Mark A. Kunkel

A Grounded Theory of Counselors' Construal of Success in the Initial Session.

Counselors (n=69) in 5 mental health fields provided written descriptions of their experience of success in an initial counseling session. Grounded theory analysis of these descriptions suggested that counselors tend to construe success in initial sessions through collaboration (i.e., adherence to desired interactional norm, establishment of rapport, and progress in problem solving) and positive awareness (client display of strengths and counselor self-evaluation of performance).

Experience of giftedness “eight great gripes” six years later

Building on the foundation of a previous study (Galbraith, 1985) of the “eight great gripes” of gifted children and adolescents, this article describes qualitative perspectives on giftedness among predominantly seventh‐ and eighth‐grade students attending a summer enrichment program. Students responded in writing to a probe (i.e. “Whats it like to be gifted?”) designed to elicit their spontaneous perspectives on their experience of giftedness. Responses were compiled and analyzed as they relate to negative and positive perspectives on giftedness and to the needs of gifted children.

Expectations about Counseling in Yucatan, Mexico: Toward a "Mexican Psychology.".

Les auteurs ont administre une traduction du questionnaire EAC-B a 488 Mexicains, montrant ainsi les bonnes qualites psychometriques de cet instrument, et la meme structure factorielle que dans la version anglaise

Attrition Patterns in a Summer Program for Gifted Junior High Students.

Research on attrition or “drop‐out” is briefly summarized with particular attention to Tintos model of social and academic integration. An argument is made for theoretically based research on attrition among gifted adolescents. As a preliminary step, completion and performance data were examined from gifted seventh‐ and eighth‐grade students (n = 92) in an eight‐week summer mathematics enrichment program sponsored by the GTE Corporation. Findings are presented as they relate to attrition and performance patterns, and implications for gifted education and follow‐up are discussed.

Research projects in a summer mathematics program for gifted junior high students

This article describes a summer enrichment program for gifted junior high students, identifies dilemmas inherent in the implementation of this and similar programs, and outlines a series of research projects intended to address some of these dilemmas. Implications of these research efforts are briefly discussed as they relate to gifted child education.