Sidney M. Moon is a professor of Gifted Education and director of the Gifted Education Resource Institute at Purdue University. She has been active in the field of gifted education for more than 25 years as a parent, counselor, teacher, administrator, and researcher. In that time, she has contributed more than 60 books, articles, and chapters to the field. Her most recent book is a co-edited volume, The Social and Emotional Development of Gifted Children: What Do We Know? Sidney is active in the National Association for Gifted Children where she currently serves on the board of directors, the publications committee, and the affective curriculum task force. Her research interests include talent develop­ment in the STEM disciplines (science, technology, engineering, and mathematics) and personal talent development. Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports.  Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.

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• About the EditorsSeries Introduction - Sally M. ReisIntroduction to Social/Emotional Issues, Underachievement, and Counseling of Gifted and Talented Students - Sidney M. MoonPart I: Social and Emotional Issues1. The Social and Emotional Adjustment of Young, Intellectually-Gifted Children - Elyse Brauch Lehman, Carol J. Erdwins2. Social, Emotional, and Behavioral Adjustment of Accelerated Students, Students in Gifted Classes, and Regular Students in Eighth Grade - Michael F. Sayler, William K. Brookshire3. Depression and Suicidal Ideation Among Academically Gifted Adolescents - Jean A. Baker4. High Ability Students Who Are Unpopular With Their Peers - Dewey G. Cornell5. Predictors of Loneliness in the Gifted Adolescent - Charles F. Kaiser, David J. Berndt6. Expanding Lazarus and Folkman′s Paradigm to the Social and Emotional Adjustment of Gifted Children and Adolescents (SEAM) - Claudia J. Sowa, Kathleen M. May7. A "Rag Quilt": Social Relationships Among Students in a Special High School - Laurence J. Coleman8. Family Factors Associated With High Academic Competence in Former Head Start Children at Third Grade - Nancy M. Robinson, Robin Gaines Lanzi, Richard A. Weinberg, Sharon Landesman Ramey, and Craig T. RameyPart II: Underachievement9. Academic Underachievement Among the Gifted: Students′ Perceptions of Factors that Reverse the Pattern - Linda J. Emerick10. A Comparison of Gifted Underachievers and Gifted High Achievers - Nicholas Colangelo, Barbara Kerr, Paula Christensen, and James Maxey11. Reversing Underachievement: Creative Productivity as a Systematic Intervention - Susan Baum, Joseph S. Renzulli, and Thomas P. Hébert12. Mentors for Gifted Underachieving Males: Developing Potential and Realizing Promise - Thomas P. Hébert, F. Richard Olenchak13. The Underachievement of Gifted Students: What Do We Know and Where Do We Go? - Sally M. Reis, D. Betsy McCoachPart III: Counseling14. A Functional Model for Counseling Parents of Gifted Students - David F. Dettmann, Nicholas Colangelo15. Counseling Gifted Adolescents: A Curriculum Model for Students, Parents, and Professionals - Thomas M. Buescher16. Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment - Sidney M. Moon, Kevin R. Kelly, and John F. FeldhusenIndex

Sidney M. Moon is a professor of Gifted Education and director of the Gifted Education Resource Institute at Purdue University. She has been active in the field of gifted education for more than 25 years as a parent, counselor, teacher, administrator, and researcher. In that time, she has contributed more than 60 books, articles, and chapters to the field. Her most recent book is a co-edited volume, The Social and Emotional Development of Gifted Children: What Do We Know? Sidney is active in the National Association for Gifted Children where she currently serves on the board of directors, the publications committee, and the affective curriculum task force. Her research interests include talent develop­ment in the STEM disciplines (science, technology, engineering, and mathematics) and personal talent development. Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports.  Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.

