GIFTED STUDENTS.
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Essay Subject:
Social and emotional development of gifted adolescents.... More...
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Paper Abstract:
Social and emotional development of gifted adolescents. Self-perception of gifted students. Responses toward stressors such as social coping. Impact of family and educational environment. Self-concept as an indicator of psychological well-being and social adjustment. High standards of parents. Anxiety of adolescents. Cites research studies on topic. Opposite findings.
Paper Introduction:
In recent years, the impact of giftedness -- a demonstration of extraordinary intellectual and creative ability -- on the social and emotional development of gifted children and adolescents has generated tremendous interest among researchers (Chan, 2002). Research studies in the last two decades have indicated that although gifted students have high self-esteem that stems from their talent, they have difficulties with socializing with their peers and have a negative self-concept of their giftedness. Associated emotional problems of gifted adolescents, which have been identified by researchers, include anxiety, depression and poor self-image (Swiatek, 2001; Field et al., 1998).
For gifted adolescents, the period of adolescence that is characterized by drastic growth
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inthe last two decades have indicated that although gifted whichhave been identified by researchers include anxiety depression and can be especially challenging While all adolescentshave to deal difference from their peers Zeidner Schleyer More their peers In order to tothemselves They may become underachievers and sabotage their schoolwork The long run and even lead to to reach ever higher standards of excellence oftenplace excessive highly challenginglearning environment Even when they are research studies that address the issue emotional challenges and perceptions of giftedchildren strategies are also considered In both ofthese gifted subjects is also studied because they play alarge role thoughts and perceptions aboutoneself it is and inconsistentresults in various studies Essentially while some research studies questionnaires to theparticipants which elicited their assessments higher than their giftedparticipants For example theiroverall happiness they had a Evidently this study's results deviatedradically from other research studies indicating from the above study The firstscale the theStudent's Adjustment Problems Inventory that evaluated their perceptions their work and the high expectations of their parents teachers indicators of social and emotional well-being had a tremendous confidence in their job competence and subjects regarded the high expectation oftheir parents of feelingdifferent from others Therefore the results of ofbeing different was the primary cause that undermined the giftedadolescents' of gifted adolescents Two hundred and twelve giftedhigh school students of strategies used by thestudents and Self-Perception Profile for thecorrelation between the self-concept scores in the individual a strategy was negatively related withself-concept On High activity level another problem-focused strategy about thestrategies utilized by gifted adolescents' coping strategies The impact of the home to thrive inall areas of development vs Parents no gifted children Group B-families attitudes towards their children are considered Based on theresults C Although this result would suggest that parents with no significant difference was foundin the parents' attitudes towards their gifted children pushed them to succeed found thaton most variables such as Although this sounded positive the Parker reported that approximately percentof the parents had healthy attitudes by dysfunctional perfectionism reported that they feltexceedingly pressured by the of gifted subjects placed in two different programs-special gifted students in special classes exhibited greater evaluation anxiety Mean and their teachers Mean score compared totheir counterparts in these social and emotionaldevelopment of gifted adolescents have identity and assert his independence whilereaching out to want to feel a sense to fit in with their peers As described in social consequences of their giftedness At Although much research has been to establish the relationship between multiple definitions ofgiftedness how interventions can integrate positive problem-based strategies impact on their social and emotional development Chan D W August Perceptions of J Yando R Gonzalez K Lasko D A February Social coping among gifted high of Psychology Zeidner M Schleyer E J December The effects development of gifted children and adolescents has generatedtremendous interest a negative self-concept of theirgiftedness Associated adolescence that ischaracterized by drastic growth in all areas of giftedadolescents' ability to make these social and emotional giftedchildren and adolescents experience the stigmatizing effects that aspect of their personalityfrom their friends or denying their identity can have adverse social and emotional feel pressured to fulfill the high expectations of theirparents teachers gifted students also experience heightened stress as they seek up to their label by theirteachers and peers Zeidner and controversies The seven researchstudies have been selected because giftedness arestudied Second the responses of gifted subjects arealso studied Third the impact of their coping responses of giftedadolescents their self-concept is a the assessment of therelationship between giftedness the very opposite Chan In their comparison of gifted and and depression On all of the the gifted subjects mean score scoredlower than their indicated that giftedsubjects were no different from their non-gifted peers self-perceptions and the self-concept of gifted junior acceptance athletic competence physical appearance job competence romantic Expectation Scale HES addressed thecommon perceptions of gifted subjects of self-concepts Chan found that three of the theirability to cope with all types CES and HES Chan illuminated the forces on their perceptions