After a brief overview of recent research paradigms in the field of giftedness and talent, this chapter centers on the following main topics:
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1.
Multidimensional conceptions of giftedness as theoretical basis and preconditions of suitable identification procedures and educational measurements.
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2.
Functions and benefits versus dangers of identification measures as well as of gifted education and programming versus omission of them.
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3.
Methodological problems of identification, e.g., for educational programs (talent search), early identification and nurturing, dynamic assessment and nurturing at-risk groups (gifted underachievers, gifted females, etc.) or prediction of excellence in school, higher education, and work.
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4.
Programs and strategies for nurturing intelligence, creativity, social competence,etc., including cross-cultural studies in gifted education.
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5.
Counseling aspects of gifted education as tasks of school psychologists, e.g.,career counseling with gifted, counseling with families (parents), school counselingprograms for gifted students.
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6.
Practical recommendations for (school) psychologists who are responsible for identifying and nurturing gifted students.
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Heller, K.A., Schofield, N.J. (2008). Identification and Nurturing the Gifted from an International Perspective. In: Pfeiffer, S.I. (eds) Handbook of Giftedness in Children. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-74401-8_6
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