Στρατηγικές Διαχείρισης Κοινωνικής Αλληλεπίδρασης Χαρισματικών και Ταλαντούχων Μαθητών


Δημοσιευμένα: Σεπ 14, 2021
Λέξεις-κλειδιά:
χαρισματικοί και ταλαντούχοι μαθητές στρατηγικές διαχείρισης στίγμα αυτό-αντίληψη
Αλέξανδρος-Σταμάτιος Αντωνίου
Ευτυχία Μητσοπούλου
Περίληψη
Μία πληθυσμιακή ομάδα η οποία γίνεται αποδέκτης πολλών στερεοτυπικών αντιλήψεων από συνομηλίκους, εκπαιδευτικούς και γονείς είναι οι χαρισματικοί και ταλαντούχοι μαθητές, των οποίων η διαφορετικότητα φαίνεται να τους δημιουργεί αρκετά προσκόμματα στην ανάπτυξη υγιών κοινωνικών σχέσεων. Πολλές ερμηνείες έχουν δοθεί με βάση τα ερευνητικά δεδομένα για ποιο λόγο προκύπτει αυτό ως πρόβλημα και πολλές συνηγορούν στην άποψη ότι οφείλεται στο στίγμα της χαρισματικότητας και τα απορρέοντα στερεότυπα, τα οποία, με τη σειρά τους, συνδέονται με την αυτο-αντίληψη των χαρισματικών παιδιών, αφού τα χαρισματικά παιδιά αναπτύσσουν την αίσθηση του εαυτού μέσα από την κοινωνική αλληλεπίδραση με τους συνομηλίκους τους. Πολλοί από τους χαρισματικούς μαθητές επιλέγουν να κάνουν χρήση ποικίλων στρατηγικών διαχείρισης των κοινωνικών αλληλεπιδράσεων με τους συνομηλίκους τους ρυθμίζοντας τις πληροφορίες που τους αφορούν. Με βάση το «φάσμα ορατότητας» κάποια χαρισματικά και ταλαντούχα παιδιά επιδιώκουν η χαρισματικότητά τους να είναι πλήρως ορατή και άλλα επιλέγουν να την αποκρύψουν. Η ρύθμιση του εύρους της επιθυμητής ορατότητάς θέτει και τα όρια των κοινωνικών τους συναναστροφών adlibitum. Ωστόσο, ο πόθος των χαρισματικών παιδιών παραμένει διακαής, κι αυτός είναι η συναναστροφή με τους συνομηλίκους, μέσα από την οποία δύνανται να καλυφθούν πολλές κοινωνικές και συναισθηματικές τους ανάγκες, οι οποίες, εξαιτίας της ασύγχρονής τους ανάπτυξης, παραμένουν ανικανοποίητες. 
Λεπτομέρειες άρθρου
  • Ενότητα
  • Articles
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
ΑΝΤΩΝΙΟΥ, Α.-Σ. (2009β). Χαρισματικά και ταλαντούχα παιδιά (Τόμος Β΄). Αθήνα: Ιατρικές Εκδόσεις Πασχαλίδης.
BAILEY, J. M. (1996). Literacy development in verbally talented children. In J. Van Tassel-Baska, D. T. Johnson, & L. N. Boyce (Eds.), Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students (pp. 97-114). Boston: Allyn and Bacon.
BARBER, C., & MUELLER, T. C. (2011). Social and self-perceptions of adolescents identified as gifted, learning disabled, and twice-exceptional. Roeper Review, 33, 109-120.
BATSON, D. A. (2000). The journey of leadership. TEMPO, 20(1), 3/18.
BAUDSON, G. T. (2016). The mad genius stereotype: still alive and well. Frontiers in Psychology, 7, Art. 368.
CLARK, B. (2008). Growing up gifted (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
COLEMAN, L. (1985). Schooling the Gifted. Menlo Park, CA: Addison-Wesley.
COLEMAN, J. L., & CROSS, L. T. (2000). Social-emotional development and the personal experience of giftedness. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds), International Handbook of Giftedness and Talent (pp. 203-212/2nd ed.). Oxford, UK: Elsevier Science LTD.
COLEMAN, J. L., & CROSS, L.T. (2001). Being Gifted in School. Issues of Development, Guidance and Teaching. Waco, Texas: Prufrock Press Inc.
COLEMAN, J. L., & CROSS, L. T. (2014). Is being gifted a social handicap? Journal for the Education of the Gifted, 37(1), 5-17. Reprinted from “Is Being Gifted a Social Handicap?” by L. J. Coleman and T. L. Cross, 1988, Journal for the Education of the Gifted, 11(4), pp. 41-56. https://doi.org/10.1177/0162353214521486
COLEMAN, M. J., & FULTS, A. B. (1982). Self-concept and the gifted classroom: the role of social comparisons. Gifted Child Quarterly, 26, 116-120. https://doi.org/10.1177/001698628202600305 .
