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Approche systémique des rumeurs à l’adolescence. Le haut potentiel : facteur de vulnérabilité ou facteur de protection ?

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... Theoretically, this study supports the notion that a safe and inclusive school environment contributes to children's social-emotional development (Gómez-Galán et al., 2021;Samara et al., 2021). The success of the anti-bullying program at TK Sekolahku My School Sleman also demonstrates that rule-based strategies and positive behavioral reinforcement can effectively reduce bullying incidents (Duriez, 2023;Lavie Dinur et al., 2021). However, this study has certain limitations. ...
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This study evaluates the implementation of an anti-bullying program at TK Sekolahku My School Sleman using the CIPP (Context, Input, Process, Product) evaluation model to create a safe and inclusive learning environment for students. A qualitative approach was employed, utilizing interviews, observations, and document analysis to gather in-depth data on the program's context, supporting inputs, implementation processes, and resulting outcomes. The findings indicate that the program was systematically designed and implemented by the school's environmental needs. Context evaluation reveals that the program was developed based on child protection policies adapted from international models and tailored to the school’s culture. Regarding input, educators demonstrated competence in handling bullying cases, although the term bullying was not explicitly used in classroom instruction. Process evaluation shows that the program was integrated into students' daily routines through habituation, storytelling methods, and reinforcement of rules and consequences. Product evaluation finds that the program successfully instilled values of empathy and courage in students, as evidenced by their ability to reject inappropriate behavior and heightened social awareness. However, this study is limited by its population scope and restricted access to internal documents, which may affect the generalizability of the findings. Future research is recommended to expand participant coverage and develop more structured measurement instruments to quantitatively assess changes in student behavior. The study highlights the importance of strengthening anti-bullying programs by involving parents and conducting periodic evaluations based on measurable indicators to enhance program effectiveness in early childhood education.
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The prevalence of bullying worldwide is high (UNESCO, 2018). Over the past decades, many anti-bullying interventions have been developed to remediate this problem. However, we lack insight into for whom these interventions work and what individual intervention components drive the total intervention effects. We conducted a large-scale individual participant data (IPD) meta-analysis using data from 39,793 children and adolescents aged five to 20 years ( M age = 12.58, SD = 2.34) who had participated in quasi-experimental or randomized controlled trials of school-based anti-bullying interventions (i.e., 10 studies testing nine interventions). Multilevel logistic regression analyses showed that anti-bullying interventions significantly reduced self-reported victimization ( d = − 0.14) and bullying perpetration ( d = − 0.07). Anti-bullying interventions more strongly reduced bullying perpetration in younger participants (i.e., under age 12) and victimization for youth who were more heavily victimized before the intervention. We did not find evidence to show that the inclusion of specific intervention components was related to higher overall intervention effects, except for an iatrogenic effect of non-punitive disciplinary methods–which was strongest for girls. Exploratory analyses suggested that school assemblies and playground supervision may have harmful effects for some, increasing bullying perpetration in youth who already bullied frequently at baseline. In conclusion, school-based anti-bullying interventions are generally effective and work especially well for younger children and youth who are most heavily victimized. Further tailoring of interventions may be necessary to more effectively meet the needs and strengths of specific subgroups of children and adolescents.
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A 15-year phenomenological case study of an exceptional female from age 15 through 30 was focused on exploring the subjective experience of development during adolescence and young adulthood, with attention to how giftedness and context interacted. The main focus became her response to trauma, which was revealed early in the study. Data, including recollected childhood experiences, were gathered through letters, e-mail, face-to-face interaction, and journals and essays from her troubled adolescence. The central phenomenon that emerged is given particular attention: that giftedness was both an asset and a vulnerability throughout these years, certainly as she struggled in the aftermath of trauma and developed strategies for surviving and healing. The struggles of the subject included dealing with posttraumatic stress disorder (PTSD). The concepts of overexcitability and positive disintegration are used to frame some findings.
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One portion of a national study of bullying, which surveyed gifted 8th graders regarding bullying during their school years (N = 432), used structured interviews (N = 57) to explore the lived experience of being bullied or being a bully. Qualitative analysis of interview data found that even just one incident was highly distressing for some. Also important are the findings that many victims suffered in silence, struggled to understand bullying, assumed responsibility for stopping it themselves, despaired when it continues, and thought violent thoughts. Intelligence appeared to have helped most of those interviewed to make sense of bullying, including those who had intentionally halted their own bullying. Many subjects believed that not being known contributed to being bullied. Helping students to make social connections and adjustments, especially during the early middle school years, may be crucial to their well-being and to their feeling safe in school.
