Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss With a Caring Adult

Jen, Enyi; Wu, Jiaxi; Gentry, Marcia

doi:10.1177/1932202x15621904

Cited by 13 publications

(10 citation statements)

References 32 publications

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“…Previous research has shown that high-ability adolescents in middle school would like to talk more about bullying with caring adults (Jen et al, 2016) and schools may want to consider ways to connect gifted children with adults who would be willing to talk about bullying. Additionally, the importance of peers for gifted children in this study adds to the significance of intervention programs that incorporate peer bystanders.…”

Section: Discussionmentioning

confidence: 99%

Communicating about bullying: Examining disclosure among gifted students

Jumper

2019

Gifted Education International

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Although research on bullying has grown in scope in recent years, research specifically focused on gifted children’s experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted and nongifted middle school students communicate about bullying. This article examines quantitative differences in the ways middle school students who self-identify as gifted, and their peers who do not self-identify as gifted, disclose information about bullying. Data were collected from 343 middle school students at five different schools using the Olweus Bully/Victim Questionnaire. The study found that gifted students were more likely than general education students to disclose to their peers that they were being bullied but were not more likely than other children to communicate about bullying to their teachers or parents. These findings have important implications for schools and families as adults may underestimate bullying among the gifted. Additionally, these findings add to the literature supporting intervention programs that incorporate peer bystanders and add information to how we understand the importance of peers for gifted children.

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Section: Discussionmentioning

confidence: 99%

Communicating about bullying: Examining disclosure among gifted students

Jumper

2019

Gifted Education International

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“…Some studies have focused on which factors might affect gifted students' levels of well-being. In an analysis of socioaffective concerns based on a study conducted by Jen et al (2016), the topics most often chosen to talk about with an adult in order of importance were emotions and feelings (stress, fear, worry, and other), future aspirations (future, university, career, etc. ), relationships with other students, school, and school bullying.…”

Section: The Well-being Of Gifted Studentsmentioning

confidence: 99%

“…Being able to work in special programs with like-minded peers and experts is a measure valued by gifted students enrolled in mixed schools (Ireland et al, 2020). Extracurricular programs for gifted students can contribute to improving their well-being (Jen et al, 2016). The extracurricular enrichment program for gifted students at the Catholic University of Valencia (Universidad Católica de Valencia -UCV) is designed along these lines.…”

Section: Enrichment Program At the Catholic University Of Valenciamentioning

confidence: 99%

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

et al. 2021

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The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

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“…A safe environment is critical for gifted students during their adolescence because it is a place where they feel safe to be smart, to develop complexity in identities and value systems, and to develop a sophisticated knowledge base in order to meet their developmental potentials (Hébert et al, 2014;Hébert & Kelly, 2005). These findings also indicate the benefits of having an affective curriculum that exposes students to critical sociocultural issues and encourages them to gather to debate such issues (Hébert, 2012;Jen et al, 2016;Peterson, 2000). This is helpful not only for creating an open and accepting classroom milieu (Hébert et al, 2014) but also for attuning to the intellectual potential (e.g., addressing complexity) of these cognitively highly capable students (Dixon et al, 2004;Lo & Feng, 2020).…”

Section: Enabling Environmental Conditions For Lgbtq+ Self-acceptancementioning

confidence: 99%

Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students

Sungur

et al. 2021

Gifted Child Quarterly

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In a recent position statement, the National Association of Gifted Children argued the importance of providing equitable treatment of Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) gifted youth to help them maximize their potential. However, there are very few empirical studies focusing on the intersection of giftedness and gender identities. Little is known regarding these students’ experience at, and outside of, school. Focusing on the individual process of gender identity development and self-acceptance, we interviewed nine LGBTQ+ postsecondary students in North America (aged between 19 and 29 years) who are graduates of an academically focused high school in Turkey. In particular, we studied their ways of thinking, stress coping strategies, and environmental factors that may have enabled their self-acceptance of LGBTQ+ identities. Findings of the study show that the mental health of LGBTQ+ is a function of individual factors (e.g., coping strategies), structural factors (e.g., a homophobic sociocultural environment), and the context. The findings also indicate the benefits of complexity and reflectiveness in thinking, metacognition and the ability to separate identity labels from identities, enabled by high school peer support, liberal curriculum and classroom discussions, and access to information during adolescence.

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Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss With a Caring Adult

Cited by 13 publications

References 32 publications

Communicating about bullying: Examining disclosure among gifted students

Communicating about bullying: Examining disclosure among gifted students

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

Giftedness, Gender Identities, and Self-Acceptance: A Retrospective Study on LGBTQ+ Postsecondary Students

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