A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration

Abstract

GiftedlLD and AveragelLD middle school boys in grades six through nine were compared on the ways they cope with difficult school situations. Both groups completed the Coping Resources Inventory (CRI). The students were then interviewed individually and asked t o share h o w they handled the situations presented in four scenarios. The scenarios depicted difficult school situations which learning disabled students often face. T h e situations included difficulty with testing even when the information i s "known." inability t o organize oneself, slow reading rate. and problems with handwriting. Students were also asked to rate their success in handling these situations. The interviews were taped and transcribed, the responses were then coded. Profile Analysis was used to analyze the CRI data, a M A N O V A was used t o compare coping strategies, and Chi Square to compare h o w they felt they handled the scenarios. No differences were found on the CRI. Significant differences were found in the actual strategies the groups reported using t o cope with school difficulties. The gifted/ LD students reported significantly more Planful Problem Solving, while the average/LD group reported more Distancing, Escape Avoidance behaviors, and Helplessness. There were n o differences in the groups' reported feelings of success in coping. Recommendations were made for the direct teaching of Coping Strategies, Parental Involvement and Counseling Programs. Gifted education is currently undergoing a paradigm shift which is redefining the nature of "giftedness." This shift is expanding our awareness of the range of human potential to include individuals whose gifts have previously gone unrecognized (Whitmore

Searching for the structure of coping: A review and critique of category systems for classifying ways of coping.

“…Bernzweig et al (1993) Structured interview in which a child reports coping strategies used when self or another same-sex child is distressed with three hypothetical stories Based on Ayers et al (1990) Coleman (1992) Structured interview in response to lack of competence in four academic scenarios Categories modeled on Folkman & Lazarus (1985), with addition of helplessness. …”

Children’s Giftedness and Associated Problems. The Twice Exceptionality Phenomenon. Giftedness and Learning Problems. Giftedness and Attention Deficit/ Hyperactivity Disorder (А Review of Literature)

“…Под-ростки встречаются со многими изменениями, проис-ходящими как в них самих, так и во взаимоотношени-ях с другими людьми. Помимо проблем, которые можно предвидеть, так как они свойственны боль-шинству подростков, у одаренных детей подростковый период может протекать еще тяжелее [21], а одаренные подростки с трудностями обучения, вероятно, менее устойчивы в стрессовых ситуациях [20,53].…”

“…Учителя не смогли распознать в Эйнш-тейне одаренного ученика, и только родители верили в способности своего сына. Это подтверждает, что школьные неудачи ребенка не позволяют делать вывод об истинном паттерне (характере и распреде-лении) его способностей, о чем не должны забывать учителя [20,21].…”

Children’s Giftedness and Associated Problems. The Twice Exceptionality Phenomenon. Giftedness and Learning Problems. Giftedness and Attention Deficit/ Hyperactivity Disorder (А Review of Literature). Part I

“…СДВГ -самая распространенная причина нарушений поведения и трудностей обуче-ния в дошкольном и школьном возрасте [11,16,68]. СДВГ наиболее часто встречается в школьном возра-сте, однако нередко симптомы заболевания сохраня-ются в подростковом и взрослом возрасте.…”