![]() Besides it is aimed to assess social, emotional, behavioral and family functionalities of a gifted child and to compare these functions with children with normal intelligence. In this study, it was also aimed to compare the quality of life of gifted children with those of normal intelligence. In the literature, there could not find any studies which had researched the quality of life of gifted children. Because of these features, a gifted child is not only face difficulties in school functioning and peer relations but also known to face difficulties in family relationships ( 15). It is reported that they are less permissive to their children and tend to use an authoritarian style. These families feel themselves more inadequate and less equipped. Therefore, it is important to assess gifted children in many dimensions such as academic field, self-perception, social skills, emotional and mental health ( 14).įamilies with gifted children are reported to have higher levels of anxiety to meet the special needs of their children. ![]() Reasons such as extreme and unrealistic expectations of parents and teachers, their intense concerns, discordance between the child’s ability and teaching, difficulties in peer relationships, difficulty in understanding by the social environment, suggest that behavioral and emotional problems may occur more frequently in this group ( 8- 10).īeside these, in the gifted group psychological problems such as inadequacy in learning ( 1, 11), high test anxiety and general anxiety level ( 12), somatization ( 10), lack of self-confidence accompanied by depressive symptoms ( 13), attention deficit hyperactivity disorder were also found to accompany more frequently ( 1). There are data about gifted children’s being socially more isolated, less sensitive to thoughts of their peers, less adapted to their environment and society ( 7). ![]() It is emphasized that when compared with their peers, gifted children emotionally and socially can have different needs in comparison with their peers ( 5, 6). The different social and emotional needs arising from the asynchronousity between the cognitive and physical development of gifted children and problems that may arise from them are a subject that has been studied for years ( 4). In Turkey, in determining of gifted students, teacher notification, aptitude tests, individual intelligence tests are used generally ( 3). For the full understanding of the potentials of gifted students, the using of multiple diagnostic tools gives more reliable results ( 2). The definition of giftedness comprises of superior intelligence level, superiority in academic field and leadership skills, creativity and artistic skills ( 1).
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