CROSS, L. T. (1997). Psychological and social aspects of educating gifted children. Peabody Journal of Education, 72 (3+4), 180-200. https://doi.org/10.1080/0161956X.1997.9681873
CROSS, L. T. (2011). On the Social and Emotional Lives of Gifted Children. Waco, Texas: Prufrock Press Inc.
CROSS, L. T., COLEMAN, J. L., & TERHAAR-YONKERS, M. (1991). The social cognition of gifted adolescents in schools: managing the stigma of giftedness. Journal for the Education of the Gifted, 15, 44-55. https://doi.org/10.1177/016235329101500106
CROSS, L. T., & ANDERSEN, L. (2016). Depression and suicide among gifted children and adolescents. In M. Neihart, S. I. Pfeiffer & T. L. Cross (Eds.), The Social and Emotional Development of Gifted Children. What Do We Know? (pp.79-90/2nd ed.) Waco, TX: Prufrock Press.
CROSS, L.T., & FRAZIER, D. A. (2010). Guiding the psychosocial development of gifted students attending specialized residential STEM schools. Roeper Review, 32, 32-41.
https://doi.org /10.1080/02783190903386868
CROSS RIEDL. J. (2016). Gifted children and peer relationships. In M. Neihart, S. Pfeiffer & T. L. Cross (Eds.), The Social and Emotional Development of Gifted Children. What Do We Know? (pp. 41-54) Waco, TX: Prufrock Press.
CROSS RIEDL, J., O’REILLY C., KIM, M., MAMADOV, S., & CROSS, L. T. (2015). Social-coping and self-concept among young gifted students in Ireland and United States: a cross-cultural study. High Ability Studies, 26, 39-61.
DAVIDSON, E. J. (2019). Exchanging giftedness for a better gift. In B. Wallace, D. A. Sisk & J. Senior (Eds.), The SAGE Handbook of Gifted and Talented Education (pp. 32-45). London, UK: SAGE Publications.
DEAL, L. (2003). The Boredom Solution. Understanding and Dealing with Boredom. San Luis Obispo, CA: Dandy Lion Publications.
DIEZMANN, C. M., & WATTERS, J. J. (1997). Bright but bored: optimising the environment for gifted children. Australian Journal of Early Childhood, 22(2), 17-21.
FOLKMAN, S., LAZARUS, S. R., GRUEN, J. R., & DELONGIS, A. (1986). Appraisal, coping, health status, and psychological symptoms. Journal of Personality and Social Psychology, 50(3), 571-579.
FORNIA, L. G. (2001). The social and emotional needs of gifted children: Implications for family counselling. The Family Journal: Counseling and Therapy for Couples and Families, 9(4), 384-390. https://doi.org/10.1177/1066480701094005
GEISLER, M., C., F., WIEDIG-ALLISON, M., & WEBER, H. (2009). What coping tells about personality. European Journal of Personality, 23, 289-306. https://doi.org/10.1002/per.709
GROSS, M. U. M. (1989). The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth. Roeper Review, 11, 189–194. https://doi.org/10.1080/02783198909553207
GROSS, M. U. M. (1998). The “me” behind the mask: Intellectually gifted students and the search for identity. Roeper Review, 20, 167–174. https://doi.org/10.1080/02783199809553885 .
HYATT, L. A., & CROSS, T. L. (2009). Understanding suicidal behavior of gifted students: theory, factors, and cultural expectations. In L.V. Shavinina (Ed.), International Handbook on Giftedness (pp. 537-558). New York, NY: Springer.
JUNG, Y. J., BARNETT, K., GROSS, M. U. M., & MCCORMICK, J. (2011). Roeper Review, 33, 182-197.
KERR, B. (2009). Verbal ability. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity and Talent. (pp. 918-922/Vol.2). Thousand Oaks, California: SAGE Publications Inc.
LEE, Y-S., KUBILIUS-OLSZEWSKI, P., & TURNER THOMSON, T. D. (2012). Academically Gifted Students’ Perceived Interpersonal Competence and Peer Relationships. Gifted Child Quarterly, 56, 90-104. https://doi.org/10.1177/0016986212442568
LIND, S. (2000). Before referring a gifted child for ADD, ADHD evaluation. Communicator, 31(4), 20.
LOVECKY, V. D. (2009). Moral sensitivity in young gifted children. In D. Ambrose & T. Cross (Eds.), Morality, ethics, and gifted minds (pp.161-176). New York: Springer Publishing Company.
