The Effects of the SENG Parent Education Model on Parents and Gifted Children

Saranlı, Adile Gülşah; Metin, Emine Nilgün

doi:10.15390/eb.2014.3078

Cited by 6 publications

(7 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The tendency among participants to rely on teacher support, which plays a crucial role not only in their educational advancement but also in their moral and character development, is consistent with findings in existing academic literature (Altıntaş & Ilgun, 2016;Balcı & Yelken, 2010;Chandra-Handa, 2019;Lumpkin, 2013). Additionally, the observation that participants also seek assistance from their families in times of need aligns with previous research findings (Işık & Metin, 2020;Saranlı & Metin, 2014). A notable portion of the participants seems to prefer turning to their peers as a secondary source of support.…”

Section: Discussionsupporting

confidence: 88%

“…However, it is also observed that these support mechanisms themselves require counseling and assistance (Karakus, 2014). Therefore, it is observed that psycho-educational workshops are conducted for families and teachers within the scope of Psychological Counseling and Guidance services (Saranlı & Metin, 2014). From an educational perspective, various strategies such as mentoring, acceleration, grouping, and enrichment are employed for gifted students (Callard-Szulgit, 2010;Sak, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Özel Yetenekli Öğrencilerin Okul Ortamında Karşılaştıkları Sorunlar ve Çözüm Önerileri

ÜNLÜ,

KARADAŞ

2023

Uluslararası Türk Eğitim Bilimleri Dergisi

View full text Add to dashboard Cite

This study aims to identify the difficulties experienced by gifted students in the school environment and gather their proposed solutions, with the ultimate goal of understanding their perspectives on an ideal educational model. In pursuit of this objective, the study sought the perspectives of gifted students on their school environment, teachers, and peers, with a focus on the problems they encounter and their coping strategies. Participants in this study were selected using a simple random sampling method and consisted of 13 female and 13 male students attending primary and middle school levels. Data were obtained through one-on-one interviews with gifted students using semi-structured interview forms and analyzed using the descriptive content analysis method. Participants in the study expressed that they face challenges in educational settings, attributing these issues to problems related to their peer group, teachers, and the school environment. They also mentioned that they attempt to cope with these problems either by seeking support from their peers, families, and teachers or by developing individual solutions. In their ideal school experience, participants expressed the desire for the inclusion of talent-specific classes, the establishment of an equitable, social, and democratic environment, and the absence of homework and exams. In the context of the findings obtained, it is recommended that extra classes, activities, and support services tailored to the talents and interests of gifted students should be provided. Additionally, seminars and in-service training should be offered to teachers. Moreover, it is suggested that parents of gifted students and educational stakeholders receive education on giftedness, the challenges they face, and possible coping strategies. Furthermore, peer groups should have their awareness increased regarding individual differences and peer relationships through supportive content and guidance practices.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Özel Yetenekli Öğrencilerin Okul Ortamında Karşılaştıkları Sorunlar ve Çözüm Önerileri

ÜNLÜ,

KARADAŞ

2023

Uluslararası Türk Eğitim Bilimleri Dergisi

View full text Add to dashboard Cite

show abstract

“…Casino-García et al [10] found significant differences between identified and unidentified students in clarity; gifted students understood their emotions less and felt sadder. Unfavourable parental reactions to children's negative emotions may be associated with negative emotionality and low social and emotional competence in children [69], explaining why understanding the socio-emotional needs of gifted children and how to meet these needs via parental education programmes have positive results for parents and children [24]. According to the model of Zeidner, Matthews, Roberts, and MacCann [80] on the development of emotional competencies, parental and child influences are bidirectional.…”

Section: Emotional Intelligence Of Parents Of Gifted Childrenmentioning

confidence: 99%

“…Despite the crucial role of parents in the education of gifted children, analyses of parents' SWB, EI, and mood are lacking [24]. Research has examined the perceptions of parents regarding how families function (e.g., [25]); the perceptions of gifted students of their family environment and its relationship with their interpersonal skills and interactions with classmates (e.g., [26]); the relationships between the identified child and siblings (e.g., [27]); and parents' psychological well-being, namely, their levels of anxiety and stress (e.g., [6,7,9]).…”

Section: Introductionmentioning

confidence: 99%

Subjective Well-Being, Emotional Intelligence, and Mood of Parents: A Model of Relationships. Impact of Giftedness

2020

View full text Add to dashboard Cite

The well-being of parents could be either a protective or risk factor for themselves or their children. Our objective is to analyse the affective components of subjective well-being (SWB), emotional intelligence (EI), and parental mood. Parents of gifted children may be a vulnerable group because they face exceptional challenges in raising their children, sometimes with neither educational nor social support. We assess whether parents’ EI predicts their SWB and whether positive and negative mood mediate this relationship in two different groups of parents (with or without gifted children). The sample comprised 280 parents. To test the hypotheses, descriptive analysis and structural equation modelling (SEM) were conducted. In both groups of parents, EI predicted SWB, and mood played a mediating role. Parents of gifted children had poorer SWB due to a higher number of negative experiences. Additionally, these parents tended to express more anger. Thus, parents of gifted children are an at-risk group. Our work highlights the need for teachers and social agents to consider families to facilitate the inclusion of gifted students and improve their health and that of their parents.

show abstract

“…This contradiction seems difficult to understand at first, but perhaps, considering parent acceptance-rejection theory, it may be that parents are providing higher levels of warmth and affection than hostility, indifference, and rejection (Rohner, Khaleque & Cournoyer, 2005); and the gifted children are more pardoning of negative moments of parenting. Interestingly, Saranli and Metin (2014) …”

Section: Parents' Expectationsmentioning

confidence: 99%

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

Wright-Scott¹

View full text Add to dashboard Cite

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...

show abstract

The Effects of the SENG Parent Education Model on Parents and Gifted Children

Cited by 6 publications

References 9 publications

Özel Yetenekli Öğrencilerin Okul Ortamında Karşılaştıkları Sorunlar ve Çözüm Önerileri

Özel Yetenekli Öğrencilerin Okul Ortamında Karşılaştıkları Sorunlar ve Çözüm Önerileri

Subjective Well-Being, Emotional Intelligence, and Mood of Parents: A Model of Relationships. Impact of Giftedness

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

Contact Info

Product

Resources

About