Children who are Gifted/ADHD

1995 ◽  
Vol 18 (4) ◽  
pp. 37-40 ◽  
Author(s):  
Tracy Cross ◽  
Sal Mendaglio

Welcome to the GCT column dealing with social and emotional needs of gifted children. I have invited Sal Mendaglio, Ph.D., to share his thoughts about a popular topic of conversation these days, gifted children also diagnosed as attention deficit hyperactivity disordered. Mendaglio's views are rooted in his professional training and experiences in counseling psychology. I hope you enjoy this column.

1997 ◽  
Vol 12 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Mary Williams ◽  
Pat Dodds ◽  
Valsa Koshy

This article reviews the provision made for gifted children during their primary or elementary schooling in both the USA and the UK. It argues that all children have an entitlement to an education appropriate to their needs, and, that, in this respect, the able child has often been neglected. Colleges of Higher Education are well-placed to provide an in-put on this to:- (a) children via Saturday clubs and Summer schools; (b) teachers by offering courses aimed at improving their ability to differentiate the curriculum appropriately and (c) parents in how to cope with the cognitive, social and emotional needs of their able child. Education Departments in both countries have become aware of the importance of capturing the interest and nurturing the ability of gifted children; realising that without this, they could ultimately be “lost to their nations”.


2021 ◽  
Vol 11 (1) ◽  
pp. 184
Author(s):  
Alfonso Tortorella

The current management of patients with schizophrenia is marked by a lack of personalization. After the diagnosis is made, a second-generation antipsychotic is usually prescribed based on the current clinician’s preferences, sometimes accompanied by a psychosocial intervention which is typically not evidence-based and not targeted to the specific needs of the individual patient. In this opinion paper, some steps are outlined that could be taken in order to address this lack of personalization. A special emphasis is laid on the clinical characterization of the patient who has received a diagnosis of schizophrenia. Considerations are put forward concerning the assessment of the negative dimension in ordinary clinical practice, which is often neglected; the evaluation of cognitive functioning using a simple test battery which requires limited professional training and takes no more than 15 min to administer; the evaluation of social functioning using a validated instrument focusing on personal care skills, interpersonal relationships, social acceptability, activities, and work skills; and the assessment of the unmet needs of the person (including practical, social, and emotional needs, and existential or personal recovery). The implications of the assessment of these domains for the formulation of the management plan are discussed.


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