Gifted Children
This is an excerpt from the paper...
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 in all areas of life and the emerging sense of adult identity can be especially challenging. While all adolescents have to deal with the developmental challenges of asserting their autonomy and forging meaningful social relationships with others, gifted adolescents' ability to make these social and emotional adjustments are hampered by their perceptions of difference from their peers (Zeidner & Schleyer, 1999). More specifically, the social and emotional development of gifted children adolescents is affected in a number of ways: First, gifted children and adolescents experience the stigmatizing effects of being labeled "gifted" and thus different from their peers. In order to minimize negative social eff
. . .
(CES) and the High Expectation Scale (HES) addressed the common perceptions of gifted subjects of being different, of being critical in evaluating for their work and the high expectations of their parents, teachers and peers.
Based on the exploration of the correlations between the IQ and the five specific self-concepts, Chan (2002) found that three of the self-concepts, close friendship (-0.35), physical appearance (-0.22) and social acceptance (-0.17)łall critical indicators of social and emotional well-being -- had a high negative correlation with IQ. Essentially, gifted students rated themselves poorly on their physical appearance and their ability to cope with all types of personal relationships, even though they had tremendous confidence in their job competence (0.21) and romantic appeal (0.17).
Just as importantly, through the introduction of the other scales (DCS, CES and HES), Chan (2002) illuminated the underlying causes of the results. Although the gifted subjects regarded the high expectation of their parents and their critical attitude towards their performance as being the most influential forces on their perceptions of giftedness, their negative self-concept stemmed primarily from their perceptions of feelin
. . .
Some common words found in the essay are:
Zeidner Schleyer, Profile Adolescents, Weissler Landau, Ablard Parker, , HES Chan, Landau Weissler, Scale HES, Youth Adolescence, IQ Essentially, social emotional, gifted adolescents, gifted children, research studies, mean score =, social emotional development, score =, emotional development, mean score, gifted students, gifted subjects, social coping, emotional development gifted, social coping strategies, development gifted adolescents,
Approximate Word count = 2577
Approximate Pages = 10 (250 words per page)
More Essays on Gifted Children
|
Customer Service
to Over
32,000 Professionally Written Papers!!!
