Underrepresented Students in Gifted and Talented Education: Using Positive Psychology to Identify and Serve

Abstract

The representation gap in gifted and talented education poses a persistent challenge in educational systems worldwide. This theoretical manuscript presents the Bull’s Eye Model for Affective Development—Expansion (BEM-e) an innovative framework designed to address this gap. By incorporating elements from positive psychology, the BEM-e aims to identify and nurture traditionally underrepresented students who possess camouflaged gifted and talented abilities. Drawing upon the Engagement, Perseverance, Optimism, Connectedness, and Happiness model (EPOCH), along with measures of hope and metacognition, BEM-e provides a comprehensive approach to talent identification and service. The model emphasizes the holistic development of individuals by considering affective factors, engagement, perseverance, optimism, connectedness, happiness, hope, and metacognition. Additionally, dynamic assessment is integrated during the implementation of BEM-e modules, allowing for personalized and adaptive identification processes.

Excellence in Professional Disciplines and Their Importance in Social and Educational Entrepreneurship

“…When we talk about human excellence, the first idea that comes with it is that of exceptional performance associated with high cognitive abilities, that is, the presence of personal attributes of various kinds that result in the manifestation of one or more potentials of higher rank unlike those of the typical population, always bearing in mind the incidence of environmental factors [8]. Excellence becomes a multidimensional concept [9], whose identification of capabilities is key to making it visible [10][11][12], and favour adjusted socio-educational responses that favour a balanced development throughout the different stages of their life cycle [13,14].…”