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An Applied Psychologist's Initiation to the Study of Gifted Children My interest in the subject matter of this book, the peer relations of gifted children, intensified enormously as result of my' involvement with one gifted child during my days as a school psychologist. At that time, I served a number of schools in a prosperous suburb. I spent most of my time working with children with behavioral and learning disorders. I received very few requests to assist gifted youngsters and their teachers, perhaps because, at that point, I was not very sensitive to their needs. One autumn I was involved in something from which I derived a great deal of satisfaction-helping the teachers of a very advanced retarded boy with Down's syndrome maintain himself in a regular first-grade class. In retrospect, the achievements of this student, Jeff, would have justified my calling him exceptionally bright, given the limits of his endowment. I was interrupted from my observation of Jeff's success in class by a phone call from another school, one to which I had not previously been summoned. I was asked to discuss the case of an intellectually gifted child who was bored, moody, difficult, and disliked by those around him.

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CHOICE Review

Controversy about the relation between intelligence and social competence has developed both from myth and from various theoretical explanations. Through the use of several methods-including empirical studies on social status and self-concept, autobiographical records, and children's literature-Schneider clearly portrays peer relations and psychological adjustment. A comprehensive examination of peer relations of gifted children is central to this work, as compared to an overview of the gifted as presented in The Psychology of Gifted Children, ed. by Joan Freeman (CH, Jan '86). Schneider offers a view that differs from traditional stereotypes embodied in folklore and professional literature; he describes gifted children as earning the esteem of their peers. In the effort to improve the situation of gifted children, the author provides the basis for decisions regarding what is best for them. Both the focus on peer relations and the break from traditional stereotyping of the gifted makes this a valuable addition to libraries that serve readers who make decisions about gifted children.-C.R. Harper, Mott Community College