Title
Identifying, preventing, and combating bullying in gifted education
Abstract
The physical, social, and emotional characteristics of any child or adult who is different from the majority of their peers is likely to result in misunderstanding or bullying. Bullying can occur in face-to-face situations, behind the backs of targeted individuals, or in more recent times, through what has been termed cyberbullying. Gifted students often stand out because of their academic superiority or their moderate to extreme sensitivity to issues, ideas, or situations. These young people often have deeper concerns about issues ranging from world problems such as world peace, climate devastation, and child labor to local situations such as unfairness on the part of a teacher or parent, unreasonable inflations of commonly purchased products, or even the act of bullying itself on the parts of classmates or others. Expressions of these sensitivities are often ridiculed by others in the form of name-calling, exclusion from social situations, lost friendships, or outright hostility on the parts of their peers. Very little empirical research has been conducted on the topic of gifted student bullying, but the personality characteristics of both the person being bullied and the perpetrator(s) of the bullying is a topic of much needed research. Gifted students often have highly focused interests, challenges, and concerns, and a values structure that may make them feel different from their peers; and any type of “difference” may result in bullying. The firsthand case studies and classroom experiences of the chapter authors provide invaluable insights about and guidance learned from the experiences of gifted young people who have been bullied or who have, on occasions, (PsycInfo Database Record (c) 2022 APA, all rights reserved)
(Source: foreword)
Publisher
Information Age Publishing, Inc.
Loc. in Archive
2734695906; 2023-00316-000
Extra
Pages: 205 Pages
Publication Title: Identifying, preventing, and combating bullying in gifted education
abstractTranslation: Es probable que las características físicas, sociales y emocionales de cualquier niño o adulto que sea diferente a la mayoría de sus compañeros resulten en malentendidos o acoso. El acoso puede ocurrir en situaciones cara a cara, a espaldas de personas objetivo o, en tiempos más recientes, a través de lo que se ha denominado ciberacoso. Los estudiantes superdotados a menudo se destacan debido a su superioridad académica o su sensibilidad moderada a extrema a problemas, ideas o situaciones. Estos jóvenes a menudo tienen preocupaciones más profundas sobre temas que van desde problemas mundiales como la paz mundial, la devastación climática y el trabajo infantil hasta situaciones locales como la injusticia por parte de un maestro o padre, inflaciones irrazonables de productos comúnmente comprados o incluso el acto de intimidación por parte de compañeros de clase u otras personas. Las expresiones de estas sensibilidades a menudo son ridiculizadas por los demás en forma de insultos, exclusión de situaciones sociales, amistades perdidas o hostilidad abierta por parte de sus compañeros. Se han llevado a cabo muy pocas investigaciones empíricas sobre el tema del acoso escolar en estudiantes superdotados, pero las características de personalidad tanto de la persona acosada como del perpetrador o perpetradores del acoso son un tema de investigación muy necesario. Los estudiantes superdotados a menudo tienen intereses, desafíos y preocupaciones muy enfocados, y una estructura de valores que puede hacerlos sentir diferentes de sus compañeros; y cualquier tipo de "diferencia" puede resultar en acoso. Los estudios de casos de primera mano y las experiencias en el aula de los autores del capítulo proporcionan información invaluable y orientación aprendida de las experiencias de jóvenes superdotados que han sido acosados o que, en ocasiones, lo han sido (PsycInfo Database Record (c) 2022 APA, todos los derechos reservados) (Fuente: prólogo)
Notas
PubXState - NC
Última actualización - 2023-01-09
TOCDataText - Foreword [by] Joseph S. Renzulli; Introduction [by] Fernanda H. R. Piske and Kristina Henry Collins; Section I: Introduction: The social emotional and cultural context of bullying in gifted education [by] Mariana Davila and Andrea Dennison; Bullying and its socioemotional implications in the education of gifted students / Fernanda Hellen Ribeiro Piske and Rachel U. Mun / 5-20; Covert bullying of gifted children at school / Jana Skrabankova / 21-35; The dark side of friendship: Gifted children, social contexts, and bullying / Michele Kane / 37-50; Section II: Introduction: Conceptual identification of the active and passive characters of bullying and their roles in the act of bullying [by] Melanie S. Myer and Nicole Mattingly; Gifted bullies, targets, and bystanders: A mental health perspective / Jean Sunde Peterson / 55-73; Bully and victim: The two sides of bullying in gifted students / Jennifer Groman / 75-95; On boredom and bullying: How being gifted, bored, and frustrated in the classroom can lead to being bullied or being a bully at school / Fiona Smith and Dominic Westbrook / 97-112; Section III: Introduction: Additional case studies and research findings: An in-depth and global look at the relationship between giftedness, vulnerable populations, and bullying [by] Javetta Jones Roberson and Kari Lockhart; Gifted and bullied: Understanding the institutional victimization of identified, unidentified, and underserved gifted students / Kristina Henry Collins / 115-127; Giftedness and bullying: What's the relation? / Maria Assunta Zanetti, Silvia Montuori, and Elisa Tamburnotti / 129-146; Similar, different, and unique: Targeting the gifted child / Patricia Gatto-Walden / 147-163; Gifted or cursed: Are gifted students more victimized than their non-gifted peers? / Joaquin Gonzalez-Cabrera, Javier Touron, and Juan Manuel Machimbarrena / 165-178; When gifted students experience bullying: How to identify and impact psychological, social, emotional, and academic well-being when peer interactions are counterproductive / Christian E. Mueller and Denise L. Winsor / 179-195; About the editors; About the contributors
Fecha de revisión - 20221110
Citación
Identifying, preventing, and combating bullying in gifted education. (2022). Information Age Publishing, Inc. APA PsycInfo® (2734695906; 2023-00316-000). https://www.proquest.com/books/identifying-preventing-combating-bullying-gifted/docview/2734695906/se-2?accountid=15299