Guided Viewing of Film with Gifted Students: Resources for Educators and Counselors

Hébert, Thomas P.; Hammond, Daniel R.

doi:10.4219/gct-2006-6

Cited by 5 publications

(4 citation statements)

References 10 publications

(10 reference statements)

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“…Films engage students in social and emotional awareness and can open a portal into ways that smart young people can better understand themselves. Some academically talented students face challenges above and beyond typical developmental issues faced by peers due to their exceptionalities (Dole & McMahan 2005;Hébert & Hammond, 2006;Milne & Reis, 2000;Wilson, 2004). Some of these challenges include perfectionism, motivation, emotional sensitivity, empathy, resilience, advanced moral maturity, asynchronous development, twice exceptionality, and underachievement (Hébert & Hammond, 2006;Hébert & Speirs Neumeister, 2002;Milne & Reis, 2000;Reis, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Newton (1995) suggests this strategy results in direct appeal to the senses, the ability to engage reluctant readers and attract visual learners while creating a safe atmosphere to explore the multiple facets of their giftedness. Hébert and colleagues (2002;2006) describe four consecutive stages students may experience while viewing films that relate to their experiences including identification, catharsis, insight, and finally, application. Identification occurs once students see a resemblance between themselves and movie characters, they may also begin to experience or probe their own emotions through those characters, known as the catharsis stage.…”

Section: Introductionmentioning

confidence: 99%

“…With forethought from either a teacher or counselor and the opportunity to view or consider specific films in a safe environment, a rich and healthy discussion may enable students to contemplate and work through sensitive or difficult issues. Educators and counselors should enable choice in follow-up activities, such as creative expressions of poetry, art, writing and role-playing, that subsequently enable students to process their emotions and new understandings (Hébert et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Film’s Transformative Potential with Gifted Adolescent Girls

Delgado¹

2023

ijtdc

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Film’s Transformative Potential with Gifted Adolescent Girls

Delgado¹

2023

ijtdc

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“…Chapter 2: Concept Clarification and Theoretical Framework namely the gifted child, their parents and their class teachers, as these are of significance due to the ongoing and frequent nature of their interaction within the primary school years (Hébert & Hammond, 2006 Figure 2.5. It should, however, be remembered, as noted in Gagné's DMGT, chance also plays a role in the development of any child.…”

mentioning

confidence: 99%

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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