REFERENCES

American Association of Suicidology. (n.d.). Know the warning signs of suicide. Retrieved from http://www.suicidology.org/resources/warning-signs

American College Health Association. (2016). American College Health Association—National college health assessment II: Undergraduate students reference group data report, Fall 2015. Hanover, MD: Author.

Bain, S. K., Bliss, S. L., Choate, S. M., & Sager Brown, K. (2007). Serving children who are gifted: Perceptions of undergraduates planning to become teachers. Journal for the Education of the Gifted, 30, 450–478.

Baker, J. A. (1995). Depression and suicidal ideation among academically talented adolescents. Gifted Child Quarterly, 39, 218–223.

Birkett, M., Espelage, D. L., & Koenig, B. (2009). LGB and questioning students in schools: The moderating effects of homophobic bullying and school climate on negative outcomes. Journal of Youth and Adolescence, 38, 989–1000.

Brown, B. B., & Steinberg, L. (1990). Skirting the brain-nerd connection: Academic achievement and social acceptance. Education Digest, 15(4), 57–60.

Cassady, J. C., & Cross, T. L. (2006). A factorial representation of suicidal ideation among academically gifted adolescents. Journal for the Education of the Gifted, 29, 290–304.

Centers for Disease Control and Prevention. (2009). Death rates for selected causes by 10-year age groups, race, and sex: Death registration states, 1900–32, and United States, 1933–98. Retrieved from https://www.cdc.gov/nchs/nvss/mortality/hist290.htm

Centers for Disease Control and Prevention. (2013). Trends in the prevalence of suicide–related behavior: National Youth Risk Behavior Survey: 1991–2013. Washington, DC: Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/trends/us_suicide_trend_yrbs.pdf

Centers for Disease Control and Prevention. (2015a). Suicide facts at a glance. Washington, DC: National Center for Injury Prevention and Control, Division of Violence Prevention.

Centers for Disease Control and Prevention. (2015b). Years of potential life lost (YPLL) reports, 1999–2015. Retrieved from https://webappa.cdc.gov/sasweb/ncipc/ypll10.html

Centers for Disease Control and Prevention. (2015c). National violent death reporting system (NVDRS) coding manual revised. Washington, DC: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/violenceprevention/pdf/nvdrs_web_codingmanual.pdf

Centers for Disease Control and Prevention. (2016). Youth risk behavior surveillance—United States, 2015. Morbidity and Mortality Weekly Report, 65(6), 1–174. Retrieved from https://www.cdc.gov/mmwr/volumes/65/ss/ss6506a1.htm?s_cid=ss6506a1_w

Centers for Disease Control and Prevention. (2017a). Fatal injury reports, national, regional and state, 1981–2015. Retrieved from https://webappa.cdc.gov/sasweb/ncipc/mortrate.html

Centers for Disease Control and Prevention. (2017b). National vital statistics reports. Retrieved from http://www.cdc.gov/nchs/products/nvsr.htm

Coker, T. R., Austin, S. B., & Schuster, M. A. (2010). The health and health care of lesbian, gay, and bisexual adolescents. Annual Review of Public Health, 31, 457–477.

Coleman, L. (1985). Schooling the gifted. Menlo Park, CA: Addison-Wesley.

Coleman, L. (2011). Lived experience, mixed messages, and stigma. In T. L. Cross & J. R. Cross (Eds.), Handbook for counselors serving students with gifts and talents (pp. 371–392). Waco, TX: Prufrock Press.

Coleman, L. J., & Cross, T. L. (1988). Is being gifted a social handicap? Journal for the Education of the Gifted, 11, 41–56.

Coleman, L. J., & Cross, T. L. (2000). Social-emotional development and the personal experience of giftedness. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 203–212). Oxford, England: Elsevier.

Coleman, L. J., & Guo, A. (2013). Exploring children’s passion for learning in six domains. Journal for the Education of the Gifted, 36, 155–175.

Coleman, L. J., Micko, K. J., & Cross, T. L. (2015). Twenty-five years of research on the lived experiences of being gifted in school: Capturing the students’ voices. Journal for the Education of the Gifted, 38, 358–376.

Crosby, A. E., Ortega, L., & Melanson, C. (2011). Self-directed violence surveillance: Uniform definitions and recommended data elements. Atlanta, GA: Centers for Disease Control and Prevention.

