Indicators of emotional risk in adolescents with high intellectual abilities
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Abstract
In recent years, there has been a worrying increase in the emotional problems that many adolescents have. Initially, this fact has been associated with the contingent effects of the pandemic and the atypical situation that this population suffered most acutely, but today continues to show difficulties (anxiety, depression...) that in many cases lead to non-suicidal self-harming behaviors (Vázquez, Armero, Martínez-Sánchez, 2022), observed in secondary schools, most associated with dysfunction in regulating their emotions. If we also talk about students with high intellectual abilities, the situation becomes exponentially complicated.
In this study, the aim is to demonstrate whether there are more prevalent risk factors that make the group with high abilities more vulnerable, as well as to describe the most prevailing difficulties, to promote preventive
intervention of these behaviors and provide teachers and families with knowledge about them ( Fonseca and Pérez, 2020). To this end, questionnaires aimed at detecting a wide spectrum