Dificultades socio-emocionales del alumno con altas habilidades

Abstract

Se describen dificultades socio-emocionales que fueron observadas en alumnos con altas habilidades. Asimismo, se discute la asincronía entre distintas dimensiones del desarrollo, tales como el perfeccionismo, la hipersensibilidad, el bajo rendimiento, además de otro tipo de dificultades socio-emocionales, presentándose factores asociados a las mismas. Finalmente se señalan las posibles contribuciones del psicólogo en lo que se refiere a la orientación de los alumnos con altas habilidades, sus familias y profesores, a nivel de prevención o minimización de los desajustes, así como para contribuir a la optimización de su proceso de desarrollo.

Challenges on the identification and development of giftedness in South America.

“…By the end of the 1980s, the concept of high ability and giftedness was referred to as general intelligence (g) in the policies and practices given by the Ministry of Education (1983). However, research findings and initiatives from scientific settings (Alencar, 2008;Blumen, 2009;Mönks, Ypenburg, & Blumen, 1997;Robinson, 2006) revealed that intellectual and motivational factors, as well as academic achievement, are all significant in affecting educational outcomes and life success. Moreover, the development of expertise involves training and interventions in domain-specific skills (Blumen, 2014), as well as self-regulated thinking to achieve levels of expertise and outstanding performance in adulthood (Subotnik & Rickoff, 2010).…”

New Trends in Talent Development in Peru

“…However, as longitudinal findings show, very few gifted children make it to become eminent adults. And very few talented adults were gifted children (Alencar, 2008; Blumen, 2009).…”

“…In this sense, there is a need for a theoretical framework to identify the gifted and talented in a context shaped with multiculturalism and poverty, taking into consideration that (a) the native population and girls are underrepresented in domain-specific academic talents (Alencar, 2008; Blumen et al, 2004), (b) nutrition and schooling are significant variables in any screening or identification process (Blumen, 2000, 2002; Pollit, 2007), (c) resilience-associated factors must be considered in socially excluded and marginalized communities (Blumen, 2008a), (d) the central system style curriculum exhibits low levels of flexibility (Blumen, 2001b; MINEDU, 1983), and (e) the definition of giftedness and talent needs to be culturally relevant (Blumen, 2011).…”

“…However, research findings and initiatives coming from scientific settings (Alencar, 2008; Blumen, 2007, 2009; Blumen, Mantilla, & Cornejo, 2004; Colangelo, Assouline, & Gross, 2004; Mönks, 1992; Mönks, Ypenburg, & Blumen, 1997; Robinson, 2006) revealed that cognitive and conative factors are as significant factors as academic ability, with correlate variables such as access to opportunities and perseverance. Moreover, the development of expertise (Sternberg, 2000) involves training and interventions in domain-specific skills, as well as self-regulated thinking to achieve levels of expertise (Alencar, 2008), and outstanding performance in adulthood (Subotnik & Rickoff, 2010). But, the lack of culturally fitted foundations for establishing provisions for talent development in Peru, as well as the inability to identify who will be the eminent adult in the future, refrain policies related to talent identification services in the community (Blumen, 2011).…”

El Programa Integral Para Altas Capacidades (Pipac): 18 Años De Experiencia

“…Además, tienen un locus de control interno para atribuirse los éxitos obtenidos, pero externo a la hora de achacar los fracasos a otras personas (OLSZEWSKI-KUBILIUS; KULIEKE; KRASNEY, 1988). Posiblemente debido a este perfeccionismo y altas expectativas, los niños y niñas con altas capacidades presentan una baja tolerancia a la frustración (ARETXAGA et al, 2013;ALENCAR, 2008), que es preciso trabajar directamente (GÓMEZ, 2020; PÉREZ-HERNÁNDEZ; . Otra dificultad es que son poco proclives a trabajar de forma grupal (RODRÍGUEZ-NAVEIRAS et al, 2015), siendo una realidad que con frecuencia es obligado trabajar en equipo y deben estar preparados para ello.…”