicate marginally significant differences in the cognitive flexibility function and statistically significant differences in working memory, as well as in the higher cognitive functions of problem solving and reasoning, with no statistically significant differences in the tests that evaluate inhibitory control and planning. These data suggest that psychological tests centred on the assessment of cognitive functions may complement the more traditional use of IQ tests for signalling and evaluating students with traits of giftedness.