Exploration of Challenges Among Gifted and Talented Children
Keywords:
counseling services, gifted, talented, children
Abstract
Most gifted students love to study, work hard to complete cognitive tasks, and wanted to have more difficult subjects for enhancing their intellectual capability. However, they are unable to do so in their regular classes even in their special gifted group. Some of the challenges faced by gifted and talented students are teachers’ stigma, negative peer attitudes, difficulty understanding others, problems related to perfectionism, as well as impatience and intolerance. Thus, there is a dire need to cater the social and emotional issues of these students. Counselors may be unaware and unable to respond to these concerns because they are not well-trained to counsel this unique population. Therefore, this study aims to investigate the characteristics of gifted and talented students, challenges that they face and the need for counseling approaches to address all these issues to unleash the learning and development of gifted students.
Downloads
Download data is not yet available.
References
Abdul Rashid Abdul Aziz, Amin Al Haadi Shafie, Umi Hamidaton Mohd Soffian Lee & Raja Nur Syafiqah Raja Ashaari. (2020). Strategi Pembangunan Aspek Kesejahteraan Kendiri bagi Mendepani Tekanan Akademik Semasa Wabak COVID-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(12), 16 - 30. https://doi.org/https://doi.org/10.47405/mjssh.v5i12.594
Abu Yazid, A. B. & Noriah, M.I. (2010). Counselling Issues of Gifted Students Attending a School Holiday Residential Program: A Malaysian Experience. Procedia - Social and Behavioral Sciences, 7(C), 568–573.
Abu Yazid, A. B. & Noriah, M.I. (2016). Pendidikan Pintar dan Berbakat Di Malaysia. Bangi: UKM.
Abu Yazid, A.B. & Aliza, A. (2009). Sokongan psikologikal dan sosio-emosi pelajar pintar cerdas. Dlm. Noriah M.I., Rosadah A.M. & Siti Fatimah M.Y.(pnyt.), PERMATA pintar: Pengalaman UKM. Bangi: UKM.
Amnah Zanariah, A. R., Amirah, Z., Nur Fazidah, S.M. (2017). Kajian Tentang Perfectionism dan Stail Berfikir Pelajar Muslim Pintar dan Berbakat di Malaysia. International Journal of Islamic Studies, 6(2), 13–22.
Blaas, S. (2014). The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students. Australian Journal of Guidance and Counselling, 24(02), 243–255.
Buckner, C. (2009). Gifted First Graders in A Multi-ability Classroom: An Interpretive Case Study. [All Graduate Theses and Dissertations]. Paper 300. Retrieved on April 28, 2013 from http://digitalcommons.usu.edu/etd/300
Cheng, P.W. (1993). Metacognition and Giftedness: The state of the relationship. Gifted Child Quaterly, 37, 105-112.
Clark, B. (2002). Growing up Gifted (5th ed.). Columbus: Charles E. Merrill.
Delisle, J. (1985). The eight great gripes of gifted kids: Responding to special needs. Roeper Review, 8(11), 15-17.
Dimitrios, P. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323.
Fisher, E. S. & Kennedy, K. (2016). Counseling Diverse Populations in Schools. New York: Oxford University Press.
Flett, G. L., & Hewitt, P. L. (2002). Perfectionism and maladjustment: An overview of theoretical, definitional, and treatment issues. In G. L. Flett & P. L. Hewitt (Eds.), Perfectionism: Theory, research, & treatment (pp. 5–31). Washington, DC: American Psychological Association.
Gallagher, J. J. & Gallagher, S. A. (1994). Teaching The Gifted Child. (4th ed.). Boston, MA:Allyn.
Hollingworth, L. S. (1942). Children above 180 IQ; Stanford-Binet origin and development. New York: World Book.
James, T.W., Edward, R.A., Nadia, E.W., J, G., Paul, B.F., & Richard, O. (2004). Abstracted from Misdiagnosis and Dual Diagnosis of Gifted Children and Adults: ADHA, Bipolar, OCD, Asperger’s, Depression, and Other Disorders. Scottsdale: Great Potential Press.
