Emotional and Behavioral Characteristics of Gifted Children and Their Families

This study was conducted to determine the quality of life and difficulties of adolescents in school age. This descriptive study was conducted in a city center three secondary School. Similarly from each school 114,114,116 people participated in the study, 4 students could not be included in the study due to insufficient data and the study was completed with 344 students. Questionnaire developed by the researcher, the Strengths and Difficulties Questionnaire (SDQ), and the Pediatric Quality of Life Inventory (PedsQL) were used for data collection. Research was completed in line with the ethical principles. According to the evaluations, it was observed that 50.6% of the students was 13 years old, 52% was male, and 53.5% was in the seventh grade. The total score average for PedsQL was 81.58 ± 13.65, and the mean total score for SDQ was 25.02 ± 4.813. A positive and significant correlation was found between “behavioral problems” subscale score of the SDQ and all subscales of PedsQL except the “physical health” subscale as well as the positive and significant correlation between the mean total scores of PedsQL and SDQ. It was observed that the quality of life of the students is affected negatively as the difficulties experienced during adolescence increase. Some recommendations were made to reveal the problems experienced by school-age adolescents and to increase their quality of life.

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“…This study supports our work results. In another study, PedsQL subscale score is similar to our study (Eren et al, 2018).…”

Section: Discussionsupporting

confidence: 88%

Evaluation of the relationship between emotional and behavioral problems and quality of life of adolescents in school

Hendekci

Bilgin

2019

J Child Health Care

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“…The set of emotional difficulties that prevail among the gifted population can include social isolation, perfectionism, anxiety, rejection, intolerance of criticism, and resistance to authority (Freeman, 1983;Gardynik and McDonald, 2010;Guenole et al, 2013). Gifted children might also experience unrealistic expectations from teachers and parents, high test anxiety, and difficulties adapting to their social environment (Eren et al, 2018). Some gifted children struggle with the speed at which their minds work compared with their emotional maturity, as well as the constancy of their constantly active mind (Tolan, 2018).…”

Section: Introductionmentioning

confidence: 99%

Mindfulness, Life Skills, Resilience, and Emotional and Behavioral Problems for Gifted Low-Income Adolescents in China

et al. 2020

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In contrast to emotional and behavioral problems (EBPs), which can disrupt normal adolescent development, resilience can buffer the effects of stress and adverse childhood experiences and can help youth overcome adversity. While research has looked at the relationship between adolescent resilience and EBPs, current literature relatively lack a discussion of a strengths-based approach of resilience framework, nor discuss non-western sociocultural contexts. In this study, we utilized the resilience theory to examine the effects of individual mindfulness and life skills on resilience and consequently on EBPs in a group of low-income and gifted adolescents in China. A secondary data of 152 adolescents from a specialized school for low-income and gifted students in Guangzhou, China was used for the analysis. The findings from structural equation modeling indicated that mindfulness and life skills were associated with heightened resilience and reduced EBPs. In addition, resilience reduced EBPs for this group of adolescents. These findings underscore the promise of mindfulness and life skills training on increasing resilience and reducing EBPs in gifted adolescents.

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“…Respecto al riesgo psicopatológico, algunos autores vinculan la alta capacidad con ansiedad, miedos o vulnerabilidad general (Gere et al, 2009;Harrison y Von Haneghan, 2011). Además, la depresión y el estado de ánimo negativo parece más recurrente en esta población (Casino-García et al, 2019;Eren et al, 2018). La alta capacidad se relaciona con mayor autoexigencia y perfeccionismo desadaptativo, que da como resultado desregulación emocional (Guénolé et al, 2015;Guinard et al, 2012;Mofield y Parker, 2015;Wang et al, 2012).…”

Section: Discussionunclassified

“…Algunas investigaciones obtienen puntuaciones menores para los niños y adolescentes con alta capacidad en inteligencia emocional, empatía, y bienestar subjetivo, este último medido con la Escala de experiencia positiva y negativa (SPANE), el Trait-Meta Mood Scale (TMMS) y un cuestionario de humor (Casino-García et al, 2019;França-Freitas et al, 2014;Urben et al, 2018). La autopercepción de los niños con alta capacidad suele ser negativa, lo que también influye en una autoestima baja y, por tanto, más vulnerabilidad al desajuste emocional (Eren et al, 2018;Kostogianni y Andronikof, 2009;Wang et al, 2012) . En cuanto al género, algunas investigaciones reflejan mayor vulnerabilidad conductual, social y emocional en los niños (Eren et al, 2018;Kostogianni y Andronikof, 2009).…”

Section: Discussionunclassified

“…Entre los estudios seleccionados, siete de ellos no tienen en cuenta el género (Gere, Capps, Mitchell y Grubbs, 2009;Guénolé et al, 2015;Guénolé et al, 2013;Guignard, Jacquet y Lubart, 2012;Harrison y Von Haneghan, 2011;Kostogianni y Andronikof, 2009; Urben, Camos, Habersaat y Stéphan, 2018), mientras que en otros siete sí es un factor que se tiene en cuenta (Casino-García, García-Pérez y Llinares-Insa, 2019; Eklund, Tanner, Stoll y Anway, 2015; Eren, Çete, Avcil y Baykara, 2018; França-Freitas, Del Prette y Del Prette, 2014; Mofield y Parker Peters, 2015; Shechtman y Silektor, 2012; Wang, Fu y Rice, 2012). De estos últimos, en tres de ellos se distribuye este factor de manera proporcional (Eklund et al, 2015;Eren et al, 2018;Mofield y Parker Peters, 2015).…”

Section: Muestraunclassified

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Características socioemocionales en población infanto-juvenil con altas capacidades: una revisión sistemática

Mesa¹,

Marcos²

2021

Rev. Psicol. Educ

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El objetivo de la presente revisión es explorar la investigación reciente sobre las características socioemocionales de niños y adolescentes con altas capacidades intelectuales. Se analizó la literatura existente desde 2009 hasta 2019, mediante una búsqueda realizada en Pubmed, Web of Science, Google Académico, el buscador bibliográfico Sapiens y PsycInfo. Se seleccionaron 14 estudios para su revisión. Sus resultados muestran una tendencia, en menores con alta capacidad, a un estado de ánimo deprimido, baja autoestima y perfeccionismo desadaptativo. En cuanto a sus habilidades sociales y ansiedad percibida, los resultados obtenidos son contradictorios en los distintos estudios. Los resultados obtenidos ayudan a orientar el diseño de programas de evaluación e intervención, dirigidos a fortalecer habilidades que contribuyen a su adaptación, bienestar y a prevenir problemas psicológicos.

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Emotional and Behavioral Characteristics of Gifted Children and Their Families

Cited by 43 publications

References 37 publications

Evaluation of the relationship between emotional and behavioral problems and quality of life of adolescents in school

Evaluation of the relationship between emotional and behavioral problems and quality of life of adolescents in school

Mindfulness, Life Skills, Resilience, and Emotional and Behavioral Problems for Gifted Low-Income Adolescents in China

Características socioemocionales en población infanto-juvenil con altas capacidades: una revisión sistemática

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