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The Social and Emotional Development of Gifted Children: What Do We Know?

About The Authors

Sanford J. Cohn, Ph.D., is a professor in the College of Education at Arizona State University whose research focus is on self-actualization and the development of talent. He has created sev­eral graduate programs with specialization in the education of gifted learners. He is also a licensed psychologist, serving highly gifted youths and their families. Dr. Cohn founded the Center for Academic Precocity at ASU in 1979. Since 1991, he has served as the principal investigator for Conexiones, a program that introduces educationally motivated migrant education students to state-of-the-art technology (robotics and video-ethnography) and to the oppor­tunities available on the campus of a major state university.

Donna Y. Ford, Ph.D., is a professor of special education at the Ohio State University, where she teaches courses in gifted edu­cation. Dr. Ford’s research focuses on recruiting and retaining cul­turally diverse students in gifted education, reversing underachievement among gifted Black students, and creating mul­ticultural curricula that challenge gifted students. She has published widely in the fields of urban and gifted education, is the author of two books, and consults with school districts nationally. 
Meredith J. Greene, M.Ed., is a high school teacher of French and gifted education and a guidance counselor from Nova Scotia, Canada. She is currently pursuing full-time doctoral studies in educational psychology at the Neag Center for Gifted Education and Talent Development at the University of Connecticut. Her research interests include career counseling, gender-role issues in tal­ent development, gifted females, and gifted GLBT students.

Miraca U. M. Gross, Ph.D., is professor of gifted education and director of the Gifted Education Research, Resource, and Information Centre (GERRIC) at the University of New South Wales in Sydney. Australia. She has won several international awards, including the Hollingworth Award, for her research on the social and emotional development of highly gifted children and adolescents.

Thomas P. Hébert, Ph.D., is associate professor of educa­tional psychology in the College of Education at the University of Georgia in Athens. Dr. Hébert teaches graduate courses in gifted education and qualitative research and is a research fellow for the Torrance Center for Creative Studies. He serves as Governor-at-Large for The Association for the Gifted (TAG) Board, and the Council for Exceptional Children. His research interests include counseling issues, underachievement, and problems faced by gifted young men.

Margaret Keiley, Ed.D., is an assistant professor at Purdue University in the marriage and family therapy program of the department of child development and family studies. She is also a practicing family therapist. Dr. Keiley is the principal investigator for several ongoing research projects at Purdue. Her interests include feminist and emotion-focused family therapy; development of affect regulation in families; the role of the regulation of feelings in violence, sexual abuse, addiction, and externalizing/internalizing behaviors; longitudinal data analytic techniques-growth modeling and survival analysis.

D. Betsy McCoach, M.A., is a doctoral student in the department of educational psychology at the University of  Connecticut, where she is pursuing dual concentrations in gifted education and school psychology. Previously, she was a second­ary gifted specialist and a teacher of the gifted in Pennsylvania. Her research interests include the underachievement of academ­ically able students, the identification of students for gifted pro­grams, gifted students with dual exceptionalities, and quantitative research methodology.

Sidney M. Moon, Ph.D., is a professor in the department of educational studies and the director of the Gifted Education Resource Institute at Purdue University. She has been active in the field of gifted education as a parent, counselor, teacher, adminis­trator, and researcher. She has contributed more than 40 books, articles, and chapters to the literature on gifted education. Her research interests include social and emotional issues of gifted stu­dents, families of the gifted, differentiated counseling for gifted children and their families, student outcomes of gifted education programs, and the development of personal talent.

Maureen Neihart, Psy.D., is a licensed clinical child psy­chologist in Laurel, MT. She has worked as a secondary teacher, a school counselor, and a coordinator of gifted programs. She is a for­mer member of the board of directors of the National Association for Gifted Children, and she currently serves on the editorial hoards of several education journals. Dr. Neihart’s special interests include children at risk and violent youth.

Kevin J. O’Connor, Ed.M., is a doctoral student in educa­tional psychology (gifted education/counseling psychology) at the University of Connecticut. He received his master’s degree in coun­seling from Boston University. Kevin has worked with children of diverse backgrounds and abilities as both a classroom teacher and school counselor. Outside of the school environment, he has pro­vided individual and group counseling to children, specializing in enhancing social competence and self-esteem.