Cross, J. R. (2015). Peer relationships of gifted children. In M. Neihart, S. Pfeiffer, & T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know? (2nd ed., pp. 41–54). Waco, TX: Prufrock Press.

Cross, J. R., & Cross, T. L. (2015a). Clinical and mental health issues in counseling the gifted individual. Journal of Counseling & Development, 93, 163–172.

Cross, J. R., & Cross, T. L. (2015b). Addressing concerns about the social and emotional needs of gifted students. In J. H. Robins (Ed.), Gifted Education in Ireland and the United States (pp. 177–203). Dublin, Ireland: CTYI Press.

Cross, J. R., Cross, T. L., & Frazier, A. D. (2013). Student and teacher attitudes toward giftedness in a two laboratory school environment: A case for conducting a needs assessment. NALS Journal, 5(1). Retrieved from http://digitalcommons.ric.edu/nals/vol5/iss1/1

Cross, T. L. (1996a). Examining claims about gifted children and suicide. Gifted Child Today, 19(1), 46–48.

Cross, T. L. (1996b). Social and emotional needs of gifted students: Psychological autopsy provides insight into gifted adolescent suicide. Gifted Child Today, 19(3), 22–50.

Cross, T. L. (2008). Suicide. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 629–639). Waco, TX: Prufrock Press.

Cross, T. L. (2017). On the social and emotional lives of gifted children (5th ed.). Waco, TX: Prufrock Press.

Cross, T. L., Andersen, L., & Mammadov, S. (2015). Effects of academic acceleration on the social and emotional lives of gifted students. In S. G. Assouline, N. Colangelo, J. VanTassel-Baska, & A. Lupkowski-Shoplik (Eds.), A nation empowered: Evidence trumps the excuses holding back America’s brightest students (Vol. 2, pp. 31–42). Iowa City: University of Iowa, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.

Cross, T. L., Cassady, J. C., & Miller, T. (2006). Suicidal ideation and psychological type in gifted adolescents. Gifted Child Quarterly, 19, 46–48.

Cross, T. L., Coleman, L. J., & Stewart, R. A. (1993). The school-based social cognition of gifted adolescents: An exploration of the stigma of giftedness paradigm. Roeper Review, 16, 37–40.

Cross, T. L., Coleman, L. J., & Terhaar-Yonkers, M. (1991). The social cognition of gifted adolescents in schools: Managing the stigma of giftedness. Journal for the Education of the Gifted, 15, 44–55.

Cross, T. L., Cook, R. S., & Dixon, D. N. (1996). Psychological autopsies of three academically talented adolescents who committed suicide. Journal of Secondary Gifted Education, 7, 403–409.

Cross, T. L., & Cross, J. R. (2017a). Maximizing potential: A school-based conception of psychosocial development. High Ability Studies, 28, 43–58. doi:10.1080/13598139.2017.1292896

Cross, T. L., & Cross, J. R. (2017b). Suicide among students with gifts and talents. In S. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 601–614). Washington, DC: American Psychological Association.

Cross, T. L., Cross, J. R., & Andersen, L. (2017). The school-based psychosocial curriculum model. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for high-ability learners (3rd ed., pp. 383–407). Waco, TX: Prufrock Press.

Cross, T. L., Cross, J. R., Mammadov, S., Ward, T. J., Speirs Neumeister, K. L., & Andersen, L. (2017). Psychological heterogeneity among honors college students. Manuscript in review.

Cross, T. L., Gust-Brey, K., & Ball, B. (2002). A psychological autopsy of the suicide of an academically gifted student: Researchers’ and parents’ perspectives. Gifted Child Quarterly, 46, 247–264.

Cross, T. L., Stewart, R. A., & Coleman, L. J. (2003). Phenomenology and its implications for gifted studies research: Investigating the Lebenswelt of academically gifted students attending an elementary magnet school. Journal for the Education of the Gifted, 26, 201–220.

Cross, T. L., & Swiatek, M. A. (2009). Social coping among academically gifted students in a residential setting: A longitudinal study. Gifted Child Quarterly, 53, 25–33.

Dabrowski, K. (1964). Positive disintegration. Boston, MA: Little, Brown.

Dabrowski, K. (1972). Psychoneurosis is not an illness. London, England: Gryf.

Delisle, J. (1986). Death with honors: Suicide among gifted adolescents. Journal of Counseling and Development, 64, 558–560.

