University of Calgary

Salvatore "Sal" Mendaglio

  • Professor Emeritus of Education
  • Faculty Professor

Currently Teaching

Not currently teaching any courses.


Dr. Mendaglio, born in Italy, spent his youth in Montreal. He is married with three daughters and a son. His education includes: BA in psychology, St Francis Xavier, 1967; MEd in counseling, McGill University, 1972, PhD in counselling psychology, University of Toronto, 1976. Sal joined the counselling psychology program in 1976. In 1995, Sal moved to offering graduate and undergraduate courses in education. Sal’s area of passion has been the psychology of giftedness with particular emphasis on counseling gifted individuals. Currently he is teaching in the BEd program and graduate courses in leadership and gifted education.

Research & Scholarly Activity

Dr. Mendaglio’s research focuses on the psychology of giftedness and the theory of positive disintegration.

Current Projects:

  • First Nations’ Conceptions of giftedness, Asford Foundation
  • Case studies in giftedness: The lived experience
  • Moral Leadership: application of the theory of positive disintegration


The Social/Emotional Mind of the Gifted Learner: A Conception of Giftedness to Guide Parenting

When confronted with challenging gifted children, parents often seek advice from literature-- namely print form or the web. Info that parents find is often intended for academic or research purposes—not for daily parenting. Dr. Mendaglio presents his concept of giftedness, as used in family counseling, which is intended to guide parenting.

Presentation slides


University of Toronto

McGill University

BA (Psychology)
St Francis Xavier University

Professional & Community Affiliations

Dr. Mendaglio has offered his expertise in the area of giftedness to a various school districts.

  • Calgary Board of Education
  • Westmount Charter School
  • Rockyview school district


Mendaglio, S. (in press). Gifted students’ transition to university, Gifted Education International.

Mendaglio, S. (2012). Self concept of gifted students: A multi-theoretical perspective. In T.L. Cross and J.R. Cross (Eds), Handbook for counselors serving students with gifts and talents, pp. 297-314. Waco, TX: Prufrock Press.

Mendaglo, S. (2012). Giftedness and overexcitabilities research: A call for a paradigm shift, Journal for the Education of the Gifted, 207-219.

Mendaglio, S. (2010). Overexcitabilities and Dabrowski’s theory. In F. Preckel, W. Schneider, & H. Holling (Eds.), Diagnosis of giftedness. Series: Yearbook of the pedagogical psychological diagnosis. Tests and Trends (Vol. 8, pp. 169-196).

Rinn, A.N., Mendaglio, S., Rudasill, K.M., & McQueen, K.S. (2010). Examining the relationship between the overexcitabilities and self-concepts of gifted adolescents via multivartiate cluster analysis. Gifted Child Quarterly, 54: 3-17.


Distinguised Lecture, Faculty of Education 2008

Media Work

  • Guest Commenting on the Vancouver Sun newspaper story: “Two-year-old Calgary boy made member of Mensa” QR 77 Calgary radio station, April 25, 2012 
  • Guest Commenting on the Vancouver Sun newspaper story: “Two-year-old Calgary boy made member of Mensa”, CBC Radio Ottawa; CBC Radio Windsor; CBC Radio Yellowknife; CBC Radio Winnipeg, May 7, 2012
  • Guest Commenting on the Vancouver Sun newspaper story: “Two-year-old Calgary boy made member of Mensa”, CBC Radio Regina; CBC Radio Calgary; CBC Radio Whitehorse; CBC Radio Vancouver, May 7, 2012
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