Katja Košir, Marina Horvat, Urška Aram & Nina Jurinec. (2015). Is being gifted always an advantage? Peer relations and self-concept of gifted students, High Ability Studies, DOI: 10.1080/13598139.2015.1108186
Khatena, J. (1992). Gifted: Challenge and Response for Education. USA: F.E Peacock Publisher.
Mahoney, A., Martin, D. & Martin, M. (2003). Gifted identity formation: A therapeutic model for counseling children and adolescents. In. J. Plucker & C. Callahan (Eds.), Critical issues and practices in gifted education: What the research says. hlm 199–229. Waco, TX: Prufrock Press.
McEachern, G.A. (2001). Gifted Students with Learning Disabilities: Implications And Strategies For School Counselors, Professional School Counseling, 5(1), 17-24.
Mofield, E.L., & Chakraborti-Ghosh, S. (2010). Addressing Multidimensional Perfectionism in Gifted Adolescents with Affective Curriculum. Journal for the Education of the Gifted, 33(4), 479–513.
National Association for Gifted Children Position Statement. (2006). Creating contexts for individualized learning in early childhood education. Retrieved April 1, 2013, from http://www.education.com/reference/article/Ref_Early_Childhood_2/
Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
Nor Hamizah Ab Razak, Abdul Rashid Abdul Aziz & Mohd Zaliridzal Zakaria (2021). Validity of Cognitive Behaviour Play Therapy Module (DBPT Module). Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(3), 396 - 400.https://doi.org/https://doi.org/10.47405/mjssh.v6i3.726
Nor Hamizah bt Ab Razak, Abdul Rashid Aziz & Nurhafizah Mohd Sukor (2020). Hubungan antara Kemahiran Membuat Keputusan dan Daya Tahan dalam kalangan Pelajar Pintar Berbakat. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(12), 333 - 341. https://doi.org/https://doi.org/10.47405/mjssh.v5i12.601
O'Boyle, M. W., Gill, H. S., Benbow, C. P., & Alexander, J. E. (1994). Concurrent finger-tapping in mathematically gifted males: Evidence for enhanced right hemisphere involvement during linguistic processing. Cortex, 30, 519-526.
Rafidah Kastawi & Noriah Mohd Ishak. (2014). Terapi seni dalam kaunseling pelajar pintar dan berbakat. Malaysian Journal of Youth Studies, 8(6), 147–166.
Renzulli, Joseph S. & Reis, Sally M. (1997). The Schoolwide Enrichment Model. (2nd ed.). Creative Learning Press: Mansfield.
Robinson, N. M., Lanzi, R. G., Weinberg, R. A., Ramey, S. L., & Ramey, C. T. (2002). Factors associated with high academic competence in former Head Start children at third grade. Journal of Gifted Child Quarterly, 46, 281-294.
Rorlinda, Y., Noriah, M. I., Azizah, M.Z., Siti Noor Diana, M. K. (2017). Personal Identity and Socio-Emotional Issues among Malaysian Gifted and Talented Students, Jurnal of Social and Behavioural Sciences, XIX: 2423-2440.
Rorlinda, Y., Noriah, M.I., Siti Aishah, H. & Afifah, M.R. (2016). Kajian Jati Diri dan Tekanan Isu Sosio-Emosi dalam Kalangan Pelajar Pintar dan Berbakat. Jurnal Psikologi Malaysia, 30(2), 42–60.
Rosadah Abd Majid. (2004). Satu Kajian Perbandingan Profil Pelajar Pintar Cerdas Akademik dengan Pelajar Sederhana Akademik. [Tesis Dr. Fal]. Universiti Kebangsaan Malaysia.
Rosselet, J. G. & Stauffer, S. D. (2013). Using Group Role-Playing Games with Gifted Children and Adolescents: A Psychosocial Intervention Model International. Journal of Play Therapy, 22(4), 173–192.
Ryan, J. J. (2001). Specialized counseling: the social-emotional needs of gifted adolescents. Tempo Newsletter, 21(1), 17–18.
Sak, U. (2004). About Creativity, Giftedness and Teaching the Creatively. Roeper Review, 26(4), 216-222.
Silverman, L.K. (1997). The Construct of Asynchronous Development. Peabody Journal of Education, 72, 36-58.
Winner, E. (2000). The Origins and Ends of Giftedness. American Psychologists, 55(1), 159-169.