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• About the EditorsSeries Introduction - Sally M. ReisIntroduction to Social/Emotional Issues, Underachievement, and Counseling of Gifted and Talented Students - Sidney M. MoonPart I: Social and Emotional Issues1. The Social and Emotional Adjustment of Young, Intellectually-Gifted Children - Elyse Brauch Lehman, Carol J. Erdwins2. Social, Emotional, and Behavioral Adjustment of Accelerated Students, Students in Gifted Classes, and Regular Students in Eighth Grade - Michael F. Sayler, William K. Brookshire3. Depression and Suicidal Ideation Among Academically Gifted Adolescents - Jean A. Baker4. High Ability Students Who Are Unpopular With Their Peers - Dewey G. Cornell5. Predictors of Loneliness in the Gifted Adolescent - Charles F. Kaiser, David J. Berndt6. Expanding Lazarus and Folkman′s Paradigm to the Social and Emotional Adjustment of Gifted Children and Adolescents (SEAM) - Claudia J. Sowa, Kathleen M. May7. A "Rag Quilt": Social Relationships Among Students in a Special High School - Laurence J. Coleman8. Family Factors Associated With High Academic Competence in Former Head Start Children at Third Grade - Nancy M. Robinson, Robin Gaines Lanzi, Richard A. Weinberg, Sharon Landesman Ramey, and Craig T. RameyPart II: Underachievement9. Academic Underachievement Among the Gifted: Students′ Perceptions of Factors that Reverse the Pattern - Linda J. Emerick10. A Comparison of Gifted Underachievers and Gifted High Achievers - Nicholas Colangelo, Barbara Kerr, Paula Christensen, and James Maxey11. Reversing Underachievement: Creative Productivity as a Systematic Intervention - Susan Baum, Joseph S. Renzulli, and Thomas P. Hébert12. Mentors for Gifted Underachieving Males: Developing Potential and Realizing Promise - Thomas P. Hébert, F. Richard Olenchak13. The Underachievement of Gifted Students: What Do We Know and Where Do We Go? - Sally M. Reis, D. Betsy McCoachPart III: Counseling14. A Functional Model for Counseling Parents of Gifted Students - David F. Dettmann, Nicholas Colangelo15. Counseling Gifted Adolescents: A Curriculum Model for Students, Parents, and Professionals - Thomas M. Buescher16. Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment - Sidney M. Moon, Kevin R. Kelly, and John F. FeldhusenIndex

Sidney M. Moon is a professor of Gifted Education and director of the Gifted Education Resource Institute at Purdue University. She has been active in the field of gifted education for more than 25 years as a parent, counselor, teacher, administrator, and researcher. In that time, she has contributed more than 60 books, articles, and chapters to the field. Her most recent book is a co-edited volume, The Social and Emotional Development of Gifted Children: What Do We Know? Sidney is active in the National Association for Gifted Children where she currently serves on the board of directors, the publications committee, and the affective curriculum task force. Her research interests include talent develop­ment in the STEM disciplines (science, technology, engineering, and mathematics) and personal talent development. Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports.  Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.

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• About the EditorsSeries Introduction - Sally M. ReisIntroduction to Social/Emotional Issues, Underachievement, and Counseling of Gifted and Talented Students - Sidney M. MoonPart I: Social and Emotional Issues1. The Social and Emotional Adjustment of Young, Intellectually-Gifted Children - Elyse Brauch Lehman, Carol J. Erdwins2. Social, Emotional, and Behavioral Adjustment of Accelerated Students, Students in Gifted Classes, and Regular Students in Eighth Grade - Michael F. Sayler, William K. Brookshire3. Depression and Suicidal Ideation Among Academically Gifted Adolescents - Jean A. Baker4. High Ability Students Who Are Unpopular With Their Peers - Dewey G. Cornell5. Predictors of Loneliness in the Gifted Adolescent - Charles F. Kaiser, David J. Berndt6. Expanding Lazarus and Folkman′s Paradigm to the Social and Emotional Adjustment of Gifted Children and Adolescents (SEAM) - Claudia J. Sowa, Kathleen M. May7. A "Rag Quilt": Social Relationships Among Students in a Special High School - Laurence J. Coleman8. Family Factors Associated With High Academic Competence in Former Head Start Children at Third Grade - Nancy M. Robinson, Robin Gaines Lanzi, Richard A. Weinberg, Sharon Landesman Ramey, and Craig T. RameyPart II: Underachievement9. Academic Underachievement Among the Gifted: Students′ Perceptions of Factors that Reverse the Pattern - Linda J. Emerick10. A Comparison of Gifted Underachievers and Gifted High Achievers - Nicholas Colangelo, Barbara Kerr, Paula Christensen, and James Maxey11. Reversing Underachievement: Creative Productivity as a Systematic Intervention - Susan Baum, Joseph S. Renzulli, and Thomas P. Hébert12. Mentors for Gifted Underachieving Males: Developing Potential and Realizing Promise - Thomas P. Hébert, F. Richard Olenchak13. The Underachievement of Gifted Students: What Do We Know and Where Do We Go? - Sally M. Reis, D. Betsy McCoachPart III: Counseling14. A Functional Model for Counseling Parents of Gifted Students - David F. Dettmann, Nicholas Colangelo15. Counseling Gifted Adolescents: A Curriculum Model for Students, Parents, and Professionals - Thomas M. Buescher16. Specialized Counseling Services for Gifted Youth and Their Families: A Needs Assessment - Sidney M. Moon, Kevin R. Kelly, and John F. FeldhusenIndex