Page 344 - totalschool clustergrouping
P. 344

343  ‫لمراجعا ةمئاق‬

Peterson, J. S. (2003). An argument for proactive attention to affective concerns to
gifted students. The Journal of Secondary Gifted Education, 15, 62–70.
Peterson, J. S. (2007a). A developmental perspective. In S. Mendaglio & J. S. Peterson
(Eds.), Models of counseling gifted children, adolescents, and young adults (pp. 97–126).
Waco, TX: Prufrock Press.
Peterson, J. S. (2007b). The essential guide to talking with gifted teens. Minneapolis:
Free Spirit.
Peterson, J. S. (2008). Focusing on where they are: A clinical perspective. In J.
VanTassel-Baska, T. L. Cross, & F. R. Olenchak (Eds.), Social-emotional cur- riculum
with gifted and talented students (pp. 193–226). Waco, TX: Prufrock Press.
Peterson, J. S. (2009). Myth 17: Gifted and talented individuals do not have
unique social and emotional needs. Gifted Child Quarterly, 53, 280–282. doi:
10.1177/0016986209346946
Peterson, J. S. (2012). The asset-burden paradox of giftedness: A 15-year phe-
nomenological, longitudinal case study. Roeper Review, 34, 244-260.
Peterson, J. S., Betts. G., & Bradley, T. (2009). Discussion groups as a compo- nent
of affective curriculum for gifted students. In J. VanTassel-Baska, T. L. Cross, & F. R.
Olenchak (Eds.), Social-emotional curriculum with gifted and talented students (pp.
289–320). Waco, TX: Prufrock Press.
Peterson, J. S., & Lorimer, M. R. (2012). Small-group affective curriculum for gifted
students: A longitudinal study of teacher-facilitators. Roeper Review, 34, 158–169.
Peterson, J. S., & Ray, K. E. (2006a). Bullying and the gifted: Victims, perpetra- tors,
prevalence, and effects. Gifted Child Quarterly, 50, 148–168.
Peterson, J. S., & Ray, K. E. (2006b). Bullying among the gifted: The subjective
experience. Gifted Child Quarterly, 50, 252–269.
Phenix, P. (1964). Realms of meaning. New York, NY: McGraw-Hill. Piechowski, M. M.
(1986). The concept of developmental potential. Roeper
Review, 8, 190-197.
Piechowski, M. M., & Chucker, J. (2011). Overexcitabilities. In M. A. Runco
   339   340   341   342   343   344   345   346   347   348   349