Communicating about bullying: Examining disclosure among gifted students

Abstract

Although research on bullying has grown in scope in recent years, research specifically focused on gifted children’s experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted and nongifted middle school students communicate about bullying. This article examines quantitative differences in the ways middle school students who self-identify as gifted, and their peers who do not self-identify as gifted, disclose information about bullying. Data were collected from 343 middle school students at five different schools using the Olweus Bully/Victim Questionnaire. The study found that gifted students were more likely than general education students to disclose to their peers that they were being bullied but were not more likely than other children to communicate about bullying to their teachers or parents. These findings have important implications for schools and families as adults may underestimate bullying among the gifted. Additionally, these findings add to the literature supporting intervention programs that incorporate peer bystanders and add information to how we understand the importance of peers for gifted children.

Examination of the Opinions of Gifted Students on Psychological Counselling and Guidance Services

“…It is supported by different research findings that gifted students have problems in social and emotional issues (Blackett & Webb, 2011;McRae, 2002). At the same time, it is supported by research findings that they sometimes suffer from loneliness at school and are excluded from the social environment (Brandisauskiene, 2019) and are exposed to peer bullying (Allen, 2020;Gonzalez-Cabrera et al, 2023;Oğurlu & Sarıçam, 2018;Jumper, 2019) due to their different characteristics. It is known that individual development differs according to some basic characteristics.…”

Soledad en la Alta Capacidad Intelectual: Factores de Riesgo y Estrategias de Afrontamiento

“…Hay evidencia de que no existe una correlación entre el razonamiento moral de los adolescentes con ACI y el comportamiento moral (Cavilla, 2019), aunque los grupos con ACI alcanzan niveles más altos de razonamiento y juicio moral, así como de adaptabilidad (flexibilidad y resolución de problemas), obtienen puntuaciones significativamente más bajas en el manejo del estrés y la capacidad de control de la ira y de impulsos (Cavilla, 2019). Por lo que la tendencia de estos estudiantes a ser más perceptivos, sensibles, reactivos e intensos emocionalmente (Freeman, 2005) puede generar respuestas emocionales igualmente intensas con respecto a la forma en la que son tratados pudiendo experimentar una variedad de comportamientos como la impulsividad, la agresión, la retirada, o la evitación de la sensación (Jumper, 2019).…”

“…Sin embargo, también podría contribuir a un mayor almacenamiento y recuperación de las experiencias dolorosas a través de su conexión con la amígdala (Yu et al, 2008). Lo que explicaría no solo el por qué estos niños son más vulnerables al rechazo social sino también el por qué tiene peores consecuencias físicas y psicológicas (Jumper, 2019).…”