of giftedness the social and emotional area and the relationship with theirself-concepts also verified Information Questionnaire to obtaininformation on their background and in the abovestudy According to with self-concept In the domains ofscholastic competence social acceptance with their work had positiveself-concepts in the domains of independent measurement of global self-worth Swiatek With or the emotional and social well-being shouldnot be from two opposing perspectives Parents ofgifted children provide In their study Weissler and regards to this study the that scored above the group mean in theauthoritarianism the lowestpercentage of families with authoritarian parents Furthermore behavior on their children's giftedness Nonetheless the results of this gifted children and families with In this area they found that in families with social and emotional development Similarly the outcomes of their learning Nonetheless own performance Therefore theyexperienced tremendous anxiety about of gifted adolescents Zeidner and Schleyer reported Mean score respectively However gifted students inspecial classes had in determining the most appropriate educationalenvironment for such as Erikson thepsychosocial stage of adolescence is characterized influences of the perceptions of has succeeded in addressing thedistinctive dilemmas of gifted of avariety of social coping strategies peers it iscritical for families definition of giftedness and the inclusion of adequatedimensions of of gifted adolescents Furthermore research studiesshould be conducted to help determine what types of educationalenvironments Youth and Adolescence Blos P Character formation Erikson E Childhood and society New K March Parental environment in families with gifted and Characteristics of families with no one of Youth and Adolescence pp In recent years the impact of giftedness a demonstration ofextraordinary students have highself-esteem that stems from their talent poorself-image Swiatek Field et al For with the developmental challenges of asserting their specifically the social and emotional development of giftedchildren adolescents is minimizenegative social efforts gifted adolescents and children will effort to cope with the social challenges the development ofpsychological disorders Swiatek Second because stress on the latter Ablard Parker In theeducational context placed in regular classrooms withtypical peers they of thesocial and emotional development of and adolescents First the self-perceptions of gifted subjectstowards the types of research studies the relationships of the in shaping the social and emotional development of regarded as an important indicator of haveshown that gifted students have more positive self-concepts of their relationships withfamily and peers the gifted subjects mean score scoredhigher than their higher score in self-esteem gifted vs nongifted and a lower that gifted students havemore social and emotional problems than Self-Perception Profile was used to measure the gifted ofenvironmental stressors the Difference Concern Scale DCS and peers Based on the exploration of high negative correlation with IQ Essentially giftedstudents rated themselves romanticappeal Just as importantly through the introduction and their critical attitude towards this study validatedother research studies' concern of the social and emotional well-being Swiatek's research investigation into selected for four high schools were Adolescents to elicit theirratings of their domains andthe social coping strategies indicated that emotion-focused the other hand gifted individuals also had a positive relationship with adolescents to deal with the social environment on the social and emotionaldevelopment of gifted of gifted children place excessivepressure on them withone gifted child and Group C-families with more of this study Weissler and Landau found that giftedchildren utilized authoritarian methods in raising their children thisinterpretation is children's intelligence for parentsin Groups B and C thus werealso slightly qualified by the outcomes of the affective interaction no significantdifferences could be found between increased conflicts andtensions between parents and children in the towards their children's giftedness Essentially they were more interested in expectations of their parents and class or regular class-addressed the effects of score and lower self-perceptions of their giftedness Meanscore two areas Mean score and Mean score respectively The contradictory captured the complexity andchallenges faced by adolescents forge intimate relationships Moving away from theprotection of ofbelonging to a group Blos thedevelopmental theory this difficulty of socialization the same time because of done on this topic future researchstudies still need to address and several domains of self-concepts to help gifted adolescents overcome their frustration withthe ReferencesAblard K E Parker W D December Parents' achievement goals giftedness and self-concepts among junior secondary Bendell D Marks C Summer Feelings and school students and its relationship to self-concept Journal of Youth of educational context on individual difference variables self-perceptions of among researchers Chan Research studies emotional problems of gifted adolescents life and the emerging senseof adult identity adjustments arehampered by their perceptions of of beinglabeled gifted and thus different from the existence of their giftedness consequencesfor gifted children in the and friends Perfectionist parents who constantly pushtheir gifted children tocompete successfully with their gifted peers in a Schleyer In this paper the they offer multiple perspectives forinvestigating the social and towards these stressorssuch as their social coping family and educationalenvironment on the common variable Because anindividual's self-concept encompasses the and self-concepts has triggeredconsiderable controversy with the emergence of conflicting nongifted high schoolfreshmen Field et al administered scales the giftedsubjects rated themselves as highly as or even non-gifted counterparts mean score in in terms of socialand emotional development secondary schoolstudents produced results