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Gifted eighth graders (N = 432) in 11 U.S. states participated in a retrospective national study that explored the prevalence and effects of being bullied and being a bully during kindergarten through grade 8. No significant differences were found related to size of city, race/ethnicity, and geographical region in terms of either being bullied or being a bully. Sixty-seven percent of all participants had experienced at least 1 of 13 kinds of bullying listed on the survey, more in grade 6 than in other grades, and 11% had experienced repeated bullying. Name-calling and teasing about appearance were the most common kinds of bullying, and the latter was among several kinds of bullying significantly related to emotional impact. In grade 8, 16% were bullies, and 29% had violent thoughts. At all grade levels, a larger percentage of males than females were bullied, were bullied more than 10 times, and were bullies.
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Describes research on the harmful effects students suffer from bullying, verbal harassment, and psychology maltreatment, including isolation, fear, and corruption. Discusses adult responsibility to protect students victimized by such treatment and describes essential components of intervention efforts based on adult supervision of student interaction in middle and high schools. (Contains 11 references.) (PKP)
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The purpose of this article is to present Dabrowski's theory of positive disintegration (TPD; Dabrowski, 196411. Dabrowski , K. 1964 . Positive disintegration , Boston : Little, Brown, & Company . View all references) in a thorough and accessible manner so that those in the gifted community can better understand it and its usefulness to the field of gifted studies. The article goes beyond what has typically been presented in recent research literature on the theory and discusses the major theoretical elements and how they are interconnected, to give a taste of the theory's complexity. In the article, levels of development, developmental dynamisms, overexcitabilities, and other foundational aspects of the theory are described. In addition, the author provides examples of how TPD has already been used with gifted populations and challenges the reader to look at the interdisciplinary applications that exist beyond the boundaries of gifted studies.
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Developments are discussed that shaped the conceptualization of the psychology of rumor. In the period just after World War II, G. W. Allport and L. Postman (1947) postulated that the occurrence of rumors will vary according to an incident's thematic importance and the amount of ambiguity inherent in a given situation. Although never empirically validated, that basic proposition until recently was widely accepted. Recent work now suggests that rumor generation and transmission result from an optimal combination of personal anxiety, general uncertainty, credulity, and outcome-relevant involvement. General implications of the proposed conceptualization for rumor control are raised. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Followed 4th-grade subjects (116 girls and 104 boys) in annual assessments of aggressive patterns over 6 years, from childhood through early adolescence. Results indicated that (a) there were marked normative shifts from childhood to adolescence in the nature of aggressive themes in conflicts, with developmental persistence of direct confrontation and physical attacks (i.e., a "brutality norm") in male–male conflicts and an increase in social aggression and ostracism in female–female conflicts; (b) individual differences in teacher ratings (and in self-ratings) of aggressive patterns were reasonably continuous over 6 years, with a decay in magnitude as the interval between measurements increased; and (c) there were developmental shifts in the factor structure of aggressive measures, along with changes in how measures from the "self" and "others" were aligned. Some theoretical implications for development, continuity, and convergence are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Interviewed 13 Ss (aged 19–43 yrs) who had a serious involvement with artistic or creative work at a vocational, professional, or avocational level to assess the manner of functioning and interaction patterns of the 5 categories of overexcitability (i.e., psychomotor, emotional, sensual, intellectual, imaginational) that are considered to be basic in gifted and creative individuals. It is suggested that the model of the 5 dimensions of mental functioning is useful in describing the psychological endowment of artists. Three patterns of overexcitability that emerged from the study (balanced and integrated, emotionally vulnerable, and polarized and restless) are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Although the understanding of aggression has been significantly advanced through the study of relational aggression, past research has been limited by its predominant focus on children. This study examines the associations between relational aggression and social-psychological adjustment in a sample of young adults. A peer-nomination instrument was constructed to assess relational aggression, and self-reports of adjustment were obtained from 225 college students (45% male; mean age = 19.5). Regression analyses showed that relational aggression provided unique information, after controlling for age and gender, about peer rejection, prosocial behavior, antisocial personality features, and borderline personality features. Interactions with gender further showed that, for women, relational aggression was linked with bulimic symptoms. The importance of relational aggression for understanding adjustment problems during young adulthood are discussed.
