Page 74 - 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. 74
aterini D. Gari et al.
Mönks, F. J., Van Boxtel, H. W., Roelefs, J. J. W., & Sanders, M. P. M. (1986). The
identification of gifted children in secondary education and a description
of their situation in Holland. In K. A. Heller & J. F. Feldhusen (Eds.), Identify-
ing and nurturing the gifted (pp. 39–65). Toronto, Canada: Hans Huber.
Neihart, M. (2002). Risk and resilience in gifted children: A conceptual frame-
work. In M. Neihart, S. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social
and emotional development of gifted children: What do we know? (pp. 113–
124). Waco, TX: Prufrock.
Neihart, M., & Olenchak, F. R. (2002). Creatively gifted children. In M. Neihart, S.
Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional develop-
ment of gifted children: What do we know? (pp. 165–176). Waco, TX: Prufrock.
Pace, C. S., Zavattini G. C., & Tambelli, R. (2015). Does family drawing assess at-
tachment representations of late-adopted children? A preliminary report.
Child Adolescent Mental Health, 20(1), 26–33.
Olszewski-Kubilius, P., Lee, S.–L., & Thomson, D. L. (2014). Family environment
and social development in gifted students. Gifted Child Quarterly, 58(3),
119–216.
Pianta, R. C., Longmaid, K., & Ferguson, J. E. (1999). Attachment-based classi-
fications of children’s family drawings: Psychometric properties and rela-
tions with children’s adjustment in kindergarten. Journal of Clinical Child
Psychology, 28(2), 244–255.
Post, F. (1994). Creativity and psychopathology: A study of 291 world-famous
men. The British Journal of Psychiatry, 165(1), 22–34.
Prout, H., & Celmer, D. (1984). School drawings and academic achievement:
A validity study of kinetic school drawing technique. Psychology in the
Schools, 21, 176–180.
Prout, H., & Phillips, P. (1974). A clinical note: The kinetic school drawing. Psy-
chology in the Schools, 11, 303–306.
Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional
development of gifted and talented students: Good news and future pos-
sibilities. Psychology in the Schools, 41, 119–130.
Renzulli, J. S., Reis, S. M., & Smith, L. M. (1981). The revolving door identification
model. Mansfield Centre, CT: Creative Learning Press.
Reynolds, C. R. (1978). A quick-scoring guide to the interpretation of children’s
kinetic family drawings (KFD). Psychology in the Schools, 16(4), 489–492.
Shore, B. M., Cornell, D. G., Robinson, A., & Ward, V. S. (1991). Recommended prac-
tices in gifted education. New York, NY: Teachers College Press.
Silverman, L. K., & Kearney, K. (1989). Parents of the extraordinarily gifted. Ad-
vanced Development Journal, 1, 41–56.
Singh, J., & Rossouw, P. J. (2015). Efficacy of drawings as a measure of attachment
style and emotional disturbance: An Australian children investigation. In-
ternational Journal of Neuropsychotherapy, 3(2), 124–130.
72
Mönks, F. J., Van Boxtel, H. W., Roelefs, J. J. W., & Sanders, M. P. M. (1986). The
identification of gifted children in secondary education and a description
of their situation in Holland. In K. A. Heller & J. F. Feldhusen (Eds.), Identify-
ing and nurturing the gifted (pp. 39–65). Toronto, Canada: Hans Huber.
Neihart, M. (2002). Risk and resilience in gifted children: A conceptual frame-
work. In M. Neihart, S. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social
and emotional development of gifted children: What do we know? (pp. 113–
124). Waco, TX: Prufrock.
Neihart, M., & Olenchak, F. R. (2002). Creatively gifted children. In M. Neihart, S.
Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional develop-
ment of gifted children: What do we know? (pp. 165–176). Waco, TX: Prufrock.
Pace, C. S., Zavattini G. C., & Tambelli, R. (2015). Does family drawing assess at-
tachment representations of late-adopted children? A preliminary report.
Child Adolescent Mental Health, 20(1), 26–33.
Olszewski-Kubilius, P., Lee, S.–L., & Thomson, D. L. (2014). Family environment
and social development in gifted students. Gifted Child Quarterly, 58(3),
119–216.
Pianta, R. C., Longmaid, K., & Ferguson, J. E. (1999). Attachment-based classi-
fications of children’s family drawings: Psychometric properties and rela-
tions with children’s adjustment in kindergarten. Journal of Clinical Child
Psychology, 28(2), 244–255.
Post, F. (1994). Creativity and psychopathology: A study of 291 world-famous
men. The British Journal of Psychiatry, 165(1), 22–34.
Prout, H., & Celmer, D. (1984). School drawings and academic achievement:
A validity study of kinetic school drawing technique. Psychology in the
Schools, 21, 176–180.
Prout, H., & Phillips, P. (1974). A clinical note: The kinetic school drawing. Psy-
chology in the Schools, 11, 303–306.
Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional
development of gifted and talented students: Good news and future pos-
sibilities. Psychology in the Schools, 41, 119–130.
Renzulli, J. S., Reis, S. M., & Smith, L. M. (1981). The revolving door identification
model. Mansfield Centre, CT: Creative Learning Press.
Reynolds, C. R. (1978). A quick-scoring guide to the interpretation of children’s
kinetic family drawings (KFD). Psychology in the Schools, 16(4), 489–492.
Shore, B. M., Cornell, D. G., Robinson, A., & Ward, V. S. (1991). Recommended prac-
tices in gifted education. New York, NY: Teachers College Press.
Silverman, L. K., & Kearney, K. (1989). Parents of the extraordinarily gifted. Ad-
vanced Development Journal, 1, 41–56.
Singh, J., & Rossouw, P. J. (2015). Efficacy of drawings as a measure of attachment
style and emotional disturbance: An Australian children investigation. In-
ternational Journal of Neuropsychotherapy, 3(2), 124–130.
72
