An overview of resilience in gifted children

Bland, Lori C.; Sowa, Claudia J.; Callahan, Carolyn M.

doi:10.1080/02783199409553629

Cited by 57 publications

(39 citation statements)

References 36 publications

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“…This stands in stark contrast with much of the resilience literature and research, which largely reports that giftedness works as more of a protective factor and that poverty generally puts people more at risk of negative outcomes (e.g., Bland and Sowa 1994;Gallagher 2008;Masten and Coatsworth 1998;Pianta and Walsh 1998;Pungello et al 1996;Schoon et al 2004;Werner 2000). One explanation for this could relate to the participants in this study having recently been awarded scholarships for their high achievements.…”

Section: Identitycontrasting

confidence: 60%

“…Resilience literature consistently reports that conditions associated with poverty are a significant risk factor (Gallagher 2008;Pianta and Walsh 1998;Pungello et al 1996;Schoon et al 2004) and that resources that come with giftedness are a major protective factor (Bland and Sowa 1994;Masten and Coatsworth 1998;Werner 2000). When personal or environmental features related to poverty pose a risk to positive outcomes for the individual, intellect, gifts, and talents can serve as protective factors that counteract the likelihood of maladaptive outcomes (Seeley 2003).…”

Section: Risk and Resilience In Gifted Young People From Low Socio-ecmentioning

confidence: 99%

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Risk and Resilience in Gifted Young People from Low Socio-Economic Backgrounds

Ballam

2017

Giftedness and Talent

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Gifted and talented young people from low socio-economic backgrounds are consistently under-represented in gifted programmes in New Zealand schools. This chapter reports on a qualitative study that explored the lived experiences of 101 gifted New Zealand young people from low socio-economic backgrounds. An overarching question for this study was 'What is it about gifted young people from low socio-economic backgrounds who have achieved to exceptional levels, that has enabled them to do so?' The risk and resilience construct was used as a lens through which to explore their experiences across a range of contexts. These young people reflected on their perceptions of their giftedness and socio-economic circumstances, their childhoods and school experiences, and their home lives. The stories of the participants in this study indicated that there are particular risks associated with both giftedness and low socio-economic status, and contribute to ideas about how these young people might be more effectively supported to develop their potential.

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Section: Identitycontrasting

confidence: 60%

Section: Risk and Resilience In Gifted Young People From Low Socio-ecmentioning

confidence: 99%

Risk and Resilience in Gifted Young People from Low Socio-Economic Backgrounds

Ballam

2017

Giftedness and Talent

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“…Academically talented children and resilient children often have parents who do not demand conformity but enable children to develop with some autonomy and a positive explanatory style (Dai & Feldhusen, 1996). Bland, Sowa and Callahan (1994) suggested the importance of research on the resilience of high achieving students but cautioned that although some common characteristics exist, many talented students do not develop resilience. McMillan and Reed (1994) discussed the need to understand how resilience promotes success in students.…”

Section: Resilience Theorymentioning

confidence: 99%

Understanding resilience in diverse, talented students in an urban high school

2004

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This article summarizes findings from a 3-year study of 35 economically disadvantaged, ethnically diverse, academically talented high school students who either achieved or underachieved in their urban high school. In particular, the resilience of these two groups of high ability students is explored. Comparative case study and ethnographic methods were used to examine the ways in which some academically talented students develop and/or employ strategies associated with resilience to achieve at high levels. Both risk factors and protective factors are examined to explore participants' pathways toward either positive or negative outcomes. The results of this study suggest that some protective factors helped some academically talented students to achieve at high levels. The protective factors include supportive adults; friendships with other achieving students; opportunity to take honors and advanced classes; participation in multiple extracurricular activities both after school and during the summer; the development of a strong belief in self; and ways to cope with the negative aspects of their school and urban environment; and in some cases, their family lives. Other protective factors include students' relationships with supportive adults and their previous participation in a gifted and talented program. Students who underachieved had specific risk factors, such as having older siblings who dropped out of school or became involved in drugs and/or alcohol. They also appeared to have developed fewer protective factors. The combination of the presence of risk factors and the absence of protective factors may ha ve impeded the ability of some underachieving students to achieve at higher levels.Sally M. Reis is a professor and the department head of the Educational Psychology Department in the Neag School of Education at the University of Connecticut where she also serves as principal investigator of The National Research Center on the Gifted and Talented. She was a classroom teacher and teacher of gifted students in public education as well as a gifted program director before coming to the University of Connecticut. Her research interests relate to talent development and special populations of gifted and talented students, including students with learning disabilities, gifted females and diverse groups of talented students who are often underserved.

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“…Some literature suggests that highly intelligent children appear to have higher levels of Ryff 's Autonomy (though adult expectations may derail this to an extent; Betts 1986), Environmental Mastery, Personal Growth, Positive Relations with Others, and Purpose in Life. This would possibly correspond to the application of superior cognitive ability to manage one's own affairs and master one's immediate environment, and some theoreticians have linked constructs similar to these PWB dimensions, such as resilience, to intelligence (e.g., Bland and Sowa 1994). Given the affective comorbidity associated with mental retardation mentioned earlier, this line of research suggests a general relationship between intelligence and PWB.…”

Section: Prior Investigations Of a Possible Link Between Well-being Amentioning

confidence: 90%