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The main aim of this study was to describe adolescents' perceptions and experiences of bullying: their thoughts about why children and adolescents are bullied, their ideas about why some bully others, and what they believe is important in order to stop bullying. The adolescents were asked about experiences throughout their school years. The study group was comprised of 119 high school students, with a mean age of 17.1 (SD = 1.2). Of the adolescents who reported, 39% indicated that they had been bullied at some time during their school years and 28% said that they had bullied others; 13% reported being both victims and bullies. The ages during which most students had been bullied at school were between 7 and 9 years. Bullies reported that most of the bullying took place when they were 10 to 12 years old. The most common reason as to why individuals are bullied was that they have a different appearance. The participants believe that those who bully suffer from low self-esteem. The most common response to the question "What do you think makes bullying stop?" was that the bully matures. The next most frequent response was that the victim stood up for himself/herself. Those who were not involved in bullying during their school years had a much stronger belief that victims can stand up for themselves than did the victims themselves.
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Ce texte s’interroge sur le statut de médiateurs des grandes figures historiques de l’anthropologie dans une conjoncture idéologique ou apparaissent des postures éradicatrices allant jusqu’à renverser des statues symboles d’oppressions passées. À partir de l’évocation de figures de l’anthropologie britannique et française dont la carrière s’est déroulée a l’ombre d’une époque et de dispositifs coloniaux ou néocoloniaux l’auteur questionne la posture dite de la « cancel culture » avant de conclure que l’histoire ne s’efface pas plus que les violences multiples qu’elle a vues.
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Cet article s’intéresse aux « moments intenses » vécus en thérapie familiale avec une famille à transaction addictive et au rôle de la transe dans le processus de changement. Nous avons interrogé une famille, parents et enfant séparément, ainsi que leur thérapeute, puis nous avons analysé selon une perspective phénoménologique le contenu de la séance identifiée par la famille. Les résultats montrent la présence d’un vécu de transe à différents moments : d’abord celle du thérapeute qui amorcera un processus de contre-induction, ensuite une transe relationnelle qui peut ressembler à une dispute entre le thérapeute et la famille et enfin la transe d’un des membres de la famille qui présentera la situation sous un nouvel angle, activant ainsi un processus de changement qui se traduit par une communication plus ouverte et plus respectueuse et par l’évolution du mythe familial.
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Importance Bullying is a prevalent and modifiable risk factor for mental health disorders. Although previous studies have supported the effectiveness of anti-bullying programs; their population impact and the association of specific moderators with outcomes are still unclear. Objective To assess the effectiveness of school anti-bullying interventions, their population impact, and the association between moderator variables and outcomes. Data Sources A search of Ovid MEDLINE, ERIC, and PsycInfo databases was conducted using 3 sets of search terms to identify randomized clinical trials (RCTs) assessing anti-bullying interventions published from database inception through February 2020. A manual search of reference lists of articles included in previous systematic reviews and meta-analyses was also performed. Study Selection The initial literature search yielded 34 798 studies. Included in the study were articles that (1) assessed bullying at school; (2) assessed the effectiveness of an anti-bullying program; (3) had an RCT design; (4) reported results; and (5) were published in English. Of 16 707 studies identified, 371 met the criteria for review of full-text articles; 77 RCTs were identified that reported data allowing calculation of effect sizes (ESs). Of these, 69 independent trials were included in the final meta-analysis database. Data Extraction and Synthesis Random-effects and meta-regression models were used to derive Cohen d values with pooled 95% CIs as estimates of ES and to test associations between moderator variables and ES estimates. Population impact number (PIN), defined as the number of children in the total population for whom 1 event may be prevented by an intervention, was used as an estimate of the population impact of universal interventions targeting all students, regardless of individual risk. Main Outcomes and Measures The main outcomes are the effectiveness (measured by ES) and the population impact (measured by the PIN) of anti-bullying interventions on the following 8 variable categories: overall bullying, bullying perpetration, bullying exposure, cyberbullying, attitudes that discourage bullying, attitudes that encourage bullying, mental health problems (eg, anxiety and depression), and school climate as well as the assessment of potential assocations between trial or intervention characteristics and outcomes. Results This study included 77 samples from 69 RCTs (111 659 participants [56 511 in the intervention group and 55 148 in the control group]). The weighted mean (range) age of participants in the intervention group was 11.1 (4-17) years and 10.8 (4-17) years in the control group. The weighted mean (range) proportion of female participants in the intervention group was 49.9% (0%-100%) and 50.5% (0%-100%) in the control group. Anti-bullying interventions were efficacious in reducing bullying (ES, −0.150; 95% CI, −0.191 to −0.109) and improving mental health problems (ES, −0.205; 95% CI, −0.277 to −0.133) at study end point, with PINs for universal interventions that target the total student population of 147 (95% CI, 113-213) and 107 (95% CI, 73-173), respectively. Duration of intervention was not statistically significantly associated with intervention effectiveness (mean [range] duration of interventions, 29.4 [1 to 144] weeks). The effectiveness of anti-bullying programs did not diminish over time during follow-up (mean [range] follow-up, 30.9 [2-104] weeks). Conclusions and Relevance Despite the small ESs and some regional differences in effectiveness, the population impact of school anti-bullying interventions appeared to be substantial. Better designed trials that assess optimal intervention timing and duration are warranted.
