Raising the Self-Esteem of on Artistically Talented Student in the Regular Classroom

1998 ◽  
Vol 21 (4) ◽  
pp. 22-29
Author(s):  
Christiane Kendrick
Keyword(s):  
Gifted And Talented ◽  
Self Esteem ◽  
The Self ◽  
Regular Classroom ◽  
Art Programs ◽  
Talented Student ◽  
Artistically Talented ◽  
Talented Students ◽  
Enhanced Learning

This case study shows how art raises self-esteem in students and how art programs offer opportunities for students to be identified for gifted and talented programs. Programs offering nurturance, guidance, and challenges are needed in gifted and talented students’ lives. Without opportunities for enhanced learning, we fail to educate children to their greatest potentials.

DeShea's Dream Deferred: A Case Study of a Talented Urban Artist

1998 ◽  
Vol 22 (1) ◽  
pp. 56-79 ◽  
Author(s):  
Thomas P. Hébert
Keyword(s):  
Culturally Diverse ◽  
Urban Environments ◽  
Diverse Populations ◽  
Academic Underachievement ◽  
Art Programs ◽  
Culturally Diverse Populations ◽  
Artistically Talented ◽  
Talented Students ◽  
Study Offer

Artistically talented students from culturally diverse populations exist in urban environments; however, school systems often fail to provide appropriate art programs and prevent young people from realizing their highest potential. In this account of a talented young artist whose needs were not met by educators in an urban high school, the author tells of a teenager's struggle to find a place for himself in his community and describes the resulting problems with the teen's academic underachievement. The findings of the study offer educators helpful suggestions for addressing the educational needs of artistically talented youth in urban settings.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

Jen's Story

2019 ◽  
pp. 123-133
Author(s):  
Chiu-Yin Wong ◽  
Wendy A. Harriott
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
First Grade ◽  
Case Study Method ◽  
Grade Teacher ◽  
Depth Interview ◽  
Talented Students

This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.

scholarly journals A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students

2021 ◽  
Author(s):  
Nadire Gülçin Yıldız
Keyword(s):  
School Counselors ◽  
Gifted And Talented ◽  
Relevant Literature ◽  
Intervention Strategies ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Issues ◽  
Talented Students

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child’s needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.

Rethinking how we identify “gifted” students

2020 ◽  
Vol 102 (4) ◽  
pp. 8-13 ◽  
Author(s):  
Scott J. Peters ◽  
James Carter ◽  
Jonathan A. Plucker
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Personalized Learning ◽  
Student Population ◽  
Talented Student ◽  
Student Identification ◽  
Talented Students

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

scholarly journals Keterujaan Luar Biasa dan Implikasinya Terhadap Pelajar Pintar dan Berbakat di Malaysia

2019 ◽  
Vol 20 (2) ◽  
pp. 115-130
Author(s):  
Amnah Zanariah Abd Razak ◽  
Sahlan Surat ◽  
Saemah Abd Rahman ◽  
Rosadah Abd Majid
Keyword(s):  
High School ◽  
High School Students ◽  
Gifted And Talented ◽  
The Self ◽  
School Students ◽  
Special Trait ◽  
Emotional Dimension ◽  
Self Development ◽  
Positive Disintegration ◽  
Talented Students

