Hide
Show all
Email this article Disparities in cognitive and emotional development and social needs of gifted students
Abstract
Parents and teachers are struggling with various problems concerning children with high intelligence, outstanding academic abilities, who are usually called gifted children, without consideration that this group also includes children possessing other types of special abilities (e.g. artistic, scientific, leadership). There are many causes of the problems. One of them is asynchronous development of the child prodigies and their unique individual characteristics. Other causes result from external factors. The most important are: diagnostic difficulties leading to erroneous, often late identification of gifted students among peers and neglecting of their needs. Another is insufficient professional knowledge of parents and teachers on the specifics of the development of gifted children, the use of common knowledge to explain the unusual behaviour of these children, depending on the type and level of ability, lack of understanding of their needs and the lack of support that takes into consideration these personal and learning needs. The article focuses on reminding the most common problems in the development and behaviour of gifted children.
Keywords
Full Text:
PDF (Język Polski)References
Baker J.A. (1995), Depression and suicidal ideation among academically talented adolescents, “Gifted Child Quarterly”, 39 (4), 218–223.
Berndt D.J., Kaiser C.F., Aalst F. van (1982), Depression and self-actualization in gifted adolescents, “Journal of Clinical Psychology”, 38, 142–150.
Beer J. (1991), Depression, general anxiety, test anxiety, and rigidity of gifted junior high and high school children, “Psychological Reports”, vol. 69 (3, Pt 2) Spec Issue, 1128–1130.
Blackburn C., Erickson D.B. (1986), Predictable crises of the gifted student, “Journal of Counseling and Development”, 64 (9), 552–554.
Brookover W.B. (1989), Self-concepts of ability Scale – a review and further analysis, paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
Coleman L.J., Cross T.L. (1988), Is Being Gifted a Social Handicap? “Journal for the Education of the Gifted”, 11 (4), 41–56, DOI: 10.1177/0162353214521486.
Cornell G.C. (1989), Child adjustment and the use of the term gifted, “Gifted Child Quarterly”, 33 (2), 59–64.
Cross T. L., Coleman L.J., Stewart R.A. (1993), The social cognition of gifted adolescents: An exploration of the stigma of giftedness paradigm, “Roeper Review”, 16, 37–40, DOI: 10.1177/0016986208326554.
Cross T.L, Coleman L.J., Stewart R.A. (1995), Psychosocial diversity among gifted adolescents: An exploratory study of two groups, “Roeper Review”, 17 (3), 181–185.
Dauber S.L, Benbow C.P. (1990), Aspects of personality and peer relations of extremely talented adolescents, “Gifted Child Quarterly”, 34 (1), 10–14, DOI: 10.1177/001698629003400103.
Dirkes M.A. (1983), Anxiety in the gifted, pluses and minuses, “Roeper Review”, 6, 68–70.
Dyrda B. (2000), Syndrom Nieadekwatnych Osiągnięć jako niepowodzenie szkolne uczniów zdolnych.nDiagnoza i terapia, Kraków: Oficyna Wydawnicza Impuls.
Feldman D.H., Benjamin A.C. (1986), Giftedness as a developmentalist sees it, [w:] R.J. Sternberg, J.E. Davidson (red.), Conceptions of giftedness, Cambridge: UCP, 285–305.
Freeman J. (1983), Emotional problems of the gifted child, “Journal of Child Psychology and Psychiatry”, 24 (3), 481–485.
Freeman J. (1994), Some emotional aspects of being gifted, “Journal for the Education of the Gifted”, 17, 180–197.
Frydenberg E., Lewis R. (1993), Boys play sport and girls turn to others: Age, gender, and ethnicity as determinants of coping, “Journal of Adolescence”, 1993, 16 (3), 209–217.
Garland A.F., Zigler E. (1999), Emotional and behavioural problems among highly intellectually gifted youth, “Roeper Review”, 22 (1), 41–44.
Gross M.U.M. (1993), Self-esteem and motivational orientation of gifted students in selective high schools: A research update, paper presented at the Annual Conference of Principals of Selective High Schools, Sydney.
Grossberg L.N., Cornell D.G. (1988), Relationship between personality adjustment and high intelligence:Terman versus Hollingworth, “Exceptional Children”, 55, 266–272.
Hayes M.L., Sloat R.S. (1989), Gifted students at risk for suicide, “Roeper Review”, 12, 202–207.
Hébert T.P. (1991), Meeting the affective needs of bright boys through bibliotherapy, “Roeper Review”, 13 (4), 207–212.
Hébert T.P. (2006), Gifted university males in a Greek fraternity. Creating a culture of achievement, “Gifted Child Quarterly”, 50, 26–41.
Janos P.M., Fung R.C., Robinson N.M. (1985), Friendship patterns in highly intelligent children, “Roeper Review”, 8 (1), 46–49.
Karwowski M., Zdolny, czyli jaki? „Mazowiecki Kwartalnik Edukcyjny Meritum”, 1, 9–12.
Kerr B.A. (1987), Smart girls, gifted woman, Columbus: Ohio Psychology Publishing Company.