MANOR-BULLOCK, R., LOOK, C. & DIXON, N. D. (1995). Is giftedness socially stigmatizing? The impact of high achievement on social interactions. Journal for the Education of the Gifted, 18, 319-338. https://doi.org/10.1177/016235329501800307
MATTHIEU, M.M., & IVANOFF, A. (2006). Using stress, appraisal, and coping theories in clinical practice: assessments of coping strategies after disaster. Brief Treatment and Crisis Intervention, 6(4), 337-348. https://doi.org/10.1093/brief-treatment/mhl009
ΜΗΤΣΟΠΟΥΛΟΥ, Ε. (2015). Η αυτό-αντίληψη των χαρισματικών και ταλαντούχων παιδιών και η συνείδηση του στίγματος. Στο Ζ. Κρόκου (Επιμ.) Διλήμματα και Προοπτικές στην Ειδική Εκπαίδευση (σελ. 362-376). Τόμος Ε΄. Αθήνα: Εκδόσεις Γρηγόρη.
NEIHART, M. (1999). The impact of giftedness on psychological well-being: what does the empirical literature say? Roeper Review, 25, 10-17. https://doi.org/10.1080/02783199909553991
NEIHART, M. (2011). Three questions by Maureen Neihart. In T. L. Cross (Ed.), On the Social and Emotional Lives of Gifted Children. Understanding and Guiding their Development (pp. 189-192/4th ed.). Waco, TX: Prufrock Press Inc.
REIS, M. S., & RENZULLI, S. J. (2014). Current research on the social and emotional development of gifted and talented students: good news and future possibilities. Psychology in the Schools, 41(1), 119-130. https://doi.org/10.1002/pits.10144
ROBINSON, M., N. (2008). The social world of gifted children and youth. In S. Pfeiffer (Ed.) Handbook of Giftedness in Children: Psychoeducational Theory, Research and Best Practices (pp. 33-51). Springer: Florida, USA.
ROEPER, A. (1995). AnneMarie Roeper: Selected Writings and Speeches. Minneapolis, MA: Free Spirit.
RUDASSIL, MORITZ, K., READ CAPPER, M., CLARK FOUST, R., CALLAHAN, M., C., & ALBAUGH, B., S. (2009). Grade and gender differences in gifted students’ self-concepts. Journal for the Education of the Gifted, 32(3), 340-367. https://doi.org/10.4219/jeg-2009-862
SIEGLE, D., & MCCOACH, D. B. (2005). Making a difference: motivating gifted students who are not achieving. Teaching Exceptional Children, 38(1), 22-27. https://doi.org/10.1177/004005990503800104
SILVERMAN, L. (1997). The construct of asynchronous development. Peabody Journal of Education, 72(3-4), 36-58. https://doi.org/10.1080/0161956X.1997.9681865
SIMPSON, J., & GLOVER ADAMS, M. (2015). Understanding Gifted Adolescents. Accepting the Exceptional. Lanham, Maryland: Lexington Books.
SISK, D. (2008). Making Great Kids Greater. Easing the Burden of Being Gifted. Thousand Oaks, California: Sage Publications.
SMITH, L. C., EISENBERG, N., SPINRAD, L. T., CHASSIN, L., MORRIS SHEFFIELD, A., KUPFER, A., LIEW, J., CUMBERLAND, A., & VALIENTE, C. (2006). Children’s coping strategies and coping efficacy: relations to parent socialization, child adjustment, and familial alcoholism. Development and Psychopathology, 18, 445–469. https://doi.org/10.10170S095457940606024X
STRIP, A. C. (2000). Helping gifted children soar: A practical guide for parents and teachers. Scottasdale: Great Potential Press, Inc.
SWIATEK, Μ. Α. (1995). An empirical investigation of the social coping strategies used by adolescents. Gifted Child Quarterly, 39, 154-160. https://doi.org/10.1177/001698629503900305
SWIATEK, M. A., & DOOR, R. M. (1998). Revision of the social coping questionnaire: Replication and extension of previous findings. Journal of Secondary Gifted Education, 10, 252-259.
VAN TASSEL-BASKA, J. (1987). The process of talent development. In J. Van Tassel-Baska, D. T. Johnson, & L. N. Boyce (eds.), Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students (pp. 3-22). Boston: Allyn and Bacon.
WANG, Y-C., KUO, C.-C., & WU, S.-M., (2019). Creative and problem solving thinking of gifted and talented young children observed through classroom dialogues. Universal Journal of Educational Research, 7(12), 2677-2692. https://doi.org/10.13189/ujer.2019.071215
WEBB, T. J., GORE, L. J., AMEND, R. E., & DEVRIES, R. A. (2007). A Parent’s Guide to Gifted Children. Scottsdale, Arizona: Great Potential Press.
WHITNEY, S. C., & HIRSCH, G. (2007). A love for learning: motivation and the gifted child. Scottsdale, Arizona: Great Potential Press.
YUNG, Y. J., MCCORMICK, J., & GROSS, M. U. M. (2012). The forced choice dilemma: a model incorporating idiocentric/alloce-ntric cultural orientation. Gifted Child Quarterly, 56(1), 15-24.
Τα περισσότερο διαβασμένα άρθρα του ίδιου συγγραφέα(s)