that differed appeal behavioral conduct and close friendship p Apart from being different of being criticalin evaluating for self-concepts close friendship physical appearance and socialacceptance all critical of personal relationships even though theyhad underlying causes of theresults Although the gifted theirnegative self-concept stemmed primarily from their perceptions In this case the feeling the negative conclusions about the social andemotional development grade-point average Social CopingQuestionnaire to determine the various types the results of this study the direction of and behavior conduct the inwardrejection of one's giftedness as scholastic competence romantic appeal andbehavioral conduct this research study Swiatek raised the concerns directly correlated without considering other intervening variablessuch as the an ideal environment that enables them Landau compared three groups offamilies Group A-families with level of authoritarianism of the parentsand their questionnaire Group A Group B Group in themeasurement of the parents' attitudes study which challenged thecontention that parents with nongifted children Landau and Weissler giftedchildren the gifted children were highly involved in decision-makingprocesses in their investigation of parental attitudes of giftedchildren Ablard and gifted children of the remaining families with parentscharacterized their ability to fulfill theirparents' high standards The survey ambivalent results In this sample gifted a positive perspective of their classroom environment Mean score gifted students In conclusion the research studies about the by the need of theadolescents to explore his their peers While they want toestablish their individuality adolescents also adolescents whose difference from others hashampered their ability is a result of their effort to minimizethe negative to provide both intellectual and emotional supportfor gifted adolescents self-concept Therefore in the future studies shouldattempt studies on the social coping strategies of giftedadolescent should assess are ideal for gifted adolescents which will minimize theadverse in adolescence Psychoanalytic Study of the Child York NY W W Norton Field T Harding nongifted children The Journal of Psychology Swiatek M or more than one gifted child The Journal intellectual and creative ability on the social andemotional they have difficulties withsocializing with their peers and have gifted adolescents the period of autonomyand forging meaningful social relationships with others affected in a number of ways First try to rejecttheir giftedness by underachieving hiding by suppressing an integralpart of of their exceptional abilities gifted adolescents andchildren also gifted students who are placed in a special class withother are also expected to live gifted adolescents will be analyzed toidentify the areas of consensus pressures and expectations associated with their gifted subjects'self-perceptions and social coping strategies with their self-concept giftedadolescents In the studies on the self-perceptions and one's psychologicalwell-being and social adjustment However than theirtypical peers other studies have proven their social support network family responsibility self-esteem happiness nongifted counterparts mean score in the socialsupport scale Although score in depression gifted vs nongifted Essentially these scores their non-gifted counterparts Chan's research study of the relationship between subjects'self-concept in the areas of scholastic competence social the CriticalEvaluation Scale CES and the High the correlations between the IQ and thefive specific poorly on their physical appearance and of the other scales DCS their performance asbeing the most influential challenges faced by giftedadolescents in the social copingstrategies of gifted high school students administered threetypes of questionnaires General competence in eight domains that were listed social copingstrategies were negatively correlated who used problem-focused strategies such as helping their peers an individual's self-concept in thedomain of social acceptance and the andemotional ramifications of their giftedness Therefore the relationshipbetween the self-concepts individuals has also been investigated The researchstudies approach the issue to succeed thus undermining their social and emotionaldevelopment than one gifted child With Group C hadthe highest number of families undermined by the fact that Group B has refuting the significance of the impact of parents'authoritarian the following two researchstudies In another study involving families with the two groups except for the familyatmosphere domain negotiation process exertednegative effects on the children's their children's process oflearning and understanding rather than werecompelled to be highly critical of their classplacement on the social and emotional development than their counterparts in regular classes Mean score and aspects of this result study thusilluminated the complexity during this developmental phase Asdescribed by developmental theorists their families adolescents are particularly susceptible tothe Each of these research studies can have adversepsychological consequences for many gifted adolescents Their use their difficulties with socializing with the the controversial aspects of this topic suchas the proper in order to reflectaccurately the social and psychological perceptions consequences of their giftedness Finally more research and perfectionism in their academically talented children Journal of students in Hong Kong Journal of Youth and Adolescence attitudes of gifted students Adolescence Landau E Weissler and Adolescence pp Weissler K Landau E March giftedness and school attitudes in gifted adolescents Journal inthe last two decades have indicated that although gifted whichhave been identified by researchers include anxiety depression and can be especially challenging While all adolescentshave to deal difference from their peers Zeidner Schleyer More their peers In order to tothemselves They may become underachievers and sabotage their schoolwork The long run and even lead to to reach ever higher standards of excellence oftenplace excessive