Gender and Giftedness

Reis, Sally M.; Hébert, Thomas P.

doi:10.1007/978-0-387-74401-8_14

Cited by 14 publications

(2 citation statements)

References 54 publications

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“…However, the definition which was used here was the minimal and most consensual one [1]. Secondly, while the gifted and normative groups were matched for sex, thus allowing a control for boys' overrepresentation in the former—which is also found in the general population of gifted [52]—when comparing both, we did not control the effect of parental high academic levels—which is another long known feature of gifted children [15]—on behavioral profiles. However, since our first hypothesis was only descriptive, statistical control of socioeconomic variables was unneeded; incidentally, considering that high academic levels of parents are associated with lower child behavioral problems [53], such a statistical control would probably have amplified contrasts between the two groups.…”

Section: Discussionmentioning

confidence: 99%

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

Guénolé

Louis

Créveuil

et al. 2013

BioMed Research International

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It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler's intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.

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Section: Discussionmentioning

confidence: 99%

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

Guénolé

Louis

Créveuil

et al. 2013

BioMed Research International

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“…The behaviors of "blending in" or "pretending to be normal" have been described earlier by Coleman (1985) as not admitting a test was easy, asking questions one already knows the answers to, not raising hand or volunteering answers, and purposefully trying to be vague about accomplishments or grades, just to name a few. Gifted girls have been known to take on these behaviors to avoid being seen as unattractive (Reis and Hébert, 2008) or feeling alienated (Fahlman, 2004) as I saw in Ivey and Hannah Jane's (re) fractional narratives.…”

Section: Theoretical Justificationsmentioning

confidence: 99%

(Re)fractional narrative inquiry: A methodological adaptation for exploring stories

Guthrie

2022

Methodological Innovations

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Narrative inquiry is relational inquiry in which inquirers come alongside the living, telling, re-living, and re-telling of stories . In this article, I present how I adapted narrative inquiry to explore parent perspectives of their gifted adolescent daughters’ experiences of belonging. At the time, I was conducting this study as part of my doctoral dissertation work and as a novice researcher, I struggled with (1) gaining access by a school district to interview adolescent students, (2) believing I could relationally come alongside adolescents as an outsider, and (3) questioning their developmental ability to think reflectively about their stories of belonging. Ultimately, I had to rethink my narrative inquiry approach. Here in this article, I share how I re-conceptualized my methodological approach as (re)fractional narrative inquiry to better understand gifted girls’ experiences from the perspectives of those who have relationally lived alongside them. I also present the context and methods of the study, provide a sample of co-negotiated narratives, discuss justifications of my inquiry, and conclude with reflections and evaluations of my adaptations.

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Helping Gifted and Talented Adolescents and Young Adults

Sampson

Chason

2008

Handbook of Giftedness in Children

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Gender and Giftedness

Cited by 14 publications

References 54 publications

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

(Re)fractional narrative inquiry: A methodological adaptation for exploring stories

Helping Gifted and Talented Adolescents and Young Adults

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