Overexcitabilities is a special trait in gifted and talented students but is rarely known to the general public. This overexcitabilities is one of the socioemotional issues faced by gifted and talented students. The concept of overexcitedness has come to be known in the field gifted and talented and has a great impact on the self-development and future of the students. A survey was conducted using the Overexcitability Survey (II) instrument to measure the overexcitabilities of these gifted and talented students. Previous researchers agree that the Overexcitability Survey (II) is also suitable to be used in identifying gifted and talented individuals. The Overexcitability Survey (II) has five sub constructs: emotional dimension, imagination, intellectual, psychomotor and sensory. The findings of the study among high school students (n = 40) in gifted and talented schools in Negeri Sembilan showed that gifted and talented students had the highest score for intellectual constructs (mean = 3.54) and followed by sensory (mean = 3.51), imagination (mean = 3.45), emotion (mean = 3.40) and psychomotor (mean = 3.40). This study also goes through the Positive Disintegration Theory by Dabrowski that gifted and talented students are able to excel and strive to overcome their weaknesses in order to succeed if they are able to adapt to the uniqueness of the over excitabilities. The knowledge of this over excitabilities is necessary to help the excellence of gifted and talented students. ABSTRAK Keterujaan luar biasa merupakan satu keistimewaan yang ada pada pelajar pintar dan berbakat namun jarang diketahui oleh masyarakat umum. Keterujaan luar biasa ini merupakan salah satu isu sosioemosi yang dihadapi oleh pelajar pintar berbakat. Konsep keterujaan luar biasa ini mula dikenali di dalam bidang pintar dan berbakat dan memberikan impak yang besar dalam perkembangan diri serta masa depan pelajar. Kajian tinjauan telah dilakukan menggunakan instrumen Soal Selidik Keterujan Luar Biasa (II) bagi mengukur keterujaan luar biasa pelajar pintar dan berbakat ini. Pengkaji-pengkaji yang lepas bersetuju bahawa Soal Selidik Keterujan Luar Biasa (II) ini juga sesuai untuk digunakan bagi mengenal pasti individu pintar dan berbakat. Soal Selidik Keterujan Luar Biasa (II) mempunyai lima sub konstruk iaitu dimensi emosi, imaginasi, intelektual, psikomotor dan sensori. Hasil dapatan kajian dalam kalangan pelajar sekolah menengah (n=40) di sekolah pintar dan berbakat di Negeri Sembilan ini menunjukkan pelajar pintar dan berbakat mendapat skor tertinggi yang signifikan bagi sub konstruk intelektual iaitu (min=3.54) dan diikuti sensori (min=3.51), imaginasi (min=3.45), emosi (min=3.40) dan psikomotor (min=3.40). Kajian ini juga melalui Teori Disintegrasi Positif oleh Dabrowski menunjukkan pelajar pintar dan berbakat mampu melonjak cemerlang dan berusaha mengatasi kelemahan diri untuk berjaya jika mereka mampu menyesuaikan diri dengan keunikan keterujaan luar biasa yang dianugerahkan. Pengetahuan tentang keterujaan luar biasa ini perlu bagi membantu kecemerlangan pelajar pintar dan berbakat.

Links between 8–10-Year-Old Children’s Self-Esteem and Creativity in the Process of Art Therapy

2020 ◽  
Vol 1 (22) ◽  
Author(s):  
Audronė Brazauskaitė ◽  
Donata Sadauskienė ◽  
Robertas Lažauskas
Keyword(s):  
Art Therapy ◽  
Research Question ◽  
Self Esteem ◽  
The Self ◽  
Learning Problems ◽  
School Age ◽  
Communication Problems ◽  
Before And After ◽  
Creative Experience

Background. Children between the ages of 8 and 10 have communication problems. The strongest need of this age is the desire to be recognized by peers, which possibly overshadows the creative needs of self-expression (Jonynienė, 2013). The inner disharmony of a person, which becomes apparent at the younger school age, may later be more important and lead to emotional, behavioural and learning problems, as well as social disadaptation (Juknienė, 2005). We can assume that in case of low self-esteem and low creative needs for self-expression art therapy sessions could help strengthen a person’s self-esteem and creativity.Research aim. The aim of the study was to identify and evaluate links between 8–10-year-old children’s self-esteem and creativity in the process of art therapy. Objectives of the research: 1. To determine 8–10-year-old children’s self-esteem. 2. To determine 8–10-year-old children’s creativity before and after art therapy. Research question: 1. How do the data of the analysis of research methods relate to each other?Methods. The study applied mixed-methods approach. The self-esteem test by Oaklander (2014), E. E. Tunik’s creativity methodology, analysis of formal elements, case analysis and group art therapy consisting of 10 sessions were applied.Results. Self-esteem was tested during the research was average. The change in creativity after art therapy programs was statistically significant (p < 0.05). The results of the analysis of formal elements and the case study were the most important.Conclusions. Research results showed that art therapy strengthened 8-10-yearold children’s self-esteem and improved their creativity. Comparing the first session of art therapy with the last one, the self-esteem and creative experience of the subjects increased.Keywords: self-esteem, creativity, art therapy, junior school age.

Cognitive Therapy for Low Self-Esteem in the Treatment of Depression in an Older Adult

2007 ◽  
Vol 35 (3) ◽  
pp. 365-369 ◽  
Author(s):  
Lynne Chatterton ◽  
Pauline L. Hall ◽  
Nicholas Tarrier
Keyword(s):  
Older Adult ◽  
Adult Population ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
The Self ◽  
Core Beliefs ◽  
Treatment Of Depression ◽  
Older Adult Population ◽  
Positive Results

Low self-esteem is an underlying component of depression and psychological therapy may first need to address deeply entrenched negative self-evaluations in order to challenge and reduce the rigidity of core beliefs (Fennell, 1997). Hall and Tarrier (2003) developed an effective brief intervention aimed at reducing low self-esteem in patients with psychosis. Subsequent anecdotal evidence suggested that this intervention may also provide positive results in an older adult population with depression. In this case study, the intervention was implemented with a 79-year-old woman who was experiencing anxiety symptoms and depression with suicidal thoughts. Following implementation of the self-esteem intervention, significant improvements were obtained. This paper offers preliminary evidence that this novel intervention can be used successfully with older age clients and provides a positive and engaging therapy for depression.

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