Delisle, J. R. (1990). The gifted adolescent at risk: Strategies and resources for suicide prevention among gifted youth. Journal of Education of the Gifted, 13, 212–228.

DeLisle, M. M., & Holden, R. R. (2009). Differentiating between depression, hopelessness, and psychache in university undergraduates. Measurement and Evaluation in Counseling and Development, 42, 46–63.

Dixon, D. N., Cross, T. L., Cook, R., & Scheckel, J. (1995). Gifted-adolescent suicide: Database vs. speculation. Research Briefs, 10(1), 45–50.

Durkheim, E. (1951). Suicide. Glencoe, IL: The Free Press.

Eckert, T. L., Miller, D. N., DuPaul, G. J., & Riley-Tillman, T. C. (2003). Adolescent suicide prevention: School psychologists’ acceptability of school-based programs. School Psychology Review, 32, 57–76.

Erikson, E. H. (1950/1980). Growth and crises of the healthy personality. In E. H. Erikson (Ed.), Identity and the life cycle (pp. 51–107). New York, NY: Norton.

Erikson, E. H. (1963). Childhood and society (2nd ed.). New York, NY: Norton.

Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015–2016).

Falk, G. (2001). Stigma: How we treat outsiders. Amherst, NY: Prometheus Books.

Fleith, D. S. (1998). Suicide among talented youngsters: A sociocultural perspective. Gifted Education International, 13, 113–120.

Fleith, D. D. (2001, Spring). Suicide among gifted adolescents: How to prevent it. National Research Center for the Gifted and Talented Newsletter. Retrieved from http://www.nrcgt.uconn.edu/newsletters/spring012

Foucault, M. (1978). The history of sexuality. Volume 1: An introduction. (R. Hurley, Trans.). New York, NY: Pantheon. (Original work published 1976)

Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. New York, NY: The Free Press.

Gould, M. S., & Shaffer, D. (1986). The impact of suicide in television movies. New England Journal of Medicine, 315, 690–694.

Gould, M. A., Greenberg, T., Velting, D. M., & Shaffer, D. (2003). Youth suicide risk and preventive interventions: A review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 386–405.

Gross, M. U. M. (2003). Exceptionally gifted children (2nd ed.). New York, NY: Routledge.

Grossman, A. H., & D’Augelli, A. R. (2007). Transgender youth and life-threatening behaviors. Suicide and Life-Threatening Behavior, 37, 527–537.

Heilbron, N., Compton, J. S., Daniel, S. S., & Goldston, D. B. (2010). The problematic label of suicide gesture: Alternatives for clinical research and practice. Professional Psychology: Research and Practice, 41, 221–227. http://dx.doi.org/10.1037/a0018712

Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456–470.

Hewitt, P. L., & Flett, G. L. (2004). Multidimensional Perfectionism Scale: Technical manual. North Tonawanda, NY: Multi-Health Systems.

Hewitt, P. L., Flett, G. L., Sherry, S. B., & Caelian, C. (2006). Trait perfectionism dimensions and suicidal behavior. In T. E. Ellis (Ed.), Cognition and suicide: Theory, research, and therapy (pp. 215–235). Washington, DC: American Psychological Association.

Howley, C., Howley, A., & Pendarvis, E. (1995). Out of our minds: Anti-intellectualism and talent development for American schooling. New York, NY: Teachers College Press.

Howley, C., Howley, A., & Pendarvis, E. (2017). Out of our minds: Turning the tide of anti-intellectualism in American schools (2nd ed.). Waco, TX: Prufrock Press.

Husserl, E. (1970). The crisis of European sciences and transcendental phenomenology: An introduction to phenomenology (D. Carr, Trans.). Evanston, IL: Northwestern University Press.

Hyatt, L. (2010). A case study of the suicide of a gifted female adolescent: Implications for prediction and prevention. Journal for the Education of the Gifted, 33, 514–535.

Jack, B. (2014). Goethe’s Werther and its effects. The Lancet Psychiatry, 1, 18–19.

Jobes, D. A., Berman, A. L., O’Carroll, P. W., Eastgard, S., & Knickmeyer, S. (1996). The Kurt Cobain suicide crisis: Perspectives from research, public health, and the news media. Suicide and Life-Threatening Behavior, 26, 260–271.