Winner, E. (1996). Gifted children. New York: Basic Books.
Wood, S. (2010). Best practices in counseling the gifted in school: What’s really happening. Gifted Child Quarterly, 54 (1), 42-58.
Wright-Scott, K.A. (2018). The Social-Emotional Well-Being of the Gifted Child and Perceptions of Parent and Teacher Social Support. [Unpublished Doctoral Thesis]. Queensland University of Technology.
Abu Yazid, A. B. & Noriah, M.I. (2010). Counselling Issues of Gifted Students Attending a School Holiday Residential Program: A Malaysian Experience. Procedia - Social and Behavioral Sciences, 7(C), 568–573.
Abu Yazid, A. B. & Noriah, M.I. (2016). Pendidikan Pintar dan Berbakat Di Malaysia. Bangi: UKM.
Abu Yazid, A.B. & Aliza, A. (2009). Sokongan psikologikal dan sosio-emosi pelajar pintar cerdas. Dlm. Noriah M.I., Rosadah A.M. & Siti Fatimah M.Y.(pnyt.), PERMATA pintar: Pengalaman UKM. Bangi: UKM.
Amnah Zanariah, A. R., Amirah, Z., Nur Fazidah, S.M. (2017). Kajian Tentang Perfectionism dan Stail Berfikir Pelajar Muslim Pintar dan Berbakat di Malaysia. International Journal of Islamic Studies, 6(2), 13–22.
Blaas, S. (2014). The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students. Australian Journal of Guidance and Counselling, 24(02), 243–255.
Buckner, C. (2009). Gifted First Graders in A Multi-ability Classroom: An Interpretive Case Study. [All Graduate Theses and Dissertations]. Paper 300. Retrieved on April 28, 2013 from http://digitalcommons.usu.edu/etd/300
Cheng, P.W. (1993). Metacognition and Giftedness: The state of the relationship. Gifted Child Quaterly, 37, 105-112.
Clark, B. (2002). Growing up Gifted (5th ed.). Columbus: Charles E. Merrill.
Delisle, J. (1985). The eight great gripes of gifted kids: Responding to special needs. Roeper Review, 8(11), 15-17.
Dimitrios, P. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323.
Fisher, E. S. & Kennedy, K. (2016). Counseling Diverse Populations in Schools. New York: Oxford University Press.
Flett, G. L., & Hewitt, P. L. (2002). Perfectionism and maladjustment: An overview of theoretical, definitional, and treatment issues. In G. L. Flett & P. L. Hewitt (Eds.), Perfectionism: Theory, research, & treatment (pp. 5–31). Washington, DC: American Psychological Association.
Gallagher, J. J. & Gallagher, S. A. (1994). Teaching The Gifted Child. (4th ed.). Boston, MA:Allyn.
Hollingworth, L. S. (1942). Children above 180 IQ; Stanford-Binet origin and development. New York: World Book.
James, T.W., Edward, R.A., Nadia, E.W., J, G., Paul, B.F., & Richard, O. (2004). Abstracted from Misdiagnosis and Dual Diagnosis of Gifted Children and Adults: ADHA, Bipolar, OCD, Asperger’s, Depression, and Other Disorders. Scottsdale: Great Potential Press.
Katja Košir, Marina Horvat, Urška Aram & Nina Jurinec. (2015). Is being gifted always an advantage? Peer relations and self-concept of gifted students, High Ability Studies, DOI: 10.1080/13598139.2015.1108186
Khatena, J. (1992). Gifted: Challenge and Response for Education. USA: F.E Peacock Publisher.
Mahoney, A., Martin, D. & Martin, M. (2003). Gifted identity formation: A therapeutic model for counseling children and adolescents. In. J. Plucker & C. Callahan (Eds.), Critical issues and practices in gifted education: What the research says. hlm 199–229. Waco, TX: Prufrock Press.
McEachern, G.A. (2001). Gifted Students with Learning Disabilities: Implications And Strategies For School Counselors, Professional School Counseling, 5(1), 17-24.
Mofield, E.L., & Chakraborti-Ghosh, S. (2010). Addressing Multidimensional Perfectionism in Gifted Adolescents with Affective Curriculum. Journal for the Education of the Gifted, 33(4), 479–513.