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Highlights of this special issue on bullying are presented. The compendium of research reviewed and data presented set the stage for future research to attend to issues of definition, measurement, longitudinal methodology, prevention/intervention, policy, and recognition of important contexts for the occurrence and maintenance of bullying behavior. Data are presented to inform readers about current state and national policy and practices that have developed as a response to high profile youth violence thought to have its roots in bullying behavior. Finally, it is emphasized that future prevention and intervention efforts in American schools will depend on evidence-based practices that are grounded in a common definition of bullying.
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The extant literature suggests that relational aggression appears in early childhood, and gradually increases throughout adolescence. However, very little research has examined the growth of relational aggression from adolescence to emerging adulthood. In addition, research generally examines socializing factors of relational aggression, such as parenting, peers, siblings, or media in isolation. Accordingly, the aim of the current study was to examine these socializing factors conjunctively as predictors of the growth of relational aggression over time. Participants consisted of 500 adolescents who completed several questionnaires over a 7‐year period (between ages 14–20 on average). Results revealed that the vast majority of individuals (88%) showed low levels of relational aggression that decreased over time. Conversely, a small proportion of individuals (12%) had high, increasing levels of relational aggression between adolescence and emerging adulthood. High levels of maternal psychological control, sibling hostility, and relational aggression in the media at the initial time point all predicted being in the high and increasing group.
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In this chapter, we introduce the KiVa anti-bullying programme which was developed at the University of Turku, Finland in 2006 with funding from the Finnish Ministry of Education and Culture (at that time, Ministry of Education) and then widely implemented in elementary and middle schools across the country. After describing the background and key elements of KiVa, along with the initial evaluation findings from randomized controlled trials, we focus on the large-scale implementation of the programme m Finnish schools, and especially on the challenge of sustainability.
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Résumé Les enfants à haut potentiel intellectuel (EHP) peuvent être en difficulté scolaire et/ou psychologique. Des études épidémiologiques sont nécessaires pour déterminer la réelle fréquence des EHP en difficulté. Les résultats du Centre national d’aide aux enfants et adolescents à haut potentiel (CNAHP) montrent que les EHP peuvent présenter des problèmes scolaires avérés (dont l’échec scolaire : 7,5 % sur 611 EHP consultant) et socio-émotionnels en lien avec leur haut potentiel intellectuel (notamment, des troubles anxieux associés au haut potentiel verbal). C’est dire l’importance de proposer des prises en charge thérapeutiques et pédagogiques adaptées à ces enfants. C’est une question d’éthique et de société.
