GIFTED & WELL-BEING

Gifted Students and Emotional Well-Being

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Lisa RoddenLipscomb UniversityEG 7113-01Dr. Lonnie Cochran

What is the relationship between giftedness and emotional well-being?

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"The challenge for education is how to provide opportunities for gifted students to engage in meaningful activities that provide academic challenge and stimulation as well as meet their emotional needs" (p. 3).

Sisk (2021)

"The Disharmony Hypothesis"

"The Harmony Hypothesis"

The Harmony of Giftedness

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Francis et al. (2016) contends that high ability is a "protective factor against internalizing and externalizing difficulties for children and adolescents" (p. 18).

The Harmony of Giftedness

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Wirthwein et al. (2019) writes that intellectually gifted students score higher than their non-gifted peers on ratings related to having a wide range of interests and being open to new ideas (p. 22).

The Harmony of Giftedness

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Stricker et al. (2019) reported that gifted students do not experience maladaptive perfectionism at a more significant level than non-gifted students; however, perfectionistic strivings are stronger in intellectually gifted students compared to non-gifted students.

The Disharmony of Giftedness

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Yudha et al. (2019) found that gifted students in an all-gifted school exemplified problems in emotional self-management and adaptability (p. 511).

The Disharmony of Giftedness

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Francis et al. (2016) concluded that highly gifted individuals (IQ 140-154) have significantly higher levels of behavior problems than moderately gifted individuals (IQ 124-139) (p. 14).

The Disharmony of Giftedness

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Casino-Garcia et al. (2019) reported that gifted students are more likely to experience bullying and cyberbullying (p. 2).

How does TN Gifted Programming Align with the Harmony (or Disharmony) of Giftedness?

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What does this all mean? What should be our next steps as educational leaders?

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Casino-Garcia et al. (2019)

Create Opportunities for "Flow"

Sisk (2021)

Promote Mindfulness Practices - Especially for Gifted Students

Casino-Garcia et al. (2019)

Create Opportunities for "Flow"

Establish a Supportive Environment with a Balance of Academic Challenge and Socio-Emotional Support

Yudha et al. (2019)

Sisk (2021)

Promote Mindfulness Practices - Especially for Gifted Students

Casino-Garcia et al. (2019)

Create Opportunities for "Flow"

Casino-Garcia et al. (2019)

Most Importantly...

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"It would be advisable to systematically address the emotional education of gifted students to improve the development of adaptive emotional competencies..." (p. 13)

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Thank You!

Have a wonderful Thanksgiving!

Baudson, T. G., & Preckel, F. (2016). Teachers’ conceptions of gifted and average-ability students on achievement-relevant dimensions. Gifted Child Quarterly, 60(3), 212–225. Casino-García, A. M., García-Pérez, J., & Llinares-Insa, L. I. (2019). Subjective emotional well-being, emotional intelligence, and mood of gifted vs. unidentified students: A relationship model. International Journal of Environmental Research and Public Health, 16(18), 32-66. Francis, R., Hawes, D. J., & Abbott, M. (2016). Intellectual giftedness and psychopathology in children and adolescents: A systematic literature review. Exceptional Children, 82(3), 279-302.

References

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Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2019). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 1-24. Sisk, D. (2021). Managing the emotional intensities of gifted students with mindfulness practices. Education Sciences, 11(3), 1-12. Tennessee Department of Education (n.d.). Intellectually gifted. Tennessee Department of Education. Retrieved November 11, 2023. https://www.tn.gov/education/families/student-support/special-education/intellectually-gifted.html

References

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Wirthwein, L., Bergold, S., Preckel, F., & Steinmayr, R. (2019). Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents' assessments. Learning and Individual Differences, 73, 16-29. Yudha, E. E. S., Yudha, E. S., & Ropipah, R. (2019, December). The socio-emotional competences: Reorientation of gifted education in the era of industrial revolution 4.0. In 5th International Conference on Education and Technology (ICET 2019). Atlantis Press.

References

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