The Top Shelf

Fall 2001 Book Reviews

Volume 2 / Issue 1 / Fall 2001

Stand Up for Your Gifted Child: How to Make the Most of Kids’ Strengths at School and at Home, by Joan Franklin Smutny. Free Spirit, 2001. Paperback, 190 pp., ISBN 1-57542-088-0. $14.95

Smutny’s statement that “advocacy doesn’t require educational expertise” will put many parents at ease. The book’s down-to-earth approach leads parents to discover their own children’s interests and needs by guiding the reader through strategies that address the many concerns parents and families have regarding gifted children.

In part 1 readers complete exercises and checklists to understand the nature of giftedness by documenting their own children’s special talents and to learn theories of giftedness, various parenting styles, and the characteristics of a supportive home environment. In part 2 Smutny introduces readers to the basics of gifted education, constructive involvement at their children’s school and in their education, and suggested enrichment experiences. Finally, part 3 leads readers to the natural conclusion that to meet their children’s needs, parents should work together to advocate in the community for gifted education.

Smutny does not hesitate to tackle tough topics like, What if my child does not qualify for the gifted program? What if the program is inadequate? What if there isn’t a gifted program at all? The book illustrates these and other subjects with illustrative vignettes; information on where to seek additional support through publications, organizations, and other resources on specific topics; step-by-step guidance; and, at the end of each chapter, the “Take a Stand” section that shows readers how to take action by reflecting on their family situation.

A Family Year Abroad: How to Live outside the Borders, by Chris Westphal. Gifted Psychology Press, 2001. Paperback, 209 pp., ISBN 0-910707-47-2. $18.00

This book takes some getting used to because it is interspersed with sidebars containing tips and resources and with boxes full of snippets of e-mail messages. However, the format does give the reader options on how to approach the book. If you are interested in the nonfictional account of a family’s experience overseas, read the main text. To learn how to plan for a similar adventure, stick to the sidebars and follow up on the suggestions. The story told in the e-mail messages can be read as a piece, too, but it does not contribute much to learning about “how to live outside the borders.” Perhaps the e-mail messages best show how overseas communication can continue without the expense of international phone calls or long lapses caused by surface-mail service.

The book lacks cohesion because of its three subtexts. However, it presents an engaging story and offers helpful information and insights. The timelines, resources, caveats, and stories from the family’s personal experience and from expatriates are valuable for a family dreaming of embarking on an international adventure.

The Academic Adventures of Laura Bridges: An Introduction to Educational Architecture Therapy, by James P. Bridges. New Philosopher, 1999. 171 pp., ISBN 0-945741-06-5. Laminate-hard spiral, $29.95; laminate-soft spiral, $24.95

The publisher claims that this book is a “prefabricated interview,” based on a taped interview between Bridges (names have been changed to protect the family’s privacy) and his daughter’s geometry teacher, who did the interview to fulfill a requirement for a graduate degree. The author then streamlined the unedited data, fictionalized portions, and included additional information and themes. As a result, events in the book seem to unfold too conveniently.

Another of the book’s weaknesses is that it presents unsubstantiated theories and generalizations. For instance, Bridges launches his own hypothesis, called “Educational Architecture Theory,” which is poorly developed and supported not by empirical evidence but only by the experiences of one family. While the book may have value as a work of creative nonfiction, it should not be taken for a scholarly work in the gifted field. Formatting and typographical errors occur throughout it as well, and the spiral binding gives it an unprofessional feel.

In spite of his mixed opinion of educators and administrators, Bridges emphasizes working toward a cooperative relationship between the school system and parents. He also makes the excellent point that parents and educators, although they have different objectives, can rely on each other and work together to improve the education of children.

Families interested in gaining information and inspiration from personal stories may find this book helpful. Bridges does a fine job of illustrating how parents can support and enrich their child’s academic growth. The essays that supplement the interview are somewhat helpful, although most of the information can be found in more reliable sources.
—Bobbie Collins-Perry