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A comprehensive and extensive systematic review and meta-analysis of the effectiveness of bullying prevention programs is presented. This report updates earlier research conducted by Farrington and Ttofi (2009). Systematic searches of online databases (i.e., Web of Science, PsychARTICLES, PsychINFO, EMBASE, DARE, ERIC, Google scholar, and Scopus) were conducted for primary studies published from 2009 to December 2016. Searches were also conducted for unpublished reports. To be included in the systematic review, primary studies must: (1) describe an evaluation of a school-based anti-bullying program; (2) utilize an appropriate operational definition of school-bullying (e.g., Centers for Disease Control and Prevention, 2014; Farrington, 1993; Olweus, 1992); (3) measure school-bullying perpetration and/or victimization behaviors using quantitative measures; and (4) use an experimental or quasi-experimental design with adequate control group. Following systematic screening of over 20,000 search results, a total of 100 evaluations (with 103 independent effect sizes) were eligible for inclusion in our meta-analysis. Most of the effect sizes are estimated from studies that used RCT designs (n = 45) or quasi-experiments (n = 44 effect sizes), with only 14 effect sizes from age cohort designs. Anti-bullying programs significantly reduce bullying perpetration (random effects OR = 1.309) and bullying victimization (random effects OR = 1.244). These results suggest that anti-bullying programs reduce school-bullying perpetration by approximately 19–20% ad school-bullying victimization by approximately 15–16%. Effect sizes vary greatly across studies, with a significant heterogeneity between studies for both bullying perpetration bullying victimization outcomes. This is anticipated given the variability in a range of moderators, for example, methodological designs, type of program used, or place of implementation. Analyses suggest no publication bias for either meta-analysis. Variability in effect sizes across different methodological designs is investigated. Primary studies employing age cohort designs (n = 14) provide the largest effects in reducing both bullying perpetration (OR = 1.474) and victimization (OR = 1.302). In relation to bullying victimization outcomes, before-after/experimental-control designs provide similar effects (OR = 1.225) to randomized controlled trials (OR = 1.21). Randomized controlled trials (OR = 1.244) are more effective in reducing bullying perpetration than before-after/experimental-control designs (OR = 1.187). In future, we aim to further explain differences across programs by correlating individual effect sizes with varying program components and varying methodological elements available across these 100 evaluations.
Article
Despite the prominence of rumor spreading in early adolescence, little research has examined the features of rumors during this developmental period. To address this gap in the literature, we analyzed rumor reports in a longitudinal study from 5th to 7th grades to identify subtypes of rumor content and to investigate gender and grade differences, the social impact of rumors, and victims' social status across rumor content. In 7th grade, a higher proportion of girls were victims of sexual activity rumors, whereas a higher proportion of boys were victims of sexual orientation rumors. There were significantly more sexual activity rumors in 7th grade than 5th and 6th grade. In 6th and 7th grade, sexual activity rumors had higher social impact compared to all other rumors. Higher social status was found for victims of romantic rumors in 5th grade, for victims of personal/physical characteristics rumors in 6th grade, and for victims of sexual activity rumors in 7th grade. These findings provide critical insight into rumors across early adolescence and add to growing evidence that victims of aggressive behavior may have high social status. The importance of incorporating multiple methods for assessing victimization and implications for awareness of rumor spreading are discussed. This article is protected by copyright. All rights reserved.
Article
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.
Article
Regulating emotions well is critical for promoting social and emotional health among children and adolescents. Parents play a prominent role in how children develop emotion regulation. In 2007, Morris et al. proposed a tripartite model suggesting that parents influence children's emotion regulation through three mechanisms: children's observation of parents' emotion regulation, emotion-related parenting practices, and the emotional climate of the family. Over the past decade, we have conducted many studies that support this model, which we summarize here along with other research related to parenting and emotion regulation. We also discuss recent research on the effects of parenting on the neural circuitry involved in emotion regulation and highlight potential directions for research. Finally, we suggest how this research can aid prevention and intervention efforts to help families.
Chapter
Creativity may be distinguished from intelligence as it refers to the production of a novel, original, and adapted idea (Sternberg & Lubart, 1995). As Kaufmann (2004) emphasized, intelligence refers to the application of a familiar solution (e.g., routine problem solving, usage of previous experiences and/or knowledge) to either a familiar or novel task/situation. In contrast, creativity refers to the use of a novel solution, requiring individuals to go beyond logic, using imagination and specific creative processes, independent of the novelty of the situation/task. Thus, it is expected that creative cognition is distinct from an academic or a normative one. With this perspective, we consider that emotional characteristics may have a specific and significant impact on creative and artistically gifted children. To demonstrate this point, we present a review of the literature on the impact of emotional states, emotion-related personality traits, and the self on creativity and art.
Article
This study examines the relationship between self-concept and coping strategies of 457 academically gifted adolescents, aged 10 to 16 years. Frequently used strategies indicated that adolescents assumed responsibility for dealing with stressors and took action-focused approaches rather than ignoring problems. As predicted by the model of social and emotional adjustment (Sowa & May, 1996), six scales of the Adolescent Coping Scale (Frydenberg & Lewis, 1990)—focus on the positive, work hard and achieve, focus on solving the problem, seek social support, keep to self, and seek to belong—predicted a significant proportion of the variance in general (27%) and nonacademic (25%) self-concept scales of the Self-Description Questionnaire II (Marsh, 1992).
