On Coping and Defending: Applying Bruner's Personal Growth Principles to Working with Gifted/Talented Students

Abstract

Dealing succesfully with the changes and challenges associated with public recognition of giftedness is crucial for bright and talented students. In this article the authors critically examine popular approaches for working with gifted students in affective areas. They present two systems for helping gifted students handle the social-emotional tasks involved in actualizing their abilities and Explore implications of these systems for persons closely involved with gifted/talented students.