School counsellors’ perceptions of working with gifted students

Özcan, Deniz; Uzunboylu, Hüseyin

doi:10.15700/saje.v40ns1a1899

Cited by 14 publications

(16 citation statements)

References 10 publications

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“…The psychological well-being of gifted students has been an increasing cause of concern in the past 10 to 15 years [1]. There is enough evidence to support that giftedness influences people's psychological well-being [2], but not always in the same direction; sometimes it protects it (e.g., [3][4][5]), and other times it increases vulnerability (e.g., [6][7][8]). The different results reported throughout the scientific literature may be due to a combination of numerous factors: the personal characteristics of the evaluated subjects, the type of giftedness they present, and the educational fit [1,2,7,9].…”

Section: Introductionmentioning

confidence: 99%

“…There is enough evidence to support that giftedness influences people's psychological well-being [2], but not always in the same direction; sometimes it protects it (e.g., [3][4][5]), and other times it increases vulnerability (e.g., [6][7][8]). The different results reported throughout the scientific literature may be due to a combination of numerous factors: the personal characteristics of the evaluated subjects, the type of giftedness they present, and the educational fit [1,2,7,9]. An unadjusted level of challenge in gifted children (very low or excessively high) can lead to boredom and wasted potential, as well as diminish well-being and career aspirations [10].…”

Section: Introductionmentioning

confidence: 99%

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Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

Casino-García

Llopis-Bueno

Llinares-Insa

2021

IJERPH

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The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students’ self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student’s emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

Casino-García

Llopis-Bueno

Llinares-Insa

2021

IJERPH

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“…To answer this question, the arithmetic means and standard deviations were calculated for the student's responses to school adjustment scale in the pre-and post-measurements, according to the group (experimental, control) as shown in the following table (3).…”

Section: Resultsmentioning

confidence: 99%

“…Despite the increasing interest in the gifted students, some of their needs and challenges they face haven't yet received the due attention or sufficient research. This fact can be due to false convections (conceptions) that they do not need care and that they are in no need of any counseling services as they possess special abilities and they can learn and succeed on their own, without any considerable problems or difficulties [2,3]. Moreover, the needs of the gifted students in their schools, might have been ignored in advertently [4].…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of a Cognitive Behavioral Counseling Program in Improving School Adjustment for the Gifted Teenage Students at King Abdullah Schools for Excellence

Alkhazaleh¹

2020

ujer

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“…In addition, counselors provide information and counseling services not only to students, but also to parents and educators in order to serve collaboratively. Gifted students require special counseling by well-educated professionals [15]. The role of counselors cannot be denied in the diagnosing and education of gifted students [16].…”

Section: Introductionmentioning

confidence: 99%

Attitudes and opinions of counselors about education of gifted students

Kaya

Tortop²

2020

IJERE

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Counselors play effective roles not only in diagnosing but also in education of gifted students who lead the development of the societies. This study aimed to examine the attitudes and opinions of the counselors about the education of the gifted students. In the study, descriptive survey model is used. Both qualitative and quantitative data was collected within mixed method, according to the principles of pragmatist philosophy. “Attitude Scale towards Gifted Education” was applied to 250 counselors in order to collect quantitative data. The scale, which consists of 14 items, was developed by Gagné and Nadeau and adapted to Turkish by Tortop. The qualitative data was collected by semi-structured interview form consists of four questions about opinions on education of gifted students in Turkey, and was applied to 40 counselors. The mean of scores gathered from “Attitude Scale towards Gifted Education” was found 3.6 which is evaluated as slightly positive attitude. The scores were analyzed according to gender, seniority, having gifted students and institution of counselors, by using t test and ANOVA. Content analysis was performed for qualitative data that was gathered from interviews. The majority of counselors have stated that there are problems in education and diagnosis of gifted students.

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School counsellors’ perceptions of working with gifted students

Cited by 14 publications

References 10 publications

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

The Effectiveness of a Cognitive Behavioral Counseling Program in Improving School Adjustment for the Gifted Teenage Students at King Abdullah Schools for Excellence

Attitudes and opinions of counselors about education of gifted students

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