Conceptualizations of Giftedness and the Development of Talent: Implications for Counselors
Conceptualizations of Giftedness and the Development of Talent: Implications for Counselors
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DOI：
10.1002/j.1556-6676.2015.00190.x
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发表时间：
2015-04
影响因子：
2.3
通讯作者：
P. Olszewski-Kubilius;R. Subotnik;F. Worrell
中科院分区：
文献类型：
--
作者：
P. Olszewski-Kubilius;R. Subotnik;F. Worrell
与研究领域相关的重要概念和概念的定义随着时间的推移而变化，主要是因为来自领域内外的新研究的影响。天赋教育也不例外。在诸如天才教育这样的应用领域，从业者将他们对天赋的信念和理解--他们的定义--转化为识别实践、服务交付模式和课堂教学方法。关于天赋的新知识(例如，以前未被认识到的智力的延展性，现在已经得到证实)以及影响其发展的因素，可能会影响有关如何识别学生、如何设计课程以及最终天赋教育的目标和结果的决策。对于辅导员来说，最重要的是改变对天赋和天赋发展的看法对理解资优学生的心理和社会需求的影响。资优学生在发挥潜能的过程中面临着独特的压力源，表现为学业成绩不佳或其他社会心理问题。此外，最近关于高绩效的研究指出，心理社会力量在实现一个人在人才领域的目标方面发挥着越来越大的作用(Subotnik，Olszewski-Kubilius和Worrell，2011)。因此，与资优儿童合作的辅导员的重要战略包括培养被认为对保持对高成就的承诺至关重要的心理社会技能，促进融入天赋领域的身份认同，以及减轻脆弱性或风险因素。在这篇文章中，我们对天赋的概念进行了简要的历史回顾，强调了几项关键研究对关于天赋和天才个体的信念的变革影响。我们回顾和对比了当前的几个概念模型，以显示关于天赋的思维的进展和演变，特别是从将天赋视为一种纯粹的认知属性并驻留在个体内部，到将天赋视为认知和非认知因素的复杂星座，这些因素的重要性随着时间的推移而变化，并位于环境和机会的内部并受其影响。我们提出了一个全面的模型，该模型建立并整合了以前的模型以及教育和心理研究，以考虑到学术和表现领域的人才发展。最后，我们提出了我们的模型对辅导员的工作和他们的培训的启示，特别是在人才发展过程的每个阶段，哪些心理社会问题和技能应该是咨询的重点。关于天才教育概念的简要历史透视是建立在理论观点和实证研究的基础上的，但像所有领域一样，关于天赋教育的思想已经发生了重大转变，这是关键研究成果的结果(参见Passow&Frasier，1996，关于天赋教育的更完整的历史)。尽管在刘易斯·特曼(Lewis Terman)(1925)的《天才的遗传研究》(Genetic Studies Of Genius)之前就有关于天才个人的学术研究，但特曼经常被认为开创了一个由高智商定义的天才的概念。特曼和他的同事(特曼，1925；特曼和奥登，1947,1959)跟踪调查了一组智商超过140的人(前1%)，直到他们成年。在他们的纵向研究中，值得注意的发现之一是证实了高智商和成年后的高成就之间的联系，但不一定与显赫的水平有关。特曼(1925；Terman&Oden，1947,1959)研究的另一个主要贡献是将天赋正常化，消除了天才儿童在心理或身体上软弱或脆弱的神话。随着凯瑟琳·考克斯和莱塔·霍林沃斯的回溯性研究表明高智商的行为表现在儿童时期就可以观察到(考克斯，1926年)，以及莱塔·霍林沃斯(Leta Hollingworth)对智商非常高的儿童(即…)进行了第一次深入研究，天赋作为高一般智力的共鸣的概念继续着后来的研究
Definitions of important concepts and constructs associated with fields of inquiry change over time, primarily because of the impact of new research from both inside and outside a field. Gifted education is no exception. In an applied field such as gifted education, practitioners operationalize their beliefs and understandings about giftedness--their definitions--into identification practices, service delivery models, and approaches to classroom instruction. New knowledge about giftedness (e.g., the previously unappreciated and now substantiated malleability of intelligence) and what affects its development can influence decisions about how students are identified; how programs are designed; and, ultimately, the goals and outcomes of gifted education. Most important to counselors are the implications of changing views on giftedness and talent development for understanding gifted students' psychological and social needs. Gifted students face unique stressors in the course of fulfilling their potential, which can be manifested in underachievement in school or other social and psychological problems. In addition, recent research on high performance points to the increasing role of psychosocial strength in achieving one's goals in talent domains (Subotnik, Olszewski-Kubilius, & Worrell, 2011). As a result, important strategies for counselors who work with gifted children include cultivating psychosocial skills thought to be important to sustaining commitment to high achievement, facilitating an identity that integrates the talent area, and mitigating vulnerabilities or risk factors. In this article, we present a brief historical perspective on conceptions of giftedness, highlighting the transformative impact of several key research studies on beliefs about giftedness and gifted individuals. We review and contrast several current conceptual models to show the progression and evolution of thinking about giftedness, specifically from viewing it as an attribute that is solely cognitive in nature and resides within an individual to seeing giftedness as a complex constellation of both cognitive and noncognitive factors that change in importance over time and are situated within and affected by environment and opportunity. We propose a comprehensive model that builds upon and integrates previous models and educational and psychological research to account for talent development in both academic and performance domains. Finally, we present implications of our model for the work of counselors and their training, specifically which psychosocial issues and skills should be the focus of counseling at each stage of the talent development process. A Brief Historical Perspective on Conceptions of Giftedness Gifted education is founded on theoretical perspectives and empirical studies, but like all fields, significant shifts in thinking about giftedness have occurred as a result of key research findings (see Passow & Frasier, 1996, for a more complete history of gifted education). Although there was scholarship on gifted individuals even before Lewis Terman's (1925) Genetic Studies of Genius, Terman is often credited with inaugurating a conception of giftedness defined by high IQ. Terman and his colleagues (Terman, 1925; Terman & Oden, 1947, 1959) followed a group of individuals identified as having IQs above 140 (top 1%) well into their adulthood. Among the notable findings of their longitudinal study is the validation of a link between high IQ and high achievement in adulthood, but not necessarily to the level of eminence. Another major contribution of Terman's (1925; Terman & Oden, 1947, 1959) studies was to normalize giftedness, dispelling myths that gifted children are psychologically or physically weak or vulnerable. The conceptualization of giftedness as consonant with high general intelligence continued with the subsequent research of Catharine Cox, whose retrospective studies showed that behavioral manifestations of high IQ were observable in childhood (Cox, 1926), and Leta Hollingworth, who conducted the first in-depth study of children with very high IQ scores (i. …