Library

Finding excellent resources that help educate our families and provide more insight into our children is key. In the sea of the internet, it is hard to find good resources. BRIGHTLinks has poured over information from different sources and wanted to create our own collection of the best. Here in our library, you will find links to:

Articles and Research

Welcome to our BRIGHTLinks library of articles. Feel free to browse the gallery and then select the article that you wish to read.

Annals of Cognitive Science: How Can We Better Understand, Identify, and Support Highly Gifted and P How Can We Better Understand, Identify, and Support Highly Gifted and Profoundly Gifted Students? A Literature Review of the Psychological Development of Highly- Profoundly Gifted Individuals and Overexcitabilities. Vol 4, Issue 1. pp 143-165	Genius-Material-logo_edited On a summer day in 1968, professor Julian Stanley met a brilliant but bored12-year-old named Joseph Bates. The Baltimore student was so far ahead of his classmates in mathematics that his parents had arranged for him to take a computer-science course at Johns Hopkins University, where Stanley taught. Even that wasn’t enough.	School from Home In the future, when we look back at these years, we will see that our lives are divided as before and after Corona. The novel coronavirus pandemic is a turning point. Perhaps the most important lesson we are learning is that we are a part of a bigger picture: the impacts of the pandemic are being felt throughout the world, despite the differences among nations and geographies. We are actively working on setting up home offices, home schools, and spending more time with our households.
What Does Smart Even Mean? Recently I’ve become a bit obsessed with the word “smart” in schools. And I think we have a problem. I don’t know when it happens, but students learn that some kids at school are “smart.” Everyone knows who the “smart” kids are. Survey your students and they’d probably name the same few kids. “Smart” is extremely common praise at school.	6 Outrageous Myths about Gifted Children It seems like a scene from The Twilight Zone. But for gifted children and their families, it’s an all too common occurrence. Like the students I encountered when I taught Honors 9, gifted children are subject to a variety of myths with catastrophic consequences. It’s up to us – their parents and their educators – to advocate for the truth.	Got a Reluctant Gifted Learner? Got a reluctant gifted learner? Gifted and high achieving aren't always the same thing.
Asynchronous Development Asynchronous development is the hallmark of giftedness and in a very real sense, as gifted children mature they “grow into” their intellect and become more balanced, more normal. The more extreme the intellectual advancement is; the more extreme is the asynchrony.	Where can I find a friend? Where can I find a friend? How asynchronous development affects relationships	Stuck in Another Dimension Stuck in Another Dimension: The Exceptionally Gifted Child in School By Stephanie S. Tolan
8th Graders taking AP Calc? The Washington Post reports a success story titled, Why are So Many 8th Graders taking AP Calculus at this School District?	Are Gifted Teens at Greater Risk? Social support can be very effective in reducing the risk of drug abuse or alcoholism. No matter how intelligent these kids are, they still need moral and social guidance to fully develop confidence, self-esteem, and positive values.	A Nation Deceived A Nation Deceived highlights disparities between the research on acceleration and the educational beliefs and practices that often run contrary to the research.
The Power of a Tribe In-Sync: The Power of a Tribe-A Perspective on Giftedness	Don't Fall Into the Calculus Trap Don't Fall into the Calculus Trap	Is Everyone Gifted? Michael Clay Thompson answers: Is Everyone Gifted?
Highly gifted children and peers Research on social adjustment and development of highly gifted children suggests that the more highly gifted the child, the more likely there will be less than optimal social and emotional adjustment (Butks, Jensen & Terman, 1930; Gallagher, 1958; Gross, 1993; Hollingworth, 1931; Janos & Robinson, 1985). Gross (1993) found that the majority of these children (over IQ 160) tended to internalize problems.	Social Development in the Gifted Linda Silverman discusses Socialization vs. Social Development in Gifted. Socialization means adapting to the needs of the group, whereas social development indicates positive self-concept and concern for the welfare of others. The former may result in alienation from one's inner self, while the latter leads to self-actualization.	Tiger Mom Misconceptions Tiger Mom Misconceptions at Profoundly Gifted Parenting
Set up to Fail? Why Getting 100% on Everything is Setting Up Gifted Students to Fail	The Underachievement of Gifted The underachievement of gifted students: What do we know and where do we go?	Gifted Kids Need Attention, too We would like to propose an alternative solution: promoting a better understanding of what gifted means for all educators. Gifted students need and deserve a challenging education that helps them rise to their potential, just like all students.
The "Me" Behind the Mask The "Me" Behind the Mask: Intellectually Gifted Students and the Search for Identity	Strengths Based TR Program Research is quite clear that developing abilities related to experiencing positive emotion, as well as knowing, using, and cultivating one’s individual and environmental strengths and resources, are directly linked to in-creased well-being (Fredrickson & Joiner, 2002; Linley, 2008; Linley & Biswas-Die-ner, 2010; Lyubomirsky, 2008; Seligman, 2002, 2011; Wood, Linley, Maltby, Kash-dan, & Hurling, 2011)