Guidance and Counselling of the Gifted and Talented in New Zealand

Blackett, Joanne; Hermansson, Gary L.

doi:10.1007/s10447-005-3186-2

Cited by 4 publications

(8 citation statements)

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“…Furthermore, research focusing on social-emotional needs within the international context has focused predominantly on adolescents (Blackett & Hermansson, 2005;Chau, 2009;Coleman & Cross, 2014). Therefore, it is necessary to consider whether the outcomes of international research would be similar in Australia due to the possibly changed environment brought about through different cultural norms and values which impact the measurement of SEWB (Australian Institute of Health and Welfare, 2012).…”

Section: Rationalementioning

confidence: 99%

“…Through the administration of the Child and Adolescent Perfectionism Scale which measures self-orientated and socially prescribed perfectionism; they found that 43.5% of children experienced selforientated perfectionism, while 14.6% exhibited characteristics of socially prescribed perfectionism. Therefore, they tend to have high expectations of themselves, can perceive an ideal and have the desire to achieve just that (Blackett & Hermansson, 2005), resulting in the child being critical of their own work (Clark, 2008) due to their high intelligence, self-analytic ability and perfectionism (Reis & Moon, 2002).…”

Section: Self-expectation and Perfectionismmentioning

confidence: 99%

“…Excessive self-criticism can result in anger and disappointment in oneself as well as depression and anxiety. The potential shortcomings of a project may also be envisaged by the gifted child; therefore, they may fail to engage in an activity if they sense a perceived risk of failure (Blackett & Hermansson, 2005). Avoidance of these potential problems, and therefore avoidance of risk-taking, may result in underachievement.…”

Section: Self-expectation and Perfectionismmentioning

confidence: 99%

“…Perfection is an impossibility for any human to achieve and therefore by being a perfectionist; the gifted child is setting themselves up for intense failure as well as impacting negatively on their self-esteem, relationships, creativity and health (Delisle where gifted children spend vast quantities of time and effort to achieve their goal and then fail to meet their own expectation and that which provides positive energy to achieve (Blackett & Hermansson, 2005). Perfectionism can be perceived as healthy.…”

Section: Self-expectation and Perfectionismmentioning

confidence: 99%

“…The situation could lead to poor interpersonal relationships with peers as well as a tug-of-war over knowledge between the teacher and the know-it-all gifted child who may have a tendency to dominate discussions, whereby the child may be ignored at times due to their advanced ability and knowledge . Furthermore, the basic daily routine may bring about stress and frustration within the gifted child due to the tedious experience of schooling (Blackett & Hermansson, 2005). This may result in depression and hopelessness as they consider years of the same poor educational experience (Robinson, 2008 (Porter, 2005).…”

Section: Educational Conformity and Learning With Peersmentioning

confidence: 99%

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The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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Section: Rationalementioning

confidence: 99%

Section: Self-expectation and Perfectionismmentioning

confidence: 99%

Section: Self-expectation and Perfectionismmentioning

confidence: 99%

Section: Self-expectation and Perfectionismmentioning

confidence: 99%

Section: Educational Conformity and Learning With Peersmentioning

confidence: 99%

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The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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أثر برنامج توجيهي قائم على استراتيجيات التفكير الإبداعي في تنمية مهارات التخطيط المهني لطلبة الصف العاشر الموهوبين أكاديميًّا

الشيراوية¹,

اللواتيه²,

كاظم³

2021

JES

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هدفت الدراسة الحالية إلى استقصاء أثر برنامج توجيهي مهني في تنمية مهارات التخطيط المهني باستخدام استراتيجيات التفكير الإبداعي لدى الطلبة الموهوبين أكاديميًّا في الصف العاشر بمحافظة مسقط. وقد شملت عينة الدراسة 102 طالبًا وطالبة، قسمت عشوائيًّا إلى مجموعتين: تجريبية: 50 طالبًا وطالبة، وضابطة: 52 طالبًا وطالبة. خضعت المجموعة التجريبية للبرنامج، وتلقت المجموعة الضابطة أنشطة مهنية. اعتمدت الدراسة على المنهج شبه التجريبي، وتم استخدام مقياس التخطيط المهني الذي تكون من 48 عبارة، موزعة على ستة أبعاد هي: المعرفة بعالم العمل، ومعرفة الذات، والمعرفة بالمهن، واتخاذ القرار المهني، والتخطيط المهني، والتطبيقات المهنية، وقد بلغ معامل الثبات للمقياس 0.95. وأظهرت النتائج وجود فروق ذات دلالة إحصائية بين متوسط استجابات أفراد المجموعة التجريبية ومتوسط استجابات المجموعة الضابطة على جميع أبعاد المقياس في التطبيق البعدي، وذلك لصالح المجموعة التجريبية، كما أظهرت أن هناك فروقًا دالة إحصائيًّا بين متوسطات درجات المجموعة التجريبية في التطبيقين القبلي والبعدي على جميع أبعاد مقياس التخطيط المهني للمجموعة التجريبية لصالح القياس البعدي، وأظهرت نتائج تحليل التباين الثنائي عدم وجود فروق دالة إحصائيًّا لمتغير النوع الاجتماعي على مقياس التخطيط المهني، وأظهرت أيضًا أن الفروق في الأداء بالنسبة لأثر التفاعل بين النوع الاجتماعي والمجموعة ليس له دلالة إحصائية، كما أشارت النتائج إلى عدم وجود فروق دالة إحصائيًّا بين متوسطات درجات المجموعة التجريبية في التطبيقين البعدي والمتابعة.

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How Do Interprofessional Practice Teams Work Together to Identify and Provide for Gifted Students with Multiple Exceptionalities?

O'Brien¹,

Riley

Holley-Boen

2016

Kairaranga

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Priority learners in New Zealand include thosewho have special educational needs, yet gifted learners with multiple exceptionalities arevariably identified, understood or provided forin our schools. International research advocatesthe use of interprofessional practice (IPP) teams,with competency across shared values, roles and responsibilities, communication, and teamwork, to support gifted learners with multiple exceptionalities. This study explored the experiences and understandings of IPP teams supporting students with multiple exceptionalities in New Zealand. The study found that IPP team identity is still in its infancy and core competencies are still evolving. Shared values towards inclusive practices were hampered by limited knowledge and expertise across the IPP team. Limited understandings of teamwork processes and limited recognition of the importance of communication within the IPP team were also common themes. Parents and students were typically not recognised as part of the IPP team identity and processes. The article concludes that gifted learners with multiple exceptionalities may not have adequate support at a systems level, and development of interprofessional practice competencies may be one way to ensure their full inclusion in our education system. Implications for policy and practice are described.

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Guidance and Counselling of the Gifted and Talented in New Zealand

Cited by 4 publications

References 4 publications

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

أثر برنامج توجيهي قائم على استراتيجيات التفكير الإبداعي في تنمية مهارات التخطيط المهني لطلبة الصف العاشر الموهوبين أكاديميًّا

How Do Interprofessional Practice Teams Work Together to Identify and Provide for Gifted Students with Multiple Exceptionalities?

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