Gary E. Price

The Learning Style Characteristics of Gifted Students

Much of the research conducted among the gifted, the talented, and the highly creative reveals that their unique personal characteristics include being: (a) critical, (b) independent of thought and judgement, and (c) persistent (Torrance, 1965; Feldhusen, Treffinger, & Elias, 1969). Of those enumerated traits, only persistence is one of the 18 elements identified in the publications that indicate how individuals tend to learn (Dunn & Dunn, 1978). The literature concerning the gifted is devoid of information that describes how that special group responds to the

A comparison between the learning styles of gifted versus average suburban junior high school students

Recent research identifies learning style preferences of gifted versus average junior high students.

Group Work with Clients Experiencing Grieving: Moving from Theory to Practice.

Abstract This article describes the theory and practice of group work with a central focus on what group leaders can expect in the process of leading a grieving and loss group. The authors describe their group work with clients experiencing grief and review several theories of grief relating to loss.

Preliminary Evidence Regarding the Validity of the Personal Orientation Inventory as a Measure of the Construct Self-Actualization

This study was designed to compare scores on a pretest—the Personal Orientation Inventory (POI) (Shostrom, 1974)—taken immediately after a stressful experience (as inferred from measures on a polygraph) with scores on the posttest taken two weeks after the removal of the stressful condition. In this exploratory construct validity study the central objective was to ascertain whether hypothesized changes in the mean scores on the subscales of the POI would occur to a statistically significant degree in directions reflecting a higher degree of self-actualization after elimination of the stressful condition and after verbal reassurance of ones perceptual capabilities. The twenty-one subjects were randomly selected from one hundred-seventy graduate students enrolled in a school counseling-training program. Significant differences in the predicted direction were found on two of the twelve subscales, Self Regard and Self Acceptance on the POI.