Table of Contents

1. Introduction 2. Theories to Guide Affective Curriculum Development 3. Creating a Life: Orchestrating a Symphony of Self, a Work Always in Progress 4. Operation Houndstooth: A Positive Perspective on Developing Social Intelligence 5. Affective Curriculum and Instruction for Gifted Learners 6. Counseling Gifted Students From Non-White Racial Groups: Conceptual Perspectives and Practical Suggestions 7. Addressing Social-Emotional and Curricular Needs of Gifted African American Adolescents 8. Focusing on Where They Are: A Clinical Perspective 9. The Role of the Arts in the Socioemotional Development of the Gifted 10. Guiding Gifted Teenagers to Self-Understanding Through Biography 11. Discussion Groups as a Component of Affective Curriculum for Gifted Students 12. Preventing Suicide Among Students With Gifts and Talents 13. Professional Development for Promoting the Social and Emotional Development of Gifted Children 14. Creating Gifted Lives: Concluding Thoughts About the Editors About the Authors

About the Author

Joyce VanTassel-Baska, Ed.D., is the Jody and Layton Smith Professor Emerita of Education and former Executive Director of the Center for Gifted Education at William & Mary in Virginia, where she developed a graduate program and a research and development center in gifted education. She also initiated and directed the Center for Talent Development at Northwestern University.

Tracy L. Cross, Ph.D., holds an endowed chair, Jody and Layton Smith Professor of Psychology and Gifted Education, and is the executive director of the Center for Gifted Education and the Institute for Research on the Suicide of Gifted Students at William & Mary.