Article
Dans les publications portant sur les enfants intellectuellement précoces, on ne considère pas la variabilité intra-individuelle comme un objet d’étude à part entière même si, de manière tout à fait ponctuelle, certains auteurs évoquent son existence. Nous proposons ici une revue de la littérature spécialisée en partant du principe que la variabilité intra-individuelle ne relève pas exclusivement du hasard et qu’elle pourrait, dans certains cas, constituer une spécificité remarquable. Dans cette perspective, nous examinerons la variabilité intra-individuelle dans deux domaines particulièrement étudiés : celui de la stabilité des intérêts et des valeurs et celui de l’hétérogénéité des profils de résultats aux tests psychométriques, caractéristique des enfants à haut potentiel intellectuel relevée dans plusieurs études.
Article
During the past 20 years, a significant body of literature has emerged focusing on the application ofDabrowski's theory ofpositive disintegration (TPD) to the study ofgifted individuals. Although much of this literature is prescriptive, some research reports spanning this time period are available. A perusal of research on TPD's appli- cability to gifted individuals indicates that the focus has been Dabrowski's notion of overexcitability (OE). This article reviews OE research, contrasts it with Dabrowski's approach to research with gifted individuals, and argues that researchers should emu-
Article
The Shared Concern method (SCm) has become a well- known tool for tackling actual group bullying amongst teenagers by individual talks. A decade after its launch to English readers the author reviews the original approach and describes new developments. The psychological mechanisms of healing in the bully group and what hinders the bully therapist in eliciting them have become better clarified. It is expressed in terms of know-how: (1) do not demonize the bully suspects; (2) consider the bullying as a conflict between the parties and elicit the archetype of a mediator through your behaviour; (3) prepare the summit meeting between those involved by shuttle- diplomacy and (4) seal the agreement with a communication contract. The most important recent advancement of the SCm approach is its capacity to discover clandestine bullying: when a bully therapist has acquired routines in solving actual cases with SCm he or she is capable of guiding a discussion with a teenage class about the methods to deal with bullying with the result that the class entrusts conflicts including bullying to the bully therapist for mediation. Information about this mediation-centred treatment is spread amongst the students, improving the school atmosphere and introducing a model for conflict resolution for future citizens.
Chapter
This chapter first traces peer experiences and relationships from their building blocks in infancy and early childhood through their advances in adolescence. It then discusses the major theoretical frameworks that have guided thinking and research on the importance and impact of peer relationships. The chapter illustrates some dimensions along which children's peer experiences may differ. Next, the chapter tackles the implications of problematic peer relationships. Research pertaining to reciprocal behavior between children and their peers to support a model of the processes underlying peer maladjustment is then reviewed. This model specifies the reciprocal roles of child social cognition and behavior and peer appraisals and responses in the unfolding of peer adjustment or maladjustment, with attention to the emerging understanding of emotion in this process. Finally, the chapter uses child social anxiety to illustrate how the principles of developmental psychopathology may guide the understanding of peer maladjustment.
Article
There is a robust association between aggression and social prominence by early adolescence, yet findings regarding the direction of influence remain inconclusive in light of gender differences across various forms of aggressive behaviors. The current study examined whether physical aggression and spreading of rumors, as two gender-typed aggressive behaviors that differ in overt displays of power, promote and/or maintain socially prominent status for girls and boys during non-transitional grades in middle school. Peer nominations were used to assess physical aggression, spreading of rumors, and "cool" reputation (social prominence) during three time points between the spring of seventh grade and spring of eighth grade. Participants included 1,895 (54 % female) ethnically diverse youth: 47 % Latino, 22 % African-American, 11 % Asian, 10 % White and 10 % Other/Mixed ethnic background. Cross-lagged path analyses were conducted to test the directionality of the effects, and gender moderation was assessed by relying on multi-group analyses. The analyses revealed mainly reciprocal associations for each form of aggression, suggesting that boys, as well as girls, can both gain and maintain their status by spreading rumors about their peers, just as they do by physically fighting and pushing others in urban middle schools. The implications of the findings for interventions are discussed.
Article
Several interrelated themes arise out of recent literature on sensitivity as an affective characteristic of gifted persons. A multi‐faceted approach to sensitivity is proposed which conceptualizes sensitivity as consisting of cognitive, affective, interpersonal and intrapersonal dimensions. Four psychological concepts, self‐awareness, perspective‐taking, emotional experience, and empathy are used to elaborate upon a definition of sensitivity.
