DOCUMENT RESUME ED 471 217 EC 309 322 AUTHOR Cannon, Michael, Ed. TITLE Tempo, 2001. INSTITUTION Texas Association for the Gifted and Talented, Austin. PUB DATE 2001-00-00 NOTE 146p.; Published four times per year. For Volume 20, see EC 309 322. AVAILABLE FROM Texas Association for the Gifted and Talented (TAGT), 406 East 11th St., Suite 310, Austin, TX 78701-2617 (available to TAGT members only). Tel: 512-499-8248; Fax: 512-499-8264; e- mail: [email protected]; Web site: http://www.txgifted.org/ . PUB TYPE Collected Works Serials (022) JOURNAL CIT Tempo; v21 n1-4 Win-Fall 2001 EDRS PRICE EDRS Price MF01/PC06 Plus Postage. DESCRIPTORS Computer Uses in Education; *Early Childhood Education; *Educational Counseling; Educational Technology; Elementary Secondary Education; Emotional Development; Enrichment Activities; *Gifted; *Global Education; Student Adjustment ABSTRACT Each of the four issues of the newsletter of the Texas Association for the Gifted and Talented focus on a theme: guidance and counseling, continuing options for gifted learners, early childhood gifted, and gifted students in the global community. Issues usually contain theme- related major articles, columns by the Association's president and executive director, a column examining related research, answers to questions, and book reviews. Major articles include: "Drawing the Line: The Adjustment and Maladjustment of Gifted Children" (Maureen Neihart); "Legends through the Looking Glass" (James Delisle); "Specialized Counseling: The Social-Emotional Needs of Gifted Adolescents" (Tandra L. Tyler-Wood and Maria Victoria Perz Careijo); "Academies of Interest and Talent Development" (Joseph Renzulli and Susannah Richards); "Themes in the Lives of Adult Creative Writers" (Jane Piirto); "Invisibility and Gifted Adults in Education" (Lynda R. Jordan); "Technology and Debate"(K. Thomson and D. Crenshaw); "Preparing for the Diversity of Talent in a K-3 Classroom" (Joan Franklin Smutny); "Parenting the Young Gifted Child" (Dorothy Knopper); "Technology: Expanding Classroom Options for Young Children" (Sandra Berger); "A Portrait of Precocity" (John Feldhusen); "Play: A Basic Learning Experience for Gifted Students" (Sandra Kaplan); "Bricks of Mud and Straw" (James Collett); "Perspectives on Young Gifted Children" (Beverly Shaklee); "Going Global for Professional Development" (Mary Phillips); "Electronic Applications for Gifted Students" (C. Zaehringer and M. Sayler); and "A Model for Fulfillment" (K. Dent and S. Craig). (Some articles contain references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document. Tempo Edited By Michael Cannon Volume 21, Issues 1-4, Winter-Fall 2001 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUC TIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS This document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. Minor changes have been made to improve reproduction quality. In 4-1 Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) 1 BEST COPYAVAILABLE 2 101111110#m TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 0 Volume XXI Issue 1 Member, National Association for Gifted Children (NAGC) Drawing the Line: WINTER 2001 IssuE The Adjustment and GUIDANCE & COUNSELING Maladjustment of OF GIFTED STUDENTS Drawingthe Line: The Adjustment and Gifted Children Maladjustment of Gifted Children Maureen Neihart 1 Maureen Melharto Psy. From the President Krys Goree 2 Eccentric and creative, or manic? Intense and reflective,or obsessive compulsive? Executive Director's Update Where is the line between normal gifted adjustment Amanda Batson 3 and maladjustment? How does one differentiate typi- cal gifted behaviors from the characteristics of certain Legends Through the Looking Glass James Delisle 4 disorders? For example, when do we say that a gifted boy exhibits "psychomotor intensity" and lacks chal- Specialized Counseling: The Social-Emotional lenge in the school curriculum, and when do we diag- Needs of Gifted Adolescents nose him with attention deficit hyperactivity disorder? Julianne Jacob Ryan 6 Where is the line that divides mild autism from prodi- gious talent in a highly introverted and sensitive gifted Appropriate Educational Placements for person? When is it simply perfectionism, and when is Advanced Secondary Students it compulsive behavior? How and where we each draw Tandra L. Tyler-Wood the line depends on the lenses we wear. Culture, train- Maria Victoria Perez Cereijo 8 ing, values, and the setting in which our lives intersect with the gifted all influence our decisions. A teacher What the Research Says About wears a different lens than does a physician, a school Counseling the