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Table of Contents
Intro
Contents
1 Supporting and Encouraging the Versatile Gifted Child and Adolescent
1.1 Introduction
1.2 Between Versatility and Multi-potentiality
1.3 Multi-potentiality: Does It Exist at All?
1.4 Multi-potentiality and Career Choosing: Is It Indeed a Main Problem of the Gifted?
1.5 Career Choosing from the Gender Point of View
1.6 The Contribution of Brain Sciences to the Multi-potentiality Issue of the Gifted
1.7 Brain Cognitive Functions and Athletics, Art, Music, Dance and Writing
1.8 Examples of Individuals Who "Have Made It" in More than One Area
1.9 School Related Issues: The Support of the System and the Support that Might Be Supplied by the System
1.10 Personal Summary
References
2 Understanding and Treating the Profoundly Gifted
2.1 Introduction
2.2 Exceptional Development as an Ability Development
2.3 Exceptional Giftedness as a Special Developmental Route
2.4 Physiological-Neurophysiological Sensitivity and Environmental Effects
2.5 Child Prodigies
2.6 The Savant Syndrome-A Frontotemporal Feature
2.7 Savant Syndrome and Giftedness
2.8 Developmental Profile
2.8.1 Provision for the Exceptionally Developed Gifted Child
2.8.2 A Case-Study
2.9 Closing Thoughts
References
3 "Do Not Turn the Light Off" for Gifted Children and Adolescents with Overexcitabilities
3.1 Introduction: Short History of Giftedness and Overexcitabilities
3.2 Overexcitabilities and the Gifted: Definitions, Literature Review and Main Theories
3.3 The Cultural Aspect of Overexcitabilities in General and Among the Gifted in Particular
3.4 The Gender Aspect of Overexcitabilities Among the Gifted
3.5 Overexcitabilities of the Gifted and Brain Sciences
3.5.1 Short History
3.5.2 Overexcitabilities, Intensities an Asynchronous Development and Giftedness
3.6 Giftedness, Overexcitabilities and Vox Populi
3.7 Brain Sciences as Intermediary Variable Connecting OE's and Giftedness
3.8 Overexcitabilities as a Tool for Giftedness Identification
3.9 Case Study: Helen
3.9.1 From Creativity to Social Rejection and Back to Self-materialization
3.9.2 Family Background and Early Childhood
3.9.3 Elementary School
3.9.4 Junior- and Senior High School
3.9.5 Grade 12-Helen Finds Her Place
3.9.6 Helen's First Professional Steps
3.10 Conclusion
References
4 Understanding Gifted Children with Stable and Unstable Executive Functions
4.1 Different Forms of Atypical Development
4.2 Executive Functions and Neurodevelopmental Disorders
4.3 An Evolutionary View
4.4 Relationship Between Executive Functions and Neurodiverse Talent
4.5 Executive Functions, Intelligence, and Creativity
4.6 Profiling of the Executive Functions
4.7 Control Profile Questionnaire
4.8 Training Possibilities
References
5 Neurodiversity and Supporting the Autistic-Gifted Child and Adolescent
5.1 Introduction
Contents
1 Supporting and Encouraging the Versatile Gifted Child and Adolescent
1.1 Introduction
1.2 Between Versatility and Multi-potentiality
1.3 Multi-potentiality: Does It Exist at All?
1.4 Multi-potentiality and Career Choosing: Is It Indeed a Main Problem of the Gifted?
1.5 Career Choosing from the Gender Point of View
1.6 The Contribution of Brain Sciences to the Multi-potentiality Issue of the Gifted
1.7 Brain Cognitive Functions and Athletics, Art, Music, Dance and Writing
1.8 Examples of Individuals Who "Have Made It" in More than One Area
1.9 School Related Issues: The Support of the System and the Support that Might Be Supplied by the System
1.10 Personal Summary
References
2 Understanding and Treating the Profoundly Gifted
2.1 Introduction
2.2 Exceptional Development as an Ability Development
2.3 Exceptional Giftedness as a Special Developmental Route
2.4 Physiological-Neurophysiological Sensitivity and Environmental Effects
2.5 Child Prodigies
2.6 The Savant Syndrome-A Frontotemporal Feature
2.7 Savant Syndrome and Giftedness
2.8 Developmental Profile
2.8.1 Provision for the Exceptionally Developed Gifted Child
2.8.2 A Case-Study
2.9 Closing Thoughts
References
3 "Do Not Turn the Light Off" for Gifted Children and Adolescents with Overexcitabilities
3.1 Introduction: Short History of Giftedness and Overexcitabilities
3.2 Overexcitabilities and the Gifted: Definitions, Literature Review and Main Theories
3.3 The Cultural Aspect of Overexcitabilities in General and Among the Gifted in Particular
3.4 The Gender Aspect of Overexcitabilities Among the Gifted
3.5 Overexcitabilities of the Gifted and Brain Sciences
3.5.1 Short History
3.5.2 Overexcitabilities, Intensities an Asynchronous Development and Giftedness
3.6 Giftedness, Overexcitabilities and Vox Populi
3.7 Brain Sciences as Intermediary Variable Connecting OE's and Giftedness
3.8 Overexcitabilities as a Tool for Giftedness Identification
3.9 Case Study: Helen
3.9.1 From Creativity to Social Rejection and Back to Self-materialization
3.9.2 Family Background and Early Childhood
3.9.3 Elementary School
3.9.4 Junior- and Senior High School
3.9.5 Grade 12-Helen Finds Her Place
3.9.6 Helen's First Professional Steps
3.10 Conclusion
References
4 Understanding Gifted Children with Stable and Unstable Executive Functions
4.1 Different Forms of Atypical Development
4.2 Executive Functions and Neurodevelopmental Disorders
4.3 An Evolutionary View
4.4 Relationship Between Executive Functions and Neurodiverse Talent
4.5 Executive Functions, Intelligence, and Creativity
4.6 Profiling of the Executive Functions
4.7 Control Profile Questionnaire
4.8 Training Possibilities
References
5 Neurodiversity and Supporting the Autistic-Gifted Child and Adolescent
5.1 Introduction