O future problem solving program internacional (FPSPI) como um possível instrumento interventivo na sobredotação: caracterização do programa

O FPSPI- Future Problem Solving Program International é um programa educativo, internacionalmente validado, visando o desenvolvimento de competências de resolução de problemas (em crianças, jovens e nos aplicadores do programa), tais como o pensamento criativo, pensamento crítico e analítico, comunicação oral e escrita, trabalho em equipa, gestão emocional e tomada de decisão. Paralelamente, promove no contexto escolar a motivação para a aprendizagem, o rendimento escolar, o papel ativo do aluno e o envolvimento da (e na) comunidade. Em termos práticos, o desenvolvimento acontece dando aos participantes oportunidades de exercitar tais competências enquanto exploram temas relacionados com o futuro. Apesar de não ser um programa de intervenção especificamente dirigido a sobredotados, internacionalmente tem vindo a ser adotado como um dos instrumentos que vão ao encontro da necessidade formativa deste grupo. Pretende-se então contextualizar e apresentar tal programa, sumariamente, sensibilizando ainda para resultados positivos da sua aplicação.Abstract The FPSPI-­‐Future Problem Solving Program International is an educational program with international validation and oriented to the development of creative problem solving skills in participants (pre-­‐adolescents and adolescents) and mentors (adults). These skills include creative, critical and analytical thought, communication, emotions and decision making. FPSP also promotes learning motivation and scholarly achievement through the active role of the pupils and their engagement in the community. This development of skills results from a problem solving process that challenges participants to face problems creatively and with a futuristic approach. It is not a specific program oriented to gifted people, but it has been adopted internationally as an useful tool in order to address psychological characteristics frequently related to this population. This paper will present some guidelines about foundations, goals and methodology inherent to the program and will underline some positive results of its applicatio

The Future Problem Solving Program International (FPSPI): a challenge for creative citizens

Series: Research papers on knowledge, innovation and enterprise, vol. 4The Future Problem Solving Program International (FPSPI) is an educational program for the development of creative skills, especially in children and young people (Future Problem Solving Program International, FPSPI, n.d). At the same time, it promotes critical, analytical and futuristic thinking, oral and written communication, teamwork, as well as emotional and decision making skills (FPSPI, n.d.). It is thus an educational tool that can be applied in many contexts, formal and informal, in order to promote creative problem solving skills. The stated mission of the FPSPI is “to develop the ability of young people globally to design and promote positive futures through problem solving using critical & creative thinking” (FPSPI, n.d.). It is designed to involve young people in thinking about the future and its challenges and unpredictability in all domains, including arts, technology and sciences. This program, based on futuristic thinking and the Osborn-Parnes Creative Problem Solving method (Osborn, 1953; Parnes, 1967; Parnes, Noller, & Biondi, 1977), begins with problem finding and definition and ends with a proposal for an effective and original solution. Begun by Torrance in the U.S. in 1974, the program is currently applied in countries from every continent. This chapter will present this program in detail, illustrating its goals, application methodology and agents. It will also share results obtained in several studies about the program and its effectiveness, thereby, raising awareness of the potential of its application for creative problem solutions in various contexts

Perspectives in Gifted Education: Creativity

This is the fifth in a series of monographs published through the Institute for the Development of Gifted Education at the University of Denver, and it has been graciously funded by the Lynde and Harry Bradley foundation. The first monograph contained different perspectives on the growth and development of young gifted children while the second addressed the characteristics and needs of the twice-exceptional - those who are gifted and also have some type of disabling condition. The third monograph focused on the personality and spiritual and character development of gifted children; the fourth explored giftedness in a variety of diverse, under-represented populations of learners. It is a pleasure to welcome Dr. Bonnie Cramond as guest editor for this issue. which is focused on aspects of creativity and the gifted learner. Dr. Cramond is currently a Professor in the Department of Educational Psychology and Instructional Technology at the University of Georgia and has formerly been director at the Torrance Center for Creativity and Talent Development. During her career she has worked as a classroom teacher and university professor and researcher, and she has assumed many leadership roles through membership on national boards, editorship of journals, presentations at conferences, and contributions to books, articles and monographs. Her efforts and leadership have furthered professional understanding of creative learners.https://digitalcommons.du.edu/perspectivesingifteded/1004/thumbnail.jp

Future problem solving program international and creativity: Perceptions of adolescents

The Future Problem Solving Program International (FPSPI) is one of the most popular internationally implemented programs to promote creativity, problem solving, and future interest and orientation in adolescents. However, a recent evaluation of the program found that students reported that they gained other lifetime skills, beyond the program’s goals, in personal, academic, and career experiences (Treffinger, Selby, & Crumel, 2012). But, does the FPSPI help students have accurate perceptions about creativity, and about the concepts of a creative pupil and a creative teacher? It is assumed that having accurate perceptions of creativity fosters a personal investment in creative skills. So, the purpose of this study was to examine the impact of the FPSPI on adolescents' perceptions of creativity and creative people in the school setting. The intervention program was administered to 77 students, who ranged in age from 12 to 17; the control group included 78 students with equivalent characteristics. In pretest and posttest assessment moments, students completed the scale Creativity and School – Perceptions of Students (Morais & Azevedo, 2011), composed of 25 Likert-type items organized into the dimensions of Accurate Perceptions and Erroneous Perceptions about creativity. Results show statistically significant differences between the experimental and the control group for accurate perceptions of creativity, which are favorable to the experimental group. These results are discussed in order to plan future research with the FPSPI, and to consider educational implicationsResearch Center on Education (CIEd, Centro de Investigação em Educação), projects UID/CED/1661/2013 e UID/CED/1661/2016, Institute of Educação, Universidade de Minho, trough national funds of FCT/MCTES-PT.This paper, in the context of a post doctorate research project (SFRH/BPD/122162/2016), is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I. P., under the project UID/CED/00194/2013

Vision With Action: Developing Sensitivity to Societal Concerns in Gifted Youth

At the 2006 National Association of Gifted Children Conference, a panel presentation addressed the importance of providing gifted children with opportunities to take positive social action through service-learning; this article is a result of that discussion. The Future Problem Solving Program (among others) has a community problem-solving component to help instill the habits of responding to community needs in socially constructive ways. A service-learning project conducted by secondary gifted students is discussed. The highest level of service-learning is an effective curriculum for gifted students that exposes them to community problems and encourages them to solve those problems creatively. Through service-learning, gifted youth have opportunities to expand their global awareness, practice skills of positive action, and make real their vision of a better future