F. Richard Olenchak, Ph.D., is a professor, psychologist, and director of the Urban Talent Research Institute at the University of Houston. Having served in various roles with gifted and talented children for nearly 30 years, he is interested in research and practice about their affective development, as well as intervening issues such as poverty and concurrent disabilities. Often found teaching high-ability children, he feels that practicing what he preaches provides the best foundation of future research.

Paula Olszewski-Kubilius, Ph.D., is the director of the Center for Talent Development at Northwestern University. For over 18 years she has conducted research and published widely on issues of talent development, particularly talent search programs; the effects of accelerated educational programs; and the needs of special populations of gifted children, including minority gifted stu­dents, economically disadvantaged gifted students, and gifted females. She has designed and conducted educational programs for learners of all ages and workshops for parents and teachers. She is active in national- and state-level advocacy organizations for gifted children and currently serves on several editorial advisory boards.

Sally M. Reis, Ph.D., is a professor of educational psychol­ogy at the University of Connecticut, where she also serves as prin­cipal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students. Dr. Reis serves on several editorial boards and is the past president of the National Association for Gifted Children.

Sylvia Rimm, Ph.D., is a child psychologist, director of the Family Achievement Clinic in Cleveland, OH, and a clinical pro­fessor at Case Western Reserve University School of Medicine. She is on the board of directors of the National Association for Gifted Children and serves as a reviewer for Gifted Child Quarterly. Her interest in giftedness began as a parent advocate and a founding member of the Wisconsin Council for Gifted Children. She is the author or coauthor of numerous articles and books on parenting gifted children and gifted girls. Dr. Rimm writes a syndicated news­paper column and hosts a weekly national call-in program on pub­lic radio. 
Nancy M. Robinson, Ph.D., is professor emeriti of psychi­atry and behavioral sciences at the University of Washington and former director of what is now known as the Halbert and Nancy Robinson Center for Young Scholars. Her current research interests include the effects of marked academic acceleration to college, behavioral and family adjustment of gifted children, and verbal and mathematical precocity in very young children. She serves on sev­eral editorial boards and is a member of advisory boards for the U.S. State Department Office of Overseas Schools, Johns Hopkins Center for Talented Youth, and the Advanced Academy of Georgia, as well as a member of the board of trustees of the Seattle Country Day School.

Karen B. Rogers, Ph.D., is professor of gifted studies in the curriculum and instruction department at the University of Sr. Thomas. She has authored approximately 60 articles, 1 2 book chap­ters, and a book on a variety of issues concerning the cognitive and affective issues confronting gifted children. She has assessed 150 gifted children and developed educational plans for them and has used the knowledge gained from this to write a book for parents on educational planning.

Pat Schuler, Ph.D., is a national certified counselor and a partner in Creative Insights, a counseling and educational consult­ing practice, in Rensselaer, NY, that specializes in working with high-ability children. She has master’s degrees in gifted education and counseling psychology, as well as a doctorate in educational psy­chology from the University of Connecticut. Her experiences in education include work as a regular classroom teacher, an examina­tion services specialist for the New York State Department of Education, a coordinator and teacher of elementary through high school schoolwide enrichment programs, and a research associate at the National  Research Center on the Gifted and Talented,
Del Siegle, Ph.D., is an assistant professor at the University of Connecticut, where he coordinates the Three Summers Master’s Degree program. He serves on the boards of directors for the National Association for Gifted Children, the Council for Exceptional Children, and The Association for the Gifted. He also serves as coeditor of The National Research Center on the Gifted and Talented Newsletter. Prior to earning his Ph.D. in gifted education, he coordinated and taught for eight years in an academically gifted program in Montana, where he was a Montana semifinalist for U.S. West Teacher of the Year. His research interests include motivation, gifted and talented identification bias, and teaching with technol­ogy.

Linda Kreger Silverman, Ph.D., is a licensed psycholo­gist and director of the Institute for the Study of Advanced Development and the Gifted Development Center in Denver, CO. She received her Ph.D. in educational psychology and special edu­cation from the University of Southern California and served on the faculty of the University of Denver for nine years in counseling psy­chology and gifted education. She has published several hooks and nearly 200 articles and chapters. She founded the only journal on adult giftedness and is currently conducting research on profoundly gifted children, the visual-spatial learner, comparative assessment of the gifted on different instruments, the effects of vision therapy, and introversion.