This article discusses bullying among the author’s gifted sixth graders within their general education classes, in situations where the gifted were both victim and bully. There are few studies of the gifted child as bully. Using depth psychology, visual arts, and writing, the students constructed the bully and victim using torn paper and writing from both the perspective of the bully and victim. The author and her students charted the three stages of stress and specific ways to avoid or ameliorate these situations. The author contends that using creative art and depth psychology principles and respecting the unique psychology of the gifted student were pivotal in understanding this situation and determining helpful solutions. These include getting plenty of sleep, writing in a journal or diary, doing something physical such as dancing or sports, or talking to a friend.
The purpose of this study is to examine teacher perceptions of the long-term transformative impact of Piirto’s Creativity Model and personal creativity exploration on teachers. Creativity training has been part of Ashland University’s Talent Development program for over 20 years using Piirto’s creativity model. The course encompasses multiple models of creativity, including the Torrance Incubation Model and Creative Problem Solving; however, significant time focuses on teachers’ own creativity through activities such as thoughtlogs, a Meditation Day field trip, and a personal creativity project. This study examines alumni perceptions of personal creativity exploration on their teaching lives. Data were collected through surveys and interviews. Questions include course memories, perception of the course’s impact on teaching and personal transformation. Results show that the course models community and group trust, and teachers increased understanding and valuing of their own creativity and that of students.
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