Sal Mendaglio



University of Toronto


McGill University

BA - Psychology

St Francis Xavier University

Contact information


Office: 403.220.6277


Main Campus: EDT926

Research and Scholarly Activity

Research areas

  • Intelligence, cognition, and personality
  • Educational leadership
  • Aboriginal education
  • Identity development
  • Emotional intelligence
  • Counselling and health issues
  • Parent affective programs
  • Perfectionism
  • Problem-based learning


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

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


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.


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.


Distinguished Lecture, Faculty of Education 2008