Citation

Allen WT. Roeper Review 2017; 39(4): 269-283.

Copyright

(Copyright © 2017)

DOI

10.1080/02783193.2017.1362678

PMID

unavailable

Abstract

Much is written at the elementary school level concerning bullying and the socioemotional needs of gifted and talented (GT) students; however, in the last 10 years, little qualitative research exists concerning the early adolescent GT age group. In the social environment of classroom life, early and current research indicates that many of these students experience neurotic perfectionism, overexciteabilities (OEs), developmental asynchrony, and bullying. The formation of autonomous classes (GT-only classes) has afforded some hope concerning the amelioration of such problems; nevertheless, in this study, detailed evidence of classroom bullying in the form of social ostracism and teasing has been found with this GT age group. If left unchecked, psychological autopsies have shown these students suffering emotional difficulties and even committing suicide as a result of school and classroom torment. With such potential for classroom bullying problems, few studies address what veteran teachers of early adolescent GT students do to keep students psychologically safe. Within the social milieu of classroom life, and in comparison to research standards, this study explores three efficacious teacher perspectives and practices. Copyright © The Roeper Institute.

Language: en

Keywords

anti-intellectualism; asynchronous development; bullying; case study; ethnography; neurotic perfectionism; OEs; overexciteabilities; perfectionism; socioemotional