IE, resilience, women and other issues to consider in intellectual endowment, in high abilities.

Article Sidebar

PDF (Español (España))
Published: Dec 9, 2021
DOI: https://doi.org/10.17060/ijodaep.2021.n2.v1.2181
Keywords:
talented people intellectual giftedness woman emotional intelligence resilience health psychology education

Main Article Content

Esther Secanilla Campo
Universidad Autónoma de Barcelona

Abstract

Intellectual giftedness, talented people, gifted people, are topics that have been discussed for a long time. Things are as they are, but the meaning of this topics changes as the country or even the area does, adapting to the educational policies or some other needs. Having overcame in various areas this conceptualization, some shared traits between gifted people are approached, not just from its complexity and completeness to its intensity, but also from the person comprehensive view. As the evolution is recurring and constant, self-awareness and selfconsciousness is something fundamental in order to go forward with this evolution. From various deep interviews and talks with gifted people as testimonies, a research was done for this exact purpose. From this interviews analysis, some common points were observed. In this paper, this characteristic will be exposed, helping and guiding in a professional environment to meet the self-awareness of the gifted people. In order to guide, help, detect and interact with childs, youngs and gifted adults and their families.

Downloads

Download data is not yet available.

Article Details

How to Cite
Secanilla Campo, E. (2021). IE, resilience, women and other issues to consider in intellectual endowment, in high abilities. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(2), 275–280. https://doi.org/10.17060/ijodaep.2021.n2.v1.2181
Issue
Vol. 1 No. 2 (2021): LEARNING IN A POSITIVE MOOD: OVERCOMING COVID
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Barudy, J.; Dantagnan, M. (2005). Los buenos tratos a la infancia: parentalidad, apego y resiliencia. Barcelona: Gedisa.

Bernal, J. (2004). La investigación biográfico-narrativa y la educación musical. Revista de Psicodidáctica, 17, 85- 94.

Chance, P.R.; Imes, S. (1978). The imposter phenomenon in high achieving women: dynamics and therapeutic intervention. Psychotherapy: Theory, Researche &Practice, 15 (3): 241-247.

Dabrovsky, K. (1964). Positive Disintegration. Boston: Little, Brown and Company.

Garrido, I. (2000). Psicología de la emoción. Madrid: Síntesis.

Gould, A.; Sánchez-Gómez, M.; Bresó, E. (2019). Inteligencia emocional y altas capacidades. Un estudio empírico. Ágora de Salud, VI (159-167).

Icart, M. (2012). Características de la investigación cuantitativa y cualitativa. Etapas de la investigación cuantitativa. En M. Icart &A. Pulpón (Coords.). Cómo elaborar y presentar un proyecto de investigación, una tesina y una tesis (pp 25-29). Universitat de Barcelona.

Kitano, M.K.; Lewis, R.B. (2005). Resilience and coping, implications for gifted children and Young at risk. Roeper Review, 27(4), 200-2005.

Levine, M. (2003). Mentes diferentes, aprendizajes diferentes. Barcelona: Paidós.

Mayer, J.D.; Salovey, P.; Caruso, D.R. (2002). Emotional Intelligence Test user’s manual. Toronto: Multi-Health Systems.

Minayo, M. (2017). Origen de los argumentos científicos que fundamentan la investigación cualitativa. Salud Colectiva, 13(4), 561-575.

Neihart, M. (2001). Gifted children and depression, en M. Neihart, S.Reis, N.M.Robinson y S.M. Moon (eds), The social and emotional development of gifted children, What do we know?, 93-113. Nueva York: Prufrock Press.

Palomera, R. (2005). Desarrollo de la inteligencia emocional percibida. Diferencias individuales en función del género y de la edad. Internationa Journal of Developmental and Educational Psychology, 1(1), 443-457.

Peña, A.M. (2000). La influencia socio-cultural en el reconocimiento y aceptación de las personas con alto potencial intelectual, en Ovejero et al (eds.). Aplicaciones en psicología social. Madrid: Biblioteca Nueva, 317-323.

Pérez, L.; Alfaro, E.; Domínguez, P.; Torre, G. (2007). Guía para una educación no sexista. Madrid: C.E.R.S.A.

Reis, S.M. (1987). We can’t change what we don’t recognize. Understanding the special needs of gifted females. Gifted Child Quarterly, 31(2), 83-89.

Riba, C. (2007). La metodologia qualitativa en l’estudi del comportament. Barcelona: UOC.

Sánchez- Núñez, M.T.; Fernánez-Berrocal, P.; Montañés, J., Latorre, J.M. (2008). Does emotional intelligence depend of gender? The socialization of emotional competencies in men and women and its implications. Electronic Journal of Research in Educational Psychology, 15, 6(2), 455-474.

Schewean, V.L.; Saklofske, D.H.; Widdifield.Konkin, L.; Parker, J.; Kloosterman, P. (2006). Emotional Intelligence and Gifted Children. Journal of Applied Psychology: Emotional Intelligence, 2(2), 30-37.

Secanilla, E. (2019). Supermentes. Reconocer las altas capacidades en la infancia. Barcelona: Gedisa

Secanilla, E. (2021). Diamantes escondidos. 11 historias de jóvenes y adultos con altas capacidades. Barcelona: Gedisa.

Silverman, L. (2017). Emotional development of gifted children. Theory of positive desintegration. Conference: https://www.youtube.com/watch?v=jQTAIJAsBBM

Tójar, J.C. (2006). Investigación cualitativa. Comprender y actuar. Madrid: La Muralla.

Valadez, M.D.; Pérez, L.; Beltr-an, J. (2010). La inteligencia emocional de los adolescentes talentosos. Faisca, 15(17), 2-17.

Zeidner, Moshe, Inbal Shani-Zinovich, Gerald Matthews y Richard D. Roberts. 2005. «Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure». Intelligence 33(4): 369-391.

Zeidner, M.; Matthews, M. (2017). Emotional intelligence in gifted students. Gifted Education International 33(2), 163-182.