| Introduction |
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xiii | |
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1 What Does It Mean to Be Gifted? |
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1 | (14) |
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A History of Gifted Education |
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1 | (2) |
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3 | (4) |
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7 | (4) |
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Behavioral Characteristics |
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11 | (1) |
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12 | (3) |
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2 Two Kinds of Giftedness |
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15 | (10) |
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15 | (1) |
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16 | (1) |
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17 | (2) |
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The Effect of Birth Order |
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19 | (1) |
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20 | (5) |
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3 Common Misconceptions about Gifted Children |
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25 | (10) |
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25 | (2) |
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27 | (1) |
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Is "Gifted" a Dirty Word? |
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28 | (1) |
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Who Does This to Their Kids? |
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28 | (2) |
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Why Can't the Teacher Just Do Grouping? |
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30 | (2) |
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Why Aren't Gifted Kids Good at Everything? |
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32 | (1) |
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So You Think You're Better Than Me Now? |
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33 | (2) |
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4 Development in Gifted Children |
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35 | (8) |
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35 | (3) |
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38 | (1) |
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Areas of Early Development |
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39 | (1) |
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How Development Affects Relationships |
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40 | (3) |
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5 How Gifted Children Feel |
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43 | (12) |
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43 | (2) |
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45 | (1) |
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46 | (1) |
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47 | (3) |
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50 | (1) |
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51 | (1) |
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How to Build a Peer Group |
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52 | (3) |
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6 How Parents of the Gifted Feel |
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55 | (14) |
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55 | (2) |
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57 | (2) |
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59 | (1) |
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60 | (2) |
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62 | (2) |
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64 | (1) |
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How to Build a Parent Peer Group |
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65 | (1) |
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Getting Help When You Need It |
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66 | (3) |
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69 | (10) |
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69 | (1) |
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70 | (2) |
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72 | (1) |
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73 | (1) |
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73 | (2) |
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Before Making Your Choice |
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75 | (4) |
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8 Enhancing Programs and Learning Opportunities |
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79 | (14) |
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79 | (1) |
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Gifted and Talented Programs |
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80 | (10) |
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90 | (1) |
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Community Enrichment Programs |
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91 | (2) |
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9 Twice-Exceptional Children |
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93 | (12) |
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What Is Twice Exceptional? |
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93 | (1) |
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Why It's Twice as Hard as a Parent |
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94 | (1) |
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Twice Exceptional with Learning Disabilities |
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95 | (4) |
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Other Types of Twice Exceptional |
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99 | (3) |
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Asperger's Syndrome and Giftedness |
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102 | (3) |
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10 Social and Emotional Awareness |
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105 | (14) |
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Issues Facing Gifted Children |
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105 | (2) |
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107 | (1) |
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107 | (1) |
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108 | (1) |
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Inappropriate Social Responses |
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109 | (2) |
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111 | (2) |
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113 | (3) |
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116 | (1) |
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117 | (1) |
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118 | (1) |
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11 The Young and the Gifted |
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119 | (12) |
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119 | (1) |
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Early Signs of Giftedness |
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120 | (4) |
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124 | (2) |
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How to Challenge Your Young Gifted Child |
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126 | (2) |
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What to Look for in a Preschool |
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128 | (3) |
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131 | (10) |
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How Giftedness Is Different in Girls |
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131 | (4) |
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Unique Challenges for Girls |
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135 | (1) |
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136 | (1) |
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Helping Gifted Girls Succeed |
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137 | (2) |
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The Future Is Bright for Gifted Girls |
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139 | (2) |
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141 | (12) |
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How Giftedness Is Different for Boys |
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141 | (2) |
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Gifted Boys Throughout Their Lifetime |
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143 | (4) |
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Special Challenges for Gifted Boys |
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147 | (1) |
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148 | (1) |
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Why Gifted Boys Just Won't Sit Still! |
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149 | (2) |
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Helping Gifted Boys Succeed |
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151 | (2) |
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14 Relationships and the Gifted Child |
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153 | (16) |
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Helping Your Child Communicate |
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153 | (6) |
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Showing Your Child How to Make Friends |
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159 | (2) |
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Learning with Your Child How to Handle Conflict |
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161 | (1) |
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Teaching Your Child How to Handle Relatives |
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161 | (3) |
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164 | (5) |
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15 Intensity and the Gifted Child |
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169 | (10) |
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Dabrowski's Theories on Intensity |
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169 | (4) |
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Why Are Gifted Kids so Intense? |
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173 | (1) |
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How to Harness Intensity for Good |
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174 | (3) |
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Why Intensity Starts Not to Matter |
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177 | (2) |
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16 Perfectionism and the Gifted Child |
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179 | (14) |
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179 | (1) |
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What Causes Perfectionism? |
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180 | (1) |
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Why Is Perfectionism a Problem? |
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181 | (4) |
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Problems Perfectionists Face |
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185 | (1) |
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How to Recognize Perfectionism |
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186 | (2) |
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Helping Your Child Deal with Perfectionism |
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188 | (5) |
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17 Underachievement and the Gifted Child |
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193 | (8) |
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What Is Underachievement? |
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193 | (1) |
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Forms of Underachievement |
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194 | (2) |
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Why It's Sometimes a Symptom of Perfectionism |
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196 | (1) |
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How to Address Underachievement |
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197 | (4) |
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18 Giftedness and the Family Dynamic |
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201 | (10) |
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201 | (2) |
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203 | (1) |
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204 | (1) |
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205 | (6) |
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Making Your Family Work Without all the Work |
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19 Communicating with Your Gifted Child |
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211 | (14) |
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How to Talk so Your Gifted Child Hears |
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211 | (3) |
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214 | (1) |
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Developing a Feelings-Based Communication Style |
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215 | (2) |
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Teaching Your Gifted Child about Communication |
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217 | (8) |
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20 How to Discipline Your Gifted Child |
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225 | (16) |
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225 | (2) |
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Why It's so Hard to Discipline Your Gifted Child |
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227 | (1) |
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Why It's so Important to Discipline Your Gifted Child |
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227 | (1) |
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228 | (7) |
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235 | (4) |
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Knowing When to Change Paths |
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239 | (1) |
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239 | (2) |
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21 Building Resiliency in Your Gifted Child |
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241 | (10) |
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241 | (3) |
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Why Gifted Kids Need Resiliency |
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244 | (1) |
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245 | (1) |
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Praising Efforts over Accomplishments |
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245 | (1) |
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246 | (1) |
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247 | (1) |
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How to Build a Firm Foundation |
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247 | (4) |
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22 Planning for the Future with Your Gifted Child |
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251 | (10) |
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Your Child and the Short-Term Future |
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251 | (2) |
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Your Child and the Long-Term Future |
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253 | (4) |
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257 | (1) |
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257 | (2) |
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259 | (2) |
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23 Community and Political Involvement for Parents of Gifted Kids |
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261 | (8) |
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Change at the Individual Level |
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261 | (1) |
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Change Amongst Parenting Peers |
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262 | (2) |
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Change at the School Level |
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264 | (1) |
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Change at the Local Level |
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265 | (1) |
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Change at the National Level |
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266 | (3) |
| Appendix A Frequently Asked Questions |
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269 | (6) |
| Appendix B Recommended Resources by Topic |
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275 | (8) |
| Index |
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283 | |
