The Social World of Gifted Children and Youth

Robinson, Nancy M.

doi:10.1007/978-0-387-74401-8_3

Cited by 79 publications

(107 citation statements)

References 54 publications

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“…Following a review of the literature, Robinson (2008) concluded that the primary social needs of gifted children are no different to those of other children;…”

Section: Social-emotional Experiences Of the Gifted Childmentioning

confidence: 99%

“…Perfectionism can be perceived as healthy. Without the high standards set by the gifted child, they would not commit to the long hours of practice and single-minded focus to achieve success (Robinson, 2008). Perfectionism may be considered "the passion that leads to extraordinary creative achievement -an ecstatic struggle to move beyond the previous limits of one's capabilities and a component of the drive for self-actualization" (Silverman & Golon, 2008, p. 214).…”

Section: Self-expectation and Perfectionismmentioning

confidence: 99%

“…This creates an acute problem as children attend school for an average of six hours per day, 200 days per year (Robinson, 2008). If the curriculum experienced by the child is beneath their level of ability, the brain tends to inhibit the release of neurochemicals needed for optimum learning (VanTassel-Baska & Stambaugh, 2008).…”

Section: Educational Conformity and Learning With Peersmentioning

confidence: 99%

“…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). Gifted children enjoy having control over their accomplishments, which is not always possible on group projects or when others perceive that their success was obtained with minimal effort.…”

Section: Educational Conformity and Learning With Peersmentioning

confidence: 99%

“…Chapter 3: Literature Review by others as unapproachable (Robinson, 2008). Porter (2005) notes that isolation does not imply loneliness, solitude may be preferred as previously noted by Terman;…”

mentioning

confidence: 96%

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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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“…Following a review of the literature, Robinson (2008) concluded that the primary social needs of gifted children are no different to those of other children;…”

Section: Social-emotional Experiences Of the Gifted Childmentioning

confidence: 99%

Section: Self-expectation and Perfectionismmentioning

confidence: 99%

Section: Educational Conformity and Learning With Peersmentioning

confidence: 99%

Section: Educational Conformity and Learning With Peersmentioning

confidence: 99%

mentioning

confidence: 96%

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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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Assessment of Intellectual Functioning

Wasserman¹

2012

Handbook of Psychology, Second Edition

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I hate the impudence of a claim that in fifty minutes you can judge and classify a human being's predestined fitness in life. I hate the pretentiousness of that claim. I hate the abuse of scientific method which it involves. I hate the sense of superiority which it creates, and the sense of inferiority which it imposes.-Walter Lippmann (1923, p. 146) DESCRIPTIONS OF THE MAJOR INTELLIGENCE TESTS 451 DIAGNOSTIC APPLICATIONS 482 TOWARD A MATURE CLINICAL SCIENCE 493 REFERENCES 493

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Counseling the Gifted: Past, Present, and Future Directions

Colangelo

Wood

2015

Journal of Counseling & Development

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In the 29 years since the last special issue in the Journal of Counseling & Development focusing on gifted individuals, there has been considerable research regarding giftedness. However, meeting the counseling needs of gifted individuals has not been on the national agenda in counselor preparation. This article outlines the status of counseling the gifted from the standpoint of both the counseling and the gifted education professions and includes recommendations for future directions for both fields.

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The Social World of Gifted Children and Youth

Cited by 79 publications

References 54 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

Assessment of Intellectual Functioning

Counseling the Gifted: Past, Present, and Future Directions

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