Nurturing the Social-Emotional Development of Gifted Children

Webb, James T.

doi:10.1177/004005999502700222

Cited by 49 publications

(86 citation statements)

References 1 publication

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“…In contrast, external factors arise due to the gifted child's interaction with the environment which may result in discordant relationships with others and difficulty coping with particular situations. Although characteristics of giftedness are not inherently problematic, they may become an obstruction to SEWB when combined characteristics become patterns of behaviour (Webb, 1994). This approach fits well with Gagné's theory whereby internal and external catalysts influence the development of gifts to talents.…”

Section: Social-emotional Experiences Of the Gifted Childsupporting

confidence: 52%

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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Section: Social-emotional Experiences Of the Gifted Childsupporting

confidence: 52%

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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“…In addition, gifted children can experience difficulty being understood by adults as they can both appreciate, value, and reward gifted children's talents and also sometimes ridicule the child or perhaps make the child conform to a more normal mold (Delisle, 1992). Webb (1994) suggests that there are some internal and external reasons behind those kinds of challenges that gifted children face. It has also been claimed that unsynchronized development, peer relations, excessive personal criticism, multi-potentiality are among the areas in which gifted children experience problems most (Whitmore, 1980;Adderholt-Elliot, 1989).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Halstead (1994) stated that gifted kids might also need different peer groups because of their interest in many areas. They can also establish relations with adults because of their advanced level (Webb, 1994). All these factors might have an impact on their perception of school where they have to be with their peers.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivation levels of gifted students and their metaphorical perceptions of school

EriÅŸen¹,

Åžahin²,

Birben³

et al. 2016

Educ. Res. Rev.

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The aim of this study is to analyze the school motivation levels of gifted students and their metaphorical perception of school. For this purpose, quantitative and qualitative approach was used as the mixed method. The sample for both methods consisted of 96 gifted students at secondary school level. For quantitative data, School Motivation Scale was used and the students were also asked to form their metaphors about school as the qualitative data collection tool. Based on the descriptive statistics of School Motivation Scale, scores which indicated +/-1 standard deviation from mean and the metaphors of these students were compared depending on their motivation levels. The metaphors formed were collected under three main headings; positive metaphors, negative metaphors and neutral metaphors. According to the results, students who had high school motivation score stated mostly positive metaphors about school. The students who had low school motivation score tend to state mostly negative metaphors.

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“…«преждевременный» [65]. Автор считает, что концепция S. Ferenczi о происхождении интеллекта может служить ключом к формированию эффективных методов «ле-чения» для тех, кто «страдает» от одаренности [25].…”

Section: Ch I Ld Neurology R U S S I a N J O U R N A L O Funclassified

“…J. T. Webb (1993) считает, что увидеть различия меж-ду поведением, которое иногда ассоциируется с ода-ренностью, однако характерно и для СДВГ, нелегко, так как существует значительное сходство между по-ведением одаренных детей и детей с СДВГ [66]. Может стать самонадеянным, надменным, склонен причислять себя к «избранным» («высшему обществу», элите) в сравнении с окружающими детьми, если только не находится в среде одаренных ровесников и не имеет возможности общаться с детьми с равноценными способностями и высоким интеллектом.…”

Section: детской неврологии р у с с к и й ж у р н а л Ch I Ld Neurolounclassified

Children’s Giftedness and Associated Problems. The Twice Exceptionality Phenomenon. Giftedness and Learning Problems. Giftedness and Attention Deficit/ Hyperactivity Disorder (А Review of Literature). Part I

Пылаева¹

2015

Rus. ž. det. nevrol.

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Nurturing the Social-Emotional Development of Gifted Children

Cited by 49 publications

References 1 publication

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Motivation levels of gifted students and their metaphorical perceptions of school

Children’s Giftedness and Associated Problems. The Twice Exceptionality Phenomenon. Giftedness and Learning Problems. Giftedness and Attention Deficit/ Hyperactivity Disorder (А Review of Literature). Part I

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