Emotional Adjustment of Gifted Children

Gallucci, Nicholas T.

doi:10.1177/001698628803200206

Cited by 37 publications

(27 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, others (Brody & Persson Benbow, 1986;Galluci, 1988) have found similar results to those, namely that the gifted are at least as well adjusted as any other children.…”

Section: Emotional Developmentsupporting

confidence: 59%

The emotional development of the highly able

Freeman

1997

Eur J Psychol Educ

View full text Add to dashboard Cite

The highly able can be expected to be at least as well balanced as any other children, but they do have special emotional problems arising both from other people's reactions to their exceptionality and from inappropriate education. This was investigated in a British 14-year comparative study. Children labelled as gifted were found to be from different home backgrounds and to have different emotional profiles' than others ofthe same measured ability who had not been seen as gifted. From this and other research it can be seen that expectations of highly able children can be confusing,for example that they either have poor social relationships or are natural social leaders. Teachers and parents may over-pressure pupils to excel at all times, or raise their all-round expectations for a child, even though s/he is only gifted in a specific area. Stress may also come from always having to learn at an unstimulating level, producing boredom, apathy and underachievement. Suggestions are made for helping the emotional development and improving educational provision for the highly able. Emotional and relational correlates of high abilityIt is impossible to be precise about who the highly able are; there are dozens of definitions' most of which refer to children's advancement beyond their age group on tests of ability or school marks. Non-school subjects, such as management or potential money-making talent are rarely considered. For children, being highly able or gifted is in fact to be precocious, whereas the criteria for adults lie in the products rather than the individual's ability relative to their age. The highly able are defined here, rather loosely, as those who either demonstrate exceptionally high-level performance, whether across a range of endeavours or in a limited field, or who have the potential for this. A particularly encouraging and exciting trend to emerge from many studies in this area, is that high ability may take many different forms, appear in quite unexpected situations, and at different points during a life-time.Although conventional intelligence tests resulting in an IQ are most often used for identification (in the Western world), these are not an entirely sensitive measure of very high intellect because: of the "ceiling effect", the upper limit of the tests being too low to distinguish reliably between the top few percent. Nor do high IQ scores distinguish such important matters in scholastic success as personal styles of thinking and personality, and so they are poor

show abstract

“…However, others (Brody & Persson Benbow, 1986;Galluci, 1988) have found similar results to those, namely that the gifted are at least as well adjusted as any other children.…”

Section: Emotional Developmentsupporting

confidence: 59%

The emotional development of the highly able

Freeman

1997

Eur J Psychol Educ

View full text Add to dashboard Cite

show abstract

“…Through a variety of intellectual assessments, parent and teacher ratings of mental, moral, social, and physical traits as well as researcher-collected psychological and social batteries, medical examinations, and case studies, Terman concluded that when compared to a control group of nongifted peers, gifted children possessed greater life satisfaction, excelled on several traits (intellect, volition, emotional, moral, physical, and social compared to nongifted peers), and had fewer psychotic tendencies. More recent investigations of the psychological (Cross, Adams, Dixon, & Holland, 2004) and social well-being (Galucci, 1988) of gifted children and youth have provided further support for Terman's findings, but Hollingworth (1942), a contemporary of Terman, found social disconnection to be common among highly gifted children (IQs 180+).…”

Section: Mental Health and Coping In High-achieving And High-ability mentioning

confidence: 96%

Coping strategies of high school students in an International Baccalaureate program

Suldo

Shaunessy

Michalowski

et al. 2008

Psychology in the Schools

View full text Add to dashboard Cite

Students who are enrolled in academically challenging curricula face a multitude of stressors related to increased academic demands in addition to the developmental and biological challenges that are normative to adolescence. This article presents results of a qualitative study conducted to uncover the coping styles of students in a rigorous curriculum and determine which strategies are associated with varying levels of psychopathology (specifically, low and above‐average anxiety). Forty‐eight students from an International Baccalaureate (IB) diploma program participated in eight focus groups, in which participants were grouped by level of anxiety. Following transcription analysis using grounded theory methodology, researchers identified coping strategies and the frequency of these approaches; active problem‐solving and avoidance of demands were reported most often among all IB students in this investigation. Students with above‐average levels of anxiety discussed seeking social support more often, whereas students with low anxiety more frequently discussed avoiding demands, reducing one's workload, and seeking positive emotions. © 2008 Wiley Periodicals, Inc.

show abstract

“…The former group had a lower level of social play, was more likely to favor older friends, and was rated by teachers to have more positive interpersonal characteristics, goal-directed behavior, and creativity. Gallucci (1988) explored rates of psychopathology in 83 extremely intelligent Louisianan adolescents ages 12-16 (defined as at least the 99.2nd percentile).…”

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

confidence: 99%