Kerr B. (1990), The career development of gifted girls and women, [w:] J.L. Ellis, J.M. Willinsky (red.), Girls, women, and giftedness, Toronto: Trillium Press, 105–111.
Limont W. (2004), Szkoła – szansa czy zagrożenie dla ucznia zdolnego? „Psychologia w Szkole”, 3, 83–93.
Limont W. (2009), Wzmożona pobudliwość uczniów zdolnych, „Psychologia w Szkole”, 4, 37–44.
Limont W. (2010), Uczeń zdolny: jak go rozpoznać i jak z nim pracować, Sopot: Gdańskie Wydawnictwo Psychologiczne.
Limont W., Cieślikowska J., Jastrzębska D. (red.) (2012), Zdolni w szkole, czyli o zagrożeniach i możliwościach rozwojowych uczniów zdolnych: poradnik dla nauczycieli i wychowawców, Warszawa: Ośrodek Rozwoju Edukacji.
Limont W. (2013a), „Stań na ramionach gigantów”, czyli uczeń zdolny jako problem wychowawczy, „Psychologia Wychowawcza”, 45 (3), 125–138.
Limont W. (2013b), Zdolności jako asynchronia rozwojowa, [w:] W: M. Jabłonowska (red.), Uczeń zdolny i jego edukacja. Koncepcje. Badania. Praktyka, Warszawa: Wydawnictwo Universitas Rediviva, 153–160.
Ludwig A.M. (1992), Creative achievement and psychopathology: comparison among professions, “American Journal of Psychotherapy”, 46, 330–356.
McCallister C., Nash W.R., Meckstroth E. (1996), The social competence of gifted children: Experiments and experience, “Roeper Review”, 18 (4), 273–276, DOI: 10.1080/02783199609553758.
Nail J.M., Evans J.G. (1997), The emotional adjustment of gifted adolescents: A view of global functioning, “Roeper Review”, 20 (1), 18–21.
Neihart M. (1999), The impact of giftedness on psychological well-being: What does the empirical literature say? “Roeper Review”, 22 (1), 10–17.
Orange C. (1997), Gifted students and perfectionism, “Roeper Review", 20 (1), 39–41.
Piechowski M. M. (2015), „Jak ptak wysokim lotem”: Wzmożone pobudliwości psychiczne u osób zdolnych, „Psychologia Wychowawcza”, 8, 122–137.
Pipher M. (1994), Reviving Ophelia: Saving the selves of adolescent girls, Nowy Jork: Random House.
Powell P.M., Haden T. (1984), The intellectual and psychosocial nature of extreme giftedness, “Roeper Review”, 6, 131–133.
Renzulli J.S., Reis S.M. (1997), The schoolwide enrichment model: A how to guide for educational excellence, Mansfield Center: Creative Learning Press.
Fong R.W., Yuen M. (2009), Associations among Measures of Perfectionism, Self-Concept and Academic Achievement Identified in Primary School Students in Hong Kong, “Gifted and Talented
International”, 24 (1), 147–157.
Roedell W.C. (1986), Socioemotional vulnerabilities of young gifted children, “Journal of Children in Contemporary Society”, 18 (3–4), 17–29.
Roeper A. (1988), Should educators of the gifted and talented be more concerned with world issues? “Roeper Review”, 11, 12–13.
Sands T., Howard-Hamilton M. (1994), Understanding depression among gifted adolescent females: Feminist therapy strategies, “Roeper Review”, 17 (3), 192–195.
Scholwinski E. I., Reynolds C.R. (1985), Dimensions of anxiety among high IQ children, “Gifted Child Quarterly”, 29, 125–130.
Silverman L.K. (1983), Personality development: The pursuit of excellence, “Journal for the Education of the Gifted”, 6 (1), 5–19.
Schmitz C., Galbraith J. (1991), Managing the social and emotional needs of the gifted, Sydney: Hawker Brownlow Education.
Sternberg R.J., Davidson J.E. (red.) (1986), Conceptions of giftedness, Nowy Jork: Cambridge University Press.
Śliwińska K., Limont W., Dreszer J., Perfekcjonizm a osiągnięcia uczniów zdolnych, [w:] W. Limont, J. Cieślikowska, J. Dreszer (red.), Zdolności, talent, twórczość, t. I, Toruń: Wydawnictwo UMK, 103–117.
Tannenbaum A.J. (1983), Gifted children: Psychological and educational perspectives, Nowy Jork: Macmillian.
Webb J.T. (1993), Nurturing Social-Emotional Development of Gifted Children, [w:] K.A. Heller, F.J. Monks, A.H. Passow (red.), International Handbook of Research and Development of Giftedness and Talent, Oxford–Nowy Jork: Pergamon Press, 525–539.
DOI: http://dx.doi.org/10.17951/j.2016.29.3.69
Date of publication: 2017-06-28 11:17:17
Date of submission: 2016-03-10 15:16:05
Statistics
Indicators
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 Irena Pufal-Struzik
This work is licensed under a Creative Commons Attribution 4.0 International License.