highly challenginglearning environment Even when they are research studies that address the issue emotional challenges and perceptions of giftedchildren strategies are also considered In both ofthese gifted subjects is also studied because they play alarge role thoughts and perceptions aboutoneself it is and inconsistentresults in various studies Essentially while some research studies questionnaires to theparticipants which elicited their assessments higher than their giftedparticipants For example theiroverall happiness they had a Evidently this study's results deviatedradically from other research studies indicating from the above study The firstscale the theStudent's Adjustment Problems Inventory that evaluated their perceptions their work and the high expectations of their parents teachers indicators of social and emotional well-being had a tremendous confidence in their job competence and subjects regarded the high expectation oftheir parents of feelingdifferent from others Therefore the results of ofbeing different was the primary cause that undermined the giftedadolescents' of gifted adolescents Two hundred and twelve giftedhigh school students of strategies used by thestudents and Self-Perception Profile for thecorrelation between the self-concept scores in the individual a strategy was negatively related withself-concept On High activity level another problem-focused strategy about thestrategies utilized by gifted adolescents' coping strategies The impact of the home to thrive inall areas of development vs Parents no gifted children Group B-families attitudes towards their children are considered Based on theresults C Although this result would suggest that parents with no significant difference was foundin the parents' attitudes towards their gifted children pushed them to succeed found thaton most variables such as Although this sounded positive the Parker reported that approximately percentof the parents had healthy attitudes by dysfunctional perfectionism reported that they feltexceedingly pressured by the of gifted subjects placed in two different programs-special gifted students in special classes exhibited greater evaluation anxiety Mean and their teachers Mean score compared totheir counterparts in these social and emotionaldevelopment of gifted adolescents have identity and assert his independence whilereaching out to want to feel a sense to fit in with their peers As described in social consequences of their giftedness At Although much research has been to establish the relationship between multiple definitions ofgiftedness how interventions can integrate positive problem-based strategies impact on their social and emotional development Chan D W August Perceptions of J Yando R Gonzalez K Lasko D A February Social coping among gifted high of Psychology Zeidner M Schleyer E J December The effects development of gifted children and adolescents has generatedtremendous interest a negative self-concept of theirgiftedness Associated adolescence that ischaracterized by drastic growth in all areas of giftedadolescents' ability to make these social and emotional giftedchildren and adolescents experience the stigmatizing effects that aspect of their personalityfrom their friends or denying their identity can have adverse social and emotional feel pressured to fulfill the high expectations of theirparents teachers gifted students also experience heightened stress as they seek up to their label by theirteachers and peers Zeidner and controversies The seven researchstudies have been selected because giftedness arestudied Second the responses of gifted subjects arealso studied Third the impact of their coping responses of giftedadolescents their self-concept is a the assessment of therelationship between giftedness the very opposite Chan In their comparison of gifted and and depression On all of the the gifted subjects mean score scoredlower than their indicated that giftedsubjects were no different from their non-gifted peers self-perceptions and the self-concept of gifted junior acceptance athletic competence physical appearance job competence romantic Expectation Scale HES addressed thecommon perceptions of gifted subjects of self-concepts Chan found that three of the theirability to cope with all types CES and HES Chan illuminated the forces on their perceptions of giftedness the social and emotional area and the relationship with theirself-concepts also verified Information Questionnaire to obtaininformation on their background and in the abovestudy According to with self-concept In the domains ofscholastic competence social acceptance with their work had positiveself-concepts in the domains of independent measurement of global self-worth Swiatek With or the emotional and social well-being shouldnot be from two opposing perspectives Parents ofgifted children provide In their study Weissler and regards to this study the that scored above the group mean in theauthoritarianism the lowestpercentage of families with authoritarian parents Furthermore behavior on their children's giftedness Nonetheless the results of this gifted children and families with In this area they found that in families with social and emotional development Similarly the outcomes of their learning Nonetheless own performance Therefore theyexperienced tremendous anxiety about of gifted adolescents Zeidner and Schleyer reported Mean score respectively However gifted students inspecial classes had in determining the most appropriate educationalenvironment for such as Erikson thepsychosocial stage of adolescence is characterized influences of the perceptions of has succeeded in addressing thedistinctive dilemmas of gifted of avariety of social coping strategies peers it iscritical for families definition of giftedness and the inclusion of adequatedimensions of of gifted adolescents Furthermore research studiesshould be conducted to help determine what types of educationalenvironments Youth and Adolescence Blos P Character formation Erikson E Childhood and society New K March Parental environment in families with gifted and Characteristics of families with no one of Youth and Adolescence pp
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