National Association for Gifted Children Position Statement. (2006). Creating contexts for individualized learning in early childhood education. Retrieved April 1, 2013, from http://www.education.com/reference/article/Ref_Early_Childhood_2/
Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
Nor Hamizah Ab Razak, Abdul Rashid Abdul Aziz & Mohd Zaliridzal Zakaria (2021). Validity of Cognitive Behaviour Play Therapy Module (DBPT Module). Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(3), 396 - 400.https://doi.org/https://doi.org/10.47405/mjssh.v6i3.726
Nor Hamizah bt Ab Razak, Abdul Rashid Aziz & Nurhafizah Mohd Sukor (2020). Hubungan antara Kemahiran Membuat Keputusan dan Daya Tahan dalam kalangan Pelajar Pintar Berbakat. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(12), 333 - 341. https://doi.org/https://doi.org/10.47405/mjssh.v5i12.601
O'Boyle, M. W., Gill, H. S., Benbow, C. P., & Alexander, J. E. (1994). Concurrent finger-tapping in mathematically gifted males: Evidence for enhanced right hemisphere involvement during linguistic processing. Cortex, 30, 519-526.
Rafidah Kastawi & Noriah Mohd Ishak. (2014). Terapi seni dalam kaunseling pelajar pintar dan berbakat. Malaysian Journal of Youth Studies, 8(6), 147–166.
Renzulli, Joseph S. & Reis, Sally M. (1997). The Schoolwide Enrichment Model. (2nd ed.). Creative Learning Press: Mansfield.
Robinson, N. M., Lanzi, R. G., Weinberg, R. A., Ramey, S. L., & Ramey, C. T. (2002). Factors associated with high academic competence in former Head Start children at third grade. Journal of Gifted Child Quarterly, 46, 281-294.
Rorlinda, Y., Noriah, M. I., Azizah, M.Z., Siti Noor Diana, M. K. (2017). Personal Identity and Socio-Emotional Issues among Malaysian Gifted and Talented Students, Jurnal of Social and Behavioural Sciences, XIX: 2423-2440.
Rorlinda, Y., Noriah, M.I., Siti Aishah, H. & Afifah, M.R. (2016). Kajian Jati Diri dan Tekanan Isu Sosio-Emosi dalam Kalangan Pelajar Pintar dan Berbakat. Jurnal Psikologi Malaysia, 30(2), 42–60.
Rosadah Abd Majid. (2004). Satu Kajian Perbandingan Profil Pelajar Pintar Cerdas Akademik dengan Pelajar Sederhana Akademik. [Tesis Dr. Fal]. Universiti Kebangsaan Malaysia.
Rosselet, J. G. & Stauffer, S. D. (2013). Using Group Role-Playing Games with Gifted Children and Adolescents: A Psychosocial Intervention Model International. Journal of Play Therapy, 22(4), 173–192.
Ryan, J. J. (2001). Specialized counseling: the social-emotional needs of gifted adolescents. Tempo Newsletter, 21(1), 17–18.
Sak, U. (2004). About Creativity, Giftedness and Teaching the Creatively. Roeper Review, 26(4), 216-222.
Silverman, L.K. (1997). The Construct of Asynchronous Development. Peabody Journal of Education, 72, 36-58.
Winner, E. (2000). The Origins and Ends of Giftedness. American Psychologists, 55(1), 159-169.
Winner, E. (1996). Gifted children. New York: Basic Books.
Wood, S. (2010). Best practices in counseling the gifted in school: What’s really happening. Gifted Child Quarterly, 54 (1), 42-58.
Wright-Scott, K.A. (2018). The Social-Emotional Well-Being of the Gifted Child and Perceptions of Parent and Teacher Social Support. [Unpublished Doctoral Thesis]. Queensland University of Technology.
Published
2021-04-08
How to Cite
Abdul Aziz, A. R., Ab Razak, N. H., Perdani Sawai, R., Kasmani, M. F., Amat, M. I. and Shafie, A. A. H. (2021) “Exploration of Challenges Among Gifted and Talented Children”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(4), pp. 242 - 251. doi: 10.47405/mjssh.v6i4.760.
Issue
Section
Articles
.png)