Article
Reviews literature on personality characteristics in resilient adults, children, and families, suggesting that similarities exist between resilient persons and gifted children that might help to understand the social and emotional adjustment of gifted children and how better to work with them. Common characteristics of resilience include task commitment, academic achievement, verbal ability, reflectiveness, intelligence, ability to dream, desire to learn, maturity, internal locus-of-control, risk-taking, and self-understanding. Many researchers have also found these traits in gifted children, who often have resources, such as cognitive appraisal, that enable them to develop social and emotional strengths. It is suggested that an understanding of resilience can be useful when working with gifted children with special economic, social, learning, or physical needs as well as with underachievers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
investigated three types of aggression: direct physical, direct verbal, and indirect why has indirect aggression not been investigated / the research tool / sex differences in aggressive styles during adolescence / a developmental theory of aggressive strategies / two kinds of covered aggression during adulthood (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Past research on peer victimization has focused on maltreatment through overtly aggressive behaviors. Although a relational form of aggression has been identified in recent research, studies of the victims of relational aggression have not yet been conducted. The present research was designed as a first attempt to address this issue. Four goals were pursued (n = 474; third- through sixth-grade children): (a) development of a self-report measure of victimization through relational and overt aggression; (b) assessment of the relation between overt victimization and relational victimization; (c) assessment of gender, grade, and sociometric status group differences in victimization; and (d) evaluation of the relation between victimization and social-psychological adjustment. Results showed that the newly developed victimization measure had favorable psychometric properties and that most of the identified victims were the targets of cither relational or overt aggression, but not both. Further, rejected children were more relationally and overtly victimized than their better accepted peers, and boys were more overtly victimized than girls. Finally, relational victimization, overt victimization, and the lack of prosocial treatment by peers were all significantly related to social-psychological adjustment difficulties (e.g., depression, loneliness).
Article
This essay identifies ten significant methodological challenges for understanding aggression and gender. In light of the recent explosion of research on indirect/relational/social aggression, it seems important to clarify gaps in our current understanding and to identify promising methods by which better answers might be found. The discussion begins with basic issues of definitions, contexts and subtypes, moves on to points concerning sampling and measures, and addresses whether current evidence warrants deciding that girls are as aggressive as boys. We conclude that although research has shown that the majority of girls’ aggression takes indirect/relational/social forms, it is premature to conclude that boys do not also engage in these behaviors. We caution against assuming that physical and indirect/relational/social aggression are comparable in their developmental origins and consequences, and urge researchers to consider that fully understanding indirect/relational/social aggression might require different conceptual frameworks and research methods.
Article
This is a detailed report of the first demonstration in normal individuals of a correlation between intelligence level (“IQ”) and nerve conduction velocity (NCV) in a brain nerve pathway. A total of 147 postsecondary students were tested for nonverbal IQ and latency of the P100 (a visually evoked potential recorded over the primary visual cortex); this latency was used to estimate an approximate NCV in the visual pathway (retina to visual cortex). The correlation between this NCV and IQ is + .26 (p = .002); after correction for the restricted IQ range (but not for rest ceiling or attenuation), + .37. Three recent studies of mentally retarded patients, using similar stimulation and recording, also showed increased P100 latencies relative to controls. These results, plus those of other IQ studies using choice reaction time or long-latency evoked potentials, are all explainable by positive correlations between brain NCV and speed of information processing and between this speed and intelligence level.
Article
Prior studies of childhood aggression have demonstrated that, as a group, boys are more aggressive than girls. We hypothesized that this finding reflects a lack of research on forms of aggression that are relevant to young females rather than an actual gender difference in levels of overall aggressiveness. In the present study, a form of aggression hypothesized to be typical of girls, relational aggression, was assessed with a peer nomination instrument for a sample of 491 third-through sixth-grade children. Overt aggression (i.e., physical and verbal aggression as assessed in past research) and social-psychological adjustment were also assessed. Results provide evidence for the validity and distinctiveness of relational aggression. Further, they indicated that, as predicted, girls were significantly more relationally aggressive than were boys. Results also indicated that relationally aggressive children may be at risk for serious adjustment difficulties (e.g., they were significantly more rejected and reported significantly higher levels of loneliness, depression, and isolation relative to their nonrelationally aggressive peers).
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