What do you see as the strengths and weaknesses of Gross’s chapter on social and emotional issues?

Do the issues she describes for “exceptionally intellectually gifted students” hold for those with more moderate gifts? What does and what does not?

 

2. Was there something you did NOT know in Chapter 9 on underachievement? Was there something you do not agree with in the chapter or do the two authors have it right?

 

3. Was there a particular issue in Neihart’s “downer” chapter that you would like to pursue in more depth? Is this something you have noticed in your own experiences with gifted children during their school years?

 

4. Neihart’s chapter on risk and resilience brings up a lot of “theoretical” points. How could you think about applying some of this to the children you work with? Can we “teach” for resilience? Why or why not?

 

 

 

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