Social and emotional development of students with gifts and talents

Introduction to Gifted Education is the definitive textbook designed for courses that introduce teachers to gifted education, whether that is in graduate school or in certification or continuing development programs for teachers. The book is inclusive in nature, addressing varied approaches to each topic while relying on no single theory or construct. The book includes chapters that focus on critical topics such as gifted education standards, social-emotional needs, cognitive development, diverse learners, identification, programming options, creativity, professional development, and curriculum. The book provides a comprehensive look at each topic, including an overview of big ideas, its history, and a thorough discussion to help those new to the field gain a better understanding of gifted students and strategies to address their needs. A rich companion piece supports the text, providing practical strategies and activities for the instructor (designed for both online classes and face-to-face classes).https://scholarworks.wm.edu/educationbookchapters/1015/thumbnail.jp

Social Coping and Self-Concept among Young Gifted Students in Ireland and the United States: A Cross-Cultural Study

Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers

Psychological heterogeneity among honors college students

Greater knowledge of the psychology of honors college students will help to inform program administrators, counselors, residence life assistants, and faculty about how they may provide support to those with the greatest need. Via an online survey, personality, perfectionism, and suicidal ideation data were collected from honors college students (N = 410, 73% female). Using latent profile analysis, students were classified by their responses to the Big Five Inventory personality measure into five profiles. Risk factors of high perfectionism and suicidal ideation scores were found in two of the profiles, suggesting students with these personality characteristics may need enhanced psychological support. The largest profile (35% of students) had extraversion scores above the norm, but all other profiles had introverted scores below the norm. Neuroticism scores were also higher than the norm in the introverted profiles, which represented a majority of the honors college students

A Cross-Cultural Study of the Social Experience of Giftedness

The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT (N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial helping behaviors were found among SWGT in nearly all age groups and a focus on the self was a useful coping strategy to students in all countries except France. Parallels are drawn between these findings and Goffman’s (1963) stigma theory

Evaluation of Fluoxtinfor Treatm Ent of Menopausal Hot Flashes

Introduction: Hot flashes can be prominent problem in menopausal women. The treatment of hot flashes is hormonal thrapies but in some patients that are unable to use estrogen other treating hot flashes are required. Based on anecdotal information reqarding the efficacy of fluoxtin for treating hot flashes , the present trial was developed . Methods: This trial used a double Blinded randomized to study the effecacy of fluoxetin (20mg/day) and comparing with placebo in treating hot flash in 4 week treatment. Results: 310 women began protocol thrapy. in two group: A (flouxetine) and B-( placebo ) By the end of protocol hot flashes frequeney decreased 77.5 % with floxetin versus 13.7 % whith placebo( p=.0001)The flouxetin was well tolerated . Conclusion: Flouxetin resulted well improvent in hot flashes

Comparision of the Efficacy of Vit B1 (Thiamine) and Ibuprofen in Treatment of Primary Dysmenorrhea in Young Girls, Yazd, 2003

Introduction: This study was performed in order to compare the efficacy of vitamin B1and Iboprofen in the treatment of primary dysmenorrhea. Methods: 180 women aged between 11-17 years with primary dysmenorrhea were divided to 2 groups: Group A: (n: 60) received 100mg vit B1 daily in leuteal phase for 3 months . Grope B :( n: 60) Received 400mg Ibuprofen 3 times/day for 5days (3 days before and 2 days after start of menses) for 3 months. Results: 80% of group A and 88.4% of group B were treated as compared to control (P=0001 ), but in group B, side effects were more and the regimen was less tolerated as compared to group A. Conclusion: Vit B (Thiamine) is well tolerated and effective drug without side effects in primary dysmenorrhea