John, A., Hawton, K., Gunnell, D., Lloyd, K., Scourfield, J., Jones, P. A. . . . & Dennis, M. S. (2017). Newspaper reporting on a cluster of suicides in the UK: A study of article characteristics using PRINTQUAL. Crisis, 38, 17–25.

Johnson, J., Panagioti, M., Bass, J., Ramsey, L., & Harrison, R. (2017). Resilience to emotional distress in response to failure, error or mistakes: A systematic review. Clinical Psychology Review, 52, 19–42.

Johnson, M. C. (1994). Cerulean sky: A gifted student explains his differences and difficulties. Gifted Child Today, 17(5), 20–21, 42.

Kaiser, C. F., & Berndt, D. J. (1985). Predictors of loneliness in the gifted adolescent. Gifted Child Quarterly, 29, 74–77.

Kalesan, B., Villarreal, M. D., Keyes, K. M., & Galea, S. (2016). Gun ownership and social gun culture. Injury Prevention, 22, 216–220.

Kanevsky, L., & Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26, 20–28.

Katz, C., Bolton, S.-L., Katz, L. Y., Isaak, C., Tilston-Jones, T., Sareen, J., & Swampy Cree Suicide Prevention Team. (2013). A systematic review of school-based suicide prevention programs. Depression and Anxiety, 30, 1030–1045.

King, C. (1997). Suicidal behavior in adolescence. In R. Maris, M. Silverman, & S. Canetto (Eds.), Review of suicidology (pp. 61–95). New York, NY: Guilford.

Knapp, J. D. (2017). “13 Reasons Why”: Canadian schools ban all talk, issue warnings about Netflix series. Variety. Retrieved from http://variety.com/2017/tv/news/13-reasons-why-netflix-canadian-school-bans-talk-1202403323

Kochanek, K. D., Murphy, S. L., Xu, J., & Tejada-Vera, B. (2016). Deaths: Final data for 2014. National Vital Statistics Reports, 65(4). Washington, DC: U.S. Department of Health and Human Services.

Lester, D. (2011). Extraversion and suicidal behavior. In A. M. Columbus (Ed.), Advances in psychology research (Vol. 78, pp. 113–121). Hauppauge, NY: Nova Science.

Ludwig, A. (1995). The price of greatness. New York, NY: Guilford.

Mead, M. (1954). The gifted child in the American culture of today. The Journal of Teacher Education, 5, 211–214.

Metha, A., & McWhirter, E. H. (1997). Suicide ideation, depression, and stressful life events among gifted adolescents. Journal for the Education of the Gifted, 20, 284–304.

Miller, M., Azrael, D., & Barber, C. (2012). Suicide mortality in the United States: The importance of attending to method in understanding population-level disparities in the burden of suicide. Annual Review of Public Health, 33, 393–408.

Niederkrotenthaler, T., Fu, K., Yip, P. S. F., Fong, D. Y. T., Stack, S., Cheng, Q., & Pirkis, J. (2012). Changes in suicide rates following media reports on celebrity suicide: A meta-analysis. Journal of Epidemiology and Community Health, 66, 1037–1042.

No Child Left Behind Act, 20 U.S.C. §6301 (2001).

Peine, M., & Coleman, L. J. (2010). The phenomenon of waiting in class. Journal for the Education of the Gifted, 24, 220–244.

Pelkonen, M., & Marttunen, M. (2003). Child and adolescent suicide: Epidemiology, risk factors, and approaches to prevention. Pediatric Drugs, 5, 243–265.

Peterson, J. S. (1993). What we learned from Genna. Gifted Child Today, 16, 15–16.

Peterson, J. S. (2014). Giftedness, trauma, and development: A qualitative, longitudinal case study. Journal for the Education of the Gifted, 37, 295–318.

Peterson, J., & Ray, K. (2006). Bullying among the gifted: The subjective experience. Gifted Child Quarterly, 50, 252–269.

Phillips, D. P. (1974). The influence of suggestion on suicide: Substantive and theoretical implications of the Werther effect. American Sociological Review, 39, 340–354.

Reynolds, C. R. (1987). Raising intelligence: Clever Hans, Candides, and the miracle in Milwaukee. Journal of School Psychology, 25, 309–312.

