| Institution: | 1. School and Educational Psychology, Michigan State University, East Lansing, Michigan;2. Center for Talent Development, Northwestern University, Evanston, Illinois
School of Education and Social Policy, Northwestern University, Chicago, Illinois;3. Center for Psychology in the Schools and Education, American Psychological Association, Washington DC;4. Graduate School of Education, University of California, Berkeley, California |
| Abstract: | In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work. |
