Changes in emotional resilience: Gifted adolescent boys

Kline, Bruce E.; Short, Elizabeth B.

doi:10.1080/02783199109553354

Cited by 33 publications

(14 citation statements)

References 8 publications

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“…In describing their findings, investigators must specify the particular spheres to which their data apply and must clarify that success in these domains by no means implies positive adaptation across all important areas (Cicchetti & Garmezy, 1993;Luthar, 1993). Encouragingly, researchers are increasingly using circumscribed terms such as "educational resilience" , "emotional resilience" (Kline & Short, 1991), and "behavioral resilience" (Carpentieri, Mulhern, Douglas, Hanna, & Fairdough, 1993), thereby bringing greater precision to terminology commonly used in the literature.…”

Section: Figure 1 Illustrative Effects Of Moderator Variables In Intmentioning

confidence: 98%

The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work

2000

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This paper presents a critical appraisal of resilience, a construct connoting the maintenance of positive adaptation by individuals despite experiences of significant adversity. As empirical research on resilience has burgeoned in recent years, criticisms have been levied at work in this area. These critiques have generally focused on ambiguities in definitions and central terminology; heterogeneity in risks experienced and competence achieved by individuals viewed as resilient; instability of the phenomenon of resilience; and concerns regarding the usefulness of resilience as a theoretical construct. We address each identified criticism in turn, proposing solutions for those we view as legitimate and clarifying misunderstandings surrounding those we believe to be less valid. We conclude that work on resilience possesses substantial potential for augmenting the understanding of processes affecting at-risk individuals. Realization of the potential embodied by this construct, however, will remain constrained without continued scientific attention to some of the serious conceptual and methodological pitfalls that have been noted by skeptics and proponents alike.

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Section: Figure 1 Illustrative Effects Of Moderator Variables In Intmentioning

confidence: 98%

The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work

2000

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“…Focusing on these difficulties, some authors propose that gifted children's emotional characteristics place them at risk of developing internalizing disorders, with symptoms such as social isolation and the feeling of loneliness, which are considered precursors of depressive and anxious expressions (Kaiser & Berndt, 1985;Kline & Short, 1991). Others suggest that their perfectionism might increase the risk of suffering eating disorders, substance abuse, and suicidal attempts (Hayes & Sloat, 1989;Hillyer, 1988;Nugent, 2000).…”

Section: Giftedness As a Risk Factor: The Vulnerability Approachmentioning

confidence: 96%

Giftedness and social adjustment: evidence supporting the resilience approach in Spanish‐speaking children and adolescents

López

Sotillo

2009

High Ability Studies

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Do gifted students adjust poorly to their social environment? There are currently two competing positions: one that sustains that giftedness is by itself a risk factor for social adaptation, and another that holds that high cognitive abilities involve distinctive features that are protective and hence increase individual resilience. Empirical support has been provided for both positions. This paper provides data from a study performed with 50 Spanish-speaking gifted children and adolescents using a comparison group of 50 average-ability peers matched by sex and chronological age. The results show no significant differences between gifted students and their peers on global measures of adjustment. Instead, they suggest that gifted students are neither significantly more poorly nor better adjusted than their peers during different age periods. Our analysis of the results provides moderate support for the resilience position.

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“…multi-dimensional with unidimensional, or multi-dimensional negative view with a multidimensional maladaptive and adaptive view) may explain differing results. Perfectionism research centres around: establishing whether or not perfectionism is found more frequently within the gifted population than the non-gifted population (Kornblum & Ainley, 2003;Kramer, 1988;LoCicero & Ashby, 2000;Parker & Mills, 1996;Schuler, 2000); gender patterns (Baker, 1996;Kline & Short 1991a, 1991bKramer, 1988); and healthy and unhealthy perfectionism (Kornblum & Ainley, 2003;LoCicero & Ashby, 2000;Parker, 1997;Schuler, 2000).…”

Section: Perfectionismmentioning

confidence: 98%

The Link between Perfectionism and Overexcitabilities

White¹

2007

Gifted and Talented International

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Changes in emotional resilience: Gifted adolescent boys

Cited by 33 publications

References 8 publications

The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work

The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work

Giftedness and social adjustment: evidence supporting the resilience approach in Spanish‐speaking children and adolescents

The Link between Perfectionism and Overexcitabilities

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