Roy, E. A. (2017). 13 Reasons Why: New Zealand bans under-18s from watching suicide drama without adult. The Guardian. Retrieved from https://www.theguardian.com/world/2017/apr/28/13-reasons-why-new-zealand-bans-under-18s-from-watching-suicide-drama-without-adult

Rudd, M. D., Berman, A. L., Joiner, T. E., Nock, M. K., Silverman, M. M., Mandrusiak, M., & White, T. (2006). Warning signs for suicide: Theory, research, and clinical applications. Suicide and Life-Threatening Behavior, 36, 255–262. doi:10.1521/suli.2006.36.3.255

Russell, S. T., & Joyner, K. (2001). Adolescent sexual orientation and suicide risk: Evidence from a national study. American Journal of Public Health, 91, 1276–1281.

Ryan, C., Huebner, D., Diaz, R. M., & Sanchez, J. (2009). Family rejection as a predictor of negative health outcomes in white and Latino lesbian, gay, and bisexual young adults. Pediatrics, 123, 346–352.

Sak, U. (2004). A synthesis of research on psychological types of gifted adolescents. Journal of Secondary Gifted Education, 15, 70–79.

Scheiber, N. (2013, March 11). So open it hurts: What the Internet did to Aaron Swartz. The New Republic, 16–23.

Sedillo, P. J. (2015). Gay gifted adolescent suicide and suicidal ideation literature: Research barriers and limitations. Gifted Child Today, 38, 114–120.

Seiden, R. H. (1966). Campus tragedy: A study of student suicide. Journal of Abnormal Psychology, 71, 389–399.

Shneidman, E. (1981). Suicide thoughts and reflections. Suicide and Life-Threatening Behavior, 11, 198–231.

Shneidman, E. S. (1993). Suicide as psychache: A clinical approach to self-destructive behavior. Northvale, NJ: Jason Aronson.

Shneidman, E. S. (1998). The suicidal mind. Oxford, England: Oxford University Press.

Siegle, D., Wilson, H. E., & Little, C. A. (2013). A sample of gifted and talented educators’ attitudes about academic acceleration. Journal of Advanced Academics, 24, 27–51. doi:10.1177/1932202X12472491

Southern, W. T., & Jones, E. D. (Eds.). (1991). The academic acceleration of gifted children. New York, NY: Teachers College Press.

Speirs Neumeister, K. (2015). Perfectionism in gifted children. In M. Neihart, S. I. Pfeiffer, & T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know? (2nd ed., pp. 29–40). Waco, TX: Prufrock Press.

Stillion, J. M., & McDowell, E. E. (1996). Suicide across the life span. Washington, DC: Taylor & Francis.

Stillion, J. M., McDowell, E., & May, J. (1984). Developmental trends and sex differences in adolescent attitudes toward suicide. Death Education, 8, 81–90.

Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10, 295–319. doi:10.1207/s15327957pspr1004 2

Street, S., & Kromney, J. D. (1994). Relationship between suicidal behavior and personality types. Suicide and Life-Threatening Behavior, 24, 282–292.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3–54.

Tannenbaum, A. J. (1962). Adolescent attitude toward academic brilliance. New York, NY: Bureau of Publications, Teachers College, Columbia University.

Tannenbaum, A. (1983). Gifted children. New York, NY: Macmillan.

Turner, J. C., Leno, E. V., & Keller, A. (2013). Causes of mortality among American college students: A pilot study. Journal of College Student Psychotherapy, 27, 31–42.

U.S. Census Bureau. (n.d.). Census regions and divisions of the United States. Retrieved from https://www2.census.gov/geo/pdfs/maps-data/maps/reference/us_regdiv.pdf

White, J. (2016). Preventing youth suicide: A guide for practitioners. Victoria, British Columbia: Ministry of Children and Family Development. Retrieved from http://www2.gov.bc.ca/assets/gov/health/managing-your-health/mental-health-substance-use/child-teen-mental-health/preventing_youth_suicide_practitioners_guide.pdf

Wilcox, H. C., Kellam, S. G., Brown, C. H., Poduska, J., Ialongo, N. S., Wang, W., & Anthony, J. C. (2008). The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempt. Drug and Alcohol Dependence, 95 (Suppl 1), S60–S73.

World Health Organization. (2008). Preventing suicide: A resource for media professionals. Geneva, Switzerland: Author. Retrieved from http://apps.who.int/iris/bitstream/10665/43954/1/9789241597074_eng.pdf

Zabloski, J., & Milacci, F. (2012). Gifted dropouts: Phe-nomenological case studies of rural gifted students. Journal of Ethnographic & Qualitative Research, 6, 175–190.