Identification and Nurturing the Gifted from an International Perspective

Abstract

After a brief overview of recent research paradigms in the field of giftedness and talent, this chapter centers on the following main topics: 1. Multidimensional conceptions of giftedness as theoretical basis and preconditions of suitable identification procedures and educational measurements. 2. Functions and benefits versus dangers of identification measures as well as of gifted education and programming versus omission of them. 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. 4. Programs and strategies for nurturing intelligence, creativity, social competence,etc., including cross-cultural studies in gifted education. 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. 6. Practical recommendations for (school) psychologists who are responsible for identifying and nurturing gifted students.