Su búsqueda

En autores o colaboradores
  • While the exact prevalence of psychopathological misdiagnosis in gifted children is unknown, it is an occurrence within the gifted population (Amend & Beljan, 2009; Batstra et al., 2012; Bishop & Rinn, 2019; Bishop & Rinn, 2020; Coon, 2014; Webb et al., 2016). However, there is a gap in the literature related to psychopathological misdiagnosis specific to gifted males. (Desmet & Pereira, 2021; Ecklund et al., 2014; Eren et al., 2018; Neu & Weinfeld, 2007; OECD, 2015; Preckel et al., 2015; Watts, 2022). This transcendental phenomenological study leveraged Bronfenbrenner's Bioecological Model for Human Development (Bronfenbrenner & Morris, 2006) as a theoretical framework and Greenspoon and Saklofske's (2001) Dual Factor Model of Mental Health as a conceptual framework to help in understanding, analyzing, and interpreting the experience of a psychopathological misdiagnosis in gifted men. The four themes that were revealed during this study were Precipitating Event/Conflict Within the Home at Time of Misdiagnosis, Similar External Behaviors at Time of Misdiagnosis, High Psychopathology at Time of Misdiagnosis, and Positive Disintegration. A smaller sub-theme, I am Autistic, was also identified. For this study, based on the experiences of the five gifted men who participated, the essence of psychopathological misdiagnosis involved perseverance to shift from high psychopathology and disintegration to reflection and introspection, self-actualization, authenticity, and well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

  • This dissertation describes a qualitative research study that grows our understanding of the career development experiences, supports, and barriers of social entrepreneurs who are gifted adults (SEGA) so that we may nurture the career development of future SEGA. Research questions for this study probed the career development experiences, supports, and barriers of SEGA and the shared social value they create. The conceptual frameworks for this study are the ecological model for human development (Bronfenbrenner, 1979); the theory of positive disintegration (Dąbrowski, 1964/2016); social cognitive career theory (SCCT; Lent et al., 1994); the perceived instructional arc (Uhrmacher et al., 2017); and my curricular career spiral of social entrepreneurs. The methodological frameworks for this study are a collective case study of the quintain of SEGA (Creswell & Poth, 2018; Stake, 2006) and my collaborative connoisseurship and critique (CC&C), which incorporates methodologies from educational connoisseurship and criticism (C&C; Eisner, 2017; Uhrmacher et al., 2017). A systematic review of qualitative literature explores themes of social entrepreneur education in the United States. A recruitment survey consisting of the Ksiazak Adult Giftedness Scale (KAGS; Ksiazak, 2010) and the Social Entrepreneurship Orientation Scale (SEOS; Dwivedi & Weerawardena, 2018) supported intensive purposeful sampling of five participants. Each SEGA participated in interviews, artifact collection, an observation, and a focus group that fostered CC&C. Collective case study descriptions are reported and incorporate opening and closing vignettes (Creswell & Poth, 2018; Uhrmacher et al., 2017). Key findings included that learning about gifted neurodivergence positively develops self-awareness; self-awareness and curiosity impact self-education, which influences self-efficacy; frustration with work experiences spurs positive disintegration of career paths; intellectual knowledge and creativity help SEGA innovate a career for social good; a strong value system and career supports help SEGA develop a career ideal; business acumen or partnerships are necessary to build a sustainable enterprise; a collaborative network provides inspiration, encouragement, and guidance; investments by others help form, grow, and sustain social enterprises; and feedback helps social entrepreneurs understand their impact and refine their work. This study illuminates a gap in the literature by creating an academic understanding of the educational and career development experiences of gifted adults who are social entrepreneurs in the United States, how they achieve secondary integration (Dąbrowski, 1964/2016) of a career ideal, and the shared social value they create. This study informs gifted people, education, business, and psychology through CC&C of collective cases to nurture the career development of both social entrepreneurs and the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Última actualización de la base de datos: 2/10/26, 5:50 (CEST)

Explorar

Tipo de recurso