Page 121 - THEHANDBOOKOFSecondaryGiftedEducation
P. 121
المرجع في تربية الم ْوهوبين للمرحلة الثانو ّية120
- Bain, S. K., and Bell, S. M. (2004). Social self-concept, social-attributions, and peer rela¬-
tionships in fourth, fifth, and sixth graders who are gifted compared to high achiev¬ers.
Gifted Child Quarterly, 48, 167–178.
- Bowen, M. (1978). Family therapy in clinical practice. New York, NY: Aronson.
- Breunlin, D. C., Schwartz, R. C., and MacKune-Karrer, B. (1992). Metaframeworks: Tran-
scending the models of family therapy. San Francisco, CA: Jossey-Bass.
- Castellano, J. A. (2011). Hispanic students and gifted education: New outlooks, perspec¬-
tives, and paradigms. In J. A. Castellano and A. D. Frazier (Eds.), Special populations in
gifted education (pp. 249–269). Waco, TX: Prufrock Press.
- Chan, D. W. (2007). Positive and negative perfectionism among Chinese gifted students in
Hong Kong: Their relationships to general self-efficacy and subjective well-being. Journal
for the Education of the Gifted, 31, 77-102.
- Chan, D. W. (2009a). Dimensionality and typology of perfectionism: The use of the Frost
Multidimensional Perfectionism Scale with Chinese gifted students in Hong Kong. Gifted
Child Quarterly, 53, 174-187.
- Chan, D. W. (2009b). Perfectionism and goal orientations among Chinese gifted students
in Hong Kong. Roeper Review, 31, 9-17.
- Chan, D. W. (2011). Perfectionism among Chinese gifted and nongifted students in Hong
Kong: The use of the revised Almost Perfect Scale. Journal for the Education of the Gifted,
34, 68–98.
- Colangelo, N., and Assouline, S. G. (1995). Self-concept of gifted students: Patterns by
self-concept, domain, grade level, and gender. In F. Monks (Ed.), Proceedings from the
1994 European council on high ability conference (pp. 66-74). New York, NY: Wiley.
- Colangelo, N., and Assouline, S. G. (2000). Counseling gifted students. In K. A. Heller, F. J.
Monks, R. J. Sternberg, and R. F. Subotnik (Eds.), International handbook of gifted¬ness
and talent (2nd ed., pp. 595–607). Amsterdam, Netherlands: Elsevier.
- Colangelo, N., and Assouline, S. G., and Gross, M. U. M. (2004). A nation deceived: How
students hold back America’s brightest students. Iowa City: The University of Iowa, The
Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent
Development.
- Colangelo, N., and Zaffrann, R. T. (Eds.). (1979). New voices in counseling the gifted.
Dubuque, IA: Kendall Hunt.
- Coleman, L. J., and Cross, T. L. (2001). Being gifted in school: An introduction to devel-
op¬ment, guidance, and teaching. Waco, TX: Prufrock Press.
- Costa, P. T., and McCrae, R. R. (1992). NEO PI-R professional manual. Odessa, FL: Psy-
chological Assessment Resources.
- Cross, T. L., Cassady, J. C., Dixon, F. A., and Adams, C. M. (2008). The psychology of gifted
adolescents as measured by the MMPI-A. Gifted Child Quarterly, 52, 326-339.
- Cross, T. L., Cassady, J. C., and Miller, K. A. (2006). Suicide ideation and personality
char-acteristics among gifted adolescents. Gifted Child Quarterly, 50, 295-306.
- Cross, T. L., and Dixon, F. A. (1998). On gifted students in rural schools. National Associa-
tion of Secondary School Principals Bulletin, 82, 119–124.
- Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Inven-
tion. New York, NY: Harper Perennial.
- Csikszentmihalyi, M., Rathunde, K., and Whalen, S. (1993). Talented teenagers: The roots
of success and failure. New York, NY: Cambridge University Press.
- Dabrowski, K. (1970). Mental growth through positive disintegration. London, England:
Gryf Publications.
- Daniels, S., and Piechowski, M. M. (2009). Living with intensity: Understanding sensitiv¬-
ity, excitability, and emotional development in gifted children, adolescents, and adults.
Scottsdale, AZ: Great Potential Press.