Harold Hackney

The Gifted Child, the Family, and the School.

*The author wishes to acknowledge the assistance of Janine M. Bernard, Sally Nesbitt, and Allan Ritchie in the preparation of this manuscript. An increasingly common characteristic of gifted programs is the involvement of parents in the learning process. Typically, this involvement takes the form of parent organizations. Colangelo and Zaffrann (1979) propose that these organizations emerge from a need for assistance in problems of parenting gifted children. However, the school may be tempted to view these groups

Children's Response to Crisis and Change.

The vulnerability of early childhood to crisis is an ongoing concern for psychologists. Far from attempting to define the ideal conditions for child emotional growth, we still have not defined the long‐term effects of less than ideal conditions. Theoretical biases add to this problem by offering often dramatic alternative explanations for empirical findings. This article discusses some of these issues and describes an ecological model that is finding increasing favor among family researchers and clinicians.