Page 73 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 73
Gifted Children’s Drawings and Significant Others’ Needs
Goldrner, L., & Scharf, M. (2011). Children’s family drawings: A study of attach-
ment, personality, and adjustment. Journal of the American Art Therapy As-
sociation, 8(1), 11–18.
Grenier, M. E. (1985). Gifted children and other siblings. Gifted Child Quarterly,
29(4), 164–167.
Heath, W. J. (1997). What are the most effective characteristics of teachers of the
gifted? (ERIC ED 411 665). Retrieved from https://files.eric.ed.gov/fulltext/
ED411665.pdf
Heller, K. A. (1992). Giftedness research and education of the gifted and tal-
ented in Germany. In Mönks, F. J., Katzko M. W., & Boxtel H. W. (Eds.), Edu-
cation of the gifted in Europe: Theoretical and research issues (71–86). Assent,
The Netherlands: Van Gorcum.
Heller, K. A., Perleth, C., & Lim, T. K. (2005). The Munich model of giftedness
designed to identify and promote gifted students. In R. J. Sternberg & J.
E. Davidson (Eds.), Conseptions of giftedness (pp. 172–197). New York, NY:
Cambridge University Press.
Kaplan, N., & Main, M. (1986). Instructions for the classification of children’s family
drawings in terms of representation of attachment. Berkeley, CA: University
of California.
Kaufman, A. S. & Harrison, P. L. (1986). Intelligence tests and gifted assessment:
What are the positives? Roeper Review, 8, 154–159.
Keirouz, K. S. (1990). Concerns of parents of gifted children: A research review.
Gifted Child Quarterly, 34(2), 56–63.
Klepsch, M., & Logie, L. (1982). Children draw and tell: An introduction to the
projective uses of children’s human figure drawings. New York, NY: Brun-
ner/Mazel.
Lapidot-Berman, J., & Oshrat, Z. (2009). Sibling relationships in families with
gifted children. Gifted Education International, 25, 36–47.
Leon, K., Wallace, T., & Rudy, D. (2007). Representations of parent-child alliances
in children’s family drawings. Social Development, 16(3), 440–459.
Lilienfeld, S. O., Wood, J. M., & Garb, H. N. (2000). The scientific status of projec-
tive techniques. Psychological Science in the Public Interest, 1, 27–66.
Logie, L. (1982). Children draw and tell: An introduction to the projective uses of
children’s human figure drawings. New York, NY: Brunner/Mazel.
Madigan, S., Ladd, M. & Goldberg, S. (2003). One picture is worth a thousand
words: Children’s representations of family as indicators of early attach-
ment. Attachment and Human Development, 5, 19–37.
Mills, C. J (2003). Characteristics of effective teachers of gifted students: Teacher
background and personality styles of students. Gifted Child Quarterly, 47(4),
272–281.
Mills, C. J. & Parker, W. D. (1998). Cognitive-psychological profiles of gifted ado-
lescents from Ireland and the US: Cross-societal comparisons. International
Journal of Intercultural Relations, 22, 1–16.
71
Goldrner, L., & Scharf, M. (2011). Children’s family drawings: A study of attach-
ment, personality, and adjustment. Journal of the American Art Therapy As-
sociation, 8(1), 11–18.
Grenier, M. E. (1985). Gifted children and other siblings. Gifted Child Quarterly,
29(4), 164–167.
Heath, W. J. (1997). What are the most effective characteristics of teachers of the
gifted? (ERIC ED 411 665). Retrieved from https://files.eric.ed.gov/fulltext/
ED411665.pdf
Heller, K. A. (1992). Giftedness research and education of the gifted and tal-
ented in Germany. In Mönks, F. J., Katzko M. W., & Boxtel H. W. (Eds.), Edu-
cation of the gifted in Europe: Theoretical and research issues (71–86). Assent,
The Netherlands: Van Gorcum.
Heller, K. A., Perleth, C., & Lim, T. K. (2005). The Munich model of giftedness
designed to identify and promote gifted students. In R. J. Sternberg & J.
E. Davidson (Eds.), Conseptions of giftedness (pp. 172–197). New York, NY:
Cambridge University Press.
Kaplan, N., & Main, M. (1986). Instructions for the classification of children’s family
drawings in terms of representation of attachment. Berkeley, CA: University
of California.
Kaufman, A. S. & Harrison, P. L. (1986). Intelligence tests and gifted assessment:
What are the positives? Roeper Review, 8, 154–159.
Keirouz, K. S. (1990). Concerns of parents of gifted children: A research review.
Gifted Child Quarterly, 34(2), 56–63.
Klepsch, M., & Logie, L. (1982). Children draw and tell: An introduction to the
projective uses of children’s human figure drawings. New York, NY: Brun-
ner/Mazel.
Lapidot-Berman, J., & Oshrat, Z. (2009). Sibling relationships in families with
gifted children. Gifted Education International, 25, 36–47.
Leon, K., Wallace, T., & Rudy, D. (2007). Representations of parent-child alliances
in children’s family drawings. Social Development, 16(3), 440–459.
Lilienfeld, S. O., Wood, J. M., & Garb, H. N. (2000). The scientific status of projec-
tive techniques. Psychological Science in the Public Interest, 1, 27–66.
Logie, L. (1982). Children draw and tell: An introduction to the projective uses of
children’s human figure drawings. New York, NY: Brunner/Mazel.
Madigan, S., Ladd, M. & Goldberg, S. (2003). One picture is worth a thousand
words: Children’s representations of family as indicators of early attach-
ment. Attachment and Human Development, 5, 19–37.
Mills, C. J (2003). Characteristics of effective teachers of gifted students: Teacher
background and personality styles of students. Gifted Child Quarterly, 47(4),
272–281.
Mills, C. J. & Parker, W. D. (1998). Cognitive-psychological profiles of gifted ado-
lescents from Ireland and the US: Cross-societal comparisons. International
Journal of Intercultural Relations, 22, 1–16.
71