Gifted psychologist, or a parent. Susan Johnsen 24 Clinicians are trained to treat disease, but few are Q & A: Answers to Your Questions familiar with the subtleties of gifted children's devel- Donna Corley 32 opment. Educators are trained to teach, but few are familiar with the nuances of developing abnormal con- Parent and Community ditions in children. Behaviors and attitudes that might Involvement Focus be attributed to maladjustment from one perspective Rick Peters 34 could be attributed to giftedness from another. There is a need for discussion that raises everyone's awareness about the confluence of gifted development, Call for Articles 35 creativity, and maladjms.etjt.:l'he question seems to (see NEIHART, page 10) BEST COPYAVAILABLE GUIDANCE & COUNSELING OF GIFTED STUDENTS FROM THE PRESIDENT emVolume XXI Issue 1 Winter 2001 Krys Goree PUBLICATIONS EDITOR Michael Cannon Happy 2001! What an exciting year for those of us who PRESIDENT are involved in education! Krys Goree This issue of Tempo focuses on the timely and timeless topic of social and emotional needs of gifted youngsters. PRESIDENT-ELECT This topic is especially appropriate because, in my mind James Collett and heart, it relates to every other topic that could possibly FIRST VICE-PRESIDENT encompass the notion of appropriate identification and Debra Midkiff services for the gifted.If we do not target the affective SECOND VICE-PRESIDENT needs of youngsters, there is no possible way to provide a Suzanne Bell productive educational setting in which they might thrive. "Mrs. Goree, when my heart hurts my head just won't THIRD VICE-PRESIDENT Raymond F. (Rick) Peters work!"I'll never forget the gifted first grader who approached my desk one October morning to share this SECRETARY/TREASURER revelation with me. The look on the child's face clearly Tillie Hickman communicated an understanding of self and deep inner- IMMEDIATE PAST-PRESIDENT feelings. Karen Fitzgerald There are many children sitting in classrooms around our state whose hearts are hurting. They may be hurting because of personal problems. They may be hurting because their academic needs are neither recognized nor EXECUTIVE DIRECTOR Amanda D. Batson, Ph.D. addressed. They may be hurting simply because of their tendencies to be sensitive, intense, and perfectionistic. Whatever the case, we can be sure that effective assessment practices, curriculum, program design, staff development, The Texas Association for the Gifted and Talented (TAGT) is a nonprofit organization of and/or family and community involvement will not impact parents and professionals promoting appropriate education for gifted and talented students in the state of Texas. children in the way that we desire if their social and TAGTTempois the official journal of the Texas Association for the Gifted and Talented. It is published four times a year in January, April, July, and October. The subscription is a benefit emotional needs are not addressed. for TAGT members. Annual individual and family dues are $35. We are very fortunate to have an editor, Michael Material appearing inTempomay be reprinted unless otherwise noted. When copying an article pleasecite Tempoand TAGT as the source. We appreciate copies of publications containing Cannon, who seeks the work of experts in the field of gifted Temporeprints. TAGT does not sell its membership list to advertisers or other parties. However, membership education and provides cutting-edge information and names and addresses are made available for approved research requests. If you do not wish research to the members of TAGT through Tempo. We your name to be made available for GIT- related research, please write to TAGT at the address below. must utilize this information and make a conscious effort Address correspondence concerning the Texas Association for the Gifted and Talented to stay informed, carefully reading the research and delving (including subscription questions) toTACT, 406 East 1 1 th Street, Suite 310, Austin, Texas, 78701-2617.Call TAGT at 512/ 499-8248, FAX 512/499-8264 or by e-mail at into issues that directly affect gifted children. txgi Bed @yahoo.com. Address correspondence concerningTempocontent to:Michael Cannon, TAGT Editorial As we venture into the New Year, I invite you to join Office, 5521 Martin Lane, El Paso, DC 79903.Call the editorial office at 915/ 778-3988, FAX me in actively targeting the many needs of the gifted 915/ 779-2625, or e-mail: cannon @whc.net. students in our state. This is a legislative year in the state ADDRESS CORRECTION REQUESTED:Please notify TAGT if you are moving or if of Texas, meaning that our governmental leaders