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    Gifted Adolescents: The Practical Strategies Series in Gifted Education
    Gifted Adolescents: The Practical Strategies Series in Gifted Education
    Gifted Adolescents: The Practical Strategies Series in Gifted Education
    Ebook58 pages43 minutes

    Gifted Adolescents: The Practical Strategies Series in Gifted Education

    By Paula Olszewski-Kubilius, Frances Karnes and Kristen Stephens

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    About this ebook

    "Part of Prufrock Press' Practical Strategies Series in Gifted Education,Gifted Adolescents focuses on talent development in adolescence, critical issues facing adolescents, and implications for educational practice and parenting."
    LanguageEnglish
    PublisherSourcebooks
    Release dateOct 1, 2009
    ISBN9781593637798
    Gifted Adolescents: The Practical Strategies Series in Gifted Education
    Author

    Paula Olszewski-Kubilius

    Paula Olszewski-Kubilius is currently the director of the Center for Talent Development at Northwestern University. She has more than 24 years of experience designing and conducting educational programs for learners of all ages including summer programs, weekend programs, distance learning programs, programs for underrepresented gifted students, as well as workshops for parents and teachers. She is active and has had leadership positions in national- and state-level advocacy organizations for gifted children. She was the recipient of the Early Scholar Award from the National Association of Gifted Children in 1987 and selected as the Esther Katz Rosen lecturer in 1997 by the American Psychological Foundation. She has conducted research and published more than 80 articles and book chapters on issues of talent development, particularly the effects of accelerated educational programs and the needs of special populations of gifted children She recently served as the editor of Gifted Child Quarterly and formerly was a coeditor of the Journal of Secondary Gifted Education. She has served on the editorial advisory board of the Journal for the Education of the Gifted, and Gifted Child International, and was a consulting editor for Roeper Review. She is a member of the Board of Trustees of the Illinois Mathematics and Science Academy and currently is a member of the boards of the National Association for Gifted Children and the Illinois Association for Gifted Children.

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      Book preview

      Gifted Adolescents - Paula Olszewski-Kubilius

      Author

      Series Preface

      The Practical Strategies Series in Gifted Education offers teachers, counselors, administrators, parents, and other interested parties up-to-date instructional techniques and information on a variety of issues pertinent to the field of gifted education. Each guide addresses a focused topic and is written by an individual with authority on the issue. Several guides have been published. Among the titles are:

      Acceleration Strategies for Teaching Gifted Learners

      Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students

      Enrichment Opportunities for Gifted Learners

      Independent Study for Gifted Learners

      Motivating Gifted Learners

      Questioning Strategies for Teaching the Gifted

      Social & Emotional Teaching Strategies

      Using Media & Technology with Gifted Students

      For a current listing of available guides within the series, please contact Prufrock Press at 800–998–2208 or visit http://www.prufrock.com.

      Introduction

      Adolescence is an interesting and important time for students, parents, and teachers. It is a long developmental period spanning from age 10 to 22 and encompassing the middle school, high school, and college years. It may be even longer for those gifted students who choose careers requiring further study and training beyond the bachelor’s degree, often resulting in prolonged financial and emotional dependence on their families. Adolescence is a period of tremendous change and transition, both cognitively and physically, due to puberty and sexual maturation, as well as for social and psychological reasons.

      The major task and challenge of the adolescent period is identity formation (Erikson, 1968). Adolescents must determine who they are by establishing their values, beliefs, talents, priorities, key attributes, and personality characteristics and how these influence and define their social roles, careers, and lifestyle choices. Adolescents move away from their families and the identities their parents and other family members may have prescribed for them toward those they have chosen for themselves based on who they want to be. Adolescents must find and establish an independent self. They must become autonomous, be responsible for themselves, and be able to take care of themselves. They must psychologically distance themselves from parents while still maintaining affiliation and connection. They must find meaningful work, establish their own intimate relationships, and begin to deal with the tensions that may exist between relationships and achievement. They take on new social roles during this period such as worker or girlfriend/boyfriend, and they must significantly redefine existing roles such as brother, sister, son, or daughter. An important question is whether the experiences of gifted adolescents during this time are significantly different than those of nongifted adolescents. Does being gifted alter the major developmental tasks of adolescence? Does it make this period of development easier or more challenging? How does the process of talent development unfold within this developmental period? What kinds of supports do talented adolescents need to ensure they stay on track and continue to develop their abilities during adolescence? What can educators and parents do to nurture their abilities? These questions and others will be addressed in this publication.

      Talent Development During Adolescence

      In order to understand the interplay between adolescence and giftedness, one must first understand what is important in terms of talent development during this period. During elementary school, a child’s giftedness may become apparent to teachers and parents. Parents try to ascertain and nurture their child’s interests and potential talents through out-of-school programs and activities. They watch, observe, and stimulate in the hopes of nurturing their child’s talents. Teachers must be attuned to those students who require specialized programs to support their abilities and talents and refer such students for participation in gifted programs, if they are available.

      It is in middle school, however, when talent

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