Theories of Social and Emotional Development in Gifted Children

Wiley, Kristofor R.

doi:10.4324/9781003238928-2

Cited by 6 publications

(4 citation statements)

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“…Many definitions of “giftedness” were recorded in the relevant literature, which argues that “gifted” students are characterized by high intelligence or some specific talent (or both), either in a specific domain or across a whole range of domains [ 154 ]. In previous years, giftedness was diagnosed by a high level of intelligence (Spearman’s ‘g’ factor of general intelligence) [ 155 ].…”

Section: Discussionmentioning

confidence: 99%

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The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Bonti,

Zerva,

Koundourou

et al. 2024

JPM

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The boundaries between neurodevelopmental disorders are often indistinct, even among specialists. But do these boundaries exist, or do experts struggle to distinguish and categorize symptoms in order to arrive at a dominant diagnosis while comorbidity continually leaves questions about where each disorder ends and begins? What should be reconsidered? The introduction of the term ‘spectrum of neurodevelopmental disorders’ could pave the way for a re-appraisal of the clinical continuum of neurodevelopmental disorders. This study aims to highlight the problems that emerge in the field of the differential diagnosis of neurodevelopmental disorders and propose a renegotiation of the distinctiveness criteria.

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Section: Discussionmentioning

confidence: 99%

“…However, there is consensus among researchers that gifted and/or talented (g/t) students are a highly heterogeneous population, exhibiting high intellectual abilities and/or talents in various domains (e.g., cognitive, creative, artistic) but may also display varied and different interpersonal characteristics [ 154 ].…”

Section: Discussionmentioning

confidence: 99%

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Bonti,

Zerva,

Koundourou

et al. 2024

JPM

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“…A gifted child’s intellectual capacity, by definition, exceeds the norm for their age, but their emotional or physical development may remain the same as their peers’. This concept of asynchrony or developing out-of-sync with the norm is an elemental factor associated with social and emotional conceptualizations of giftedness (see Silverman, 1997, 2012; Wiley, 2016; Wiley and Hébert, 2014). For example, as Guilbault and Kane (2016) suggest, a 5-year-old who can cognitively understand difficult concepts such as death and social justice, may not be unable to emotionally process or handle such life experiences.…”

Section: A Brief Orientation To Gifted Adolescent Girls and Belongingmentioning

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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“…The novel understanding of giftedness is now based on many psychologists'extending the traditional definition of giftedness to include not only cognitive abilities but also the regulation of experience, self‐expression, and emotions therefore (Gardner, 2000; Mayer & Salovey, 1993; Sternberg, 2018). it may be claimed that gifted children receive more stimuli and perceive their environment better thanks to their enhanced sensory awareness, which is associated that they may adopt a certain attitude toward acquiring knowledge and understanding the world (Hindal, 2014; Wiley, 2021). In their study, Heller and Hany (2004) discussed that the gifted label may have significant impacts on social isolation, egocentric attitudes, and personality development.…”

Section: Labeling Of the Giftedmentioning

confidence: 99%

Development of perception of gifted label scale (PGLS): A validity and reliability study

Tercan

Bıçakçı

2022

Psychology in the Schools

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This study attempted to create a valid and reliable instrument to measure how gifted children perceive the gifted label and others' perceptions of giftedness. We recruited a total of 300 gifted Turkish children (59.3% males; 40.7% females) aged 10–13 years (M = 11.4, SD = 0.99) to this validity and reliability study. For validity concerns, we first pooled the items relying on the relevant theoretical frameworks. Next, we resorted to expert opinions and employed the Lawshe technique to explore the content validity of the scale. Then, we performed confirmatory factor analysis to investigate the construct validity of the scale after checking multivariate normality through the Relative Multivariate Kurtosis value. Finally, we calculated Cronbach's alpha coefficients to reveal the internal consistency of the five‐factor model. Content validity ratio values showed that each item on the scale yielded an acceptable level of content validity. In addition, we concluded a significant Content validity index for the scale (0.82). Finally, we calculated Cronbach's alpha coefficients to be higher than .70 for the subscales. Overall, the findings suggested that the perception of gifted label scale (PGLS) has an acceptable psychometric quality regarding its validity and reliability. Gifted children's self‐reports may provide more valuable data to better understand the labeling phenomenon and help design preventive educational interventions against the negative impacts of labeling. Therefore the PGLS may lead the way of future studies on the effects of the gifted label on gifted children.

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Theories of Social and Emotional Development in Gifted Children

Cited by 6 publications

References 0 publications

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

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

Development of perception of gifted label scale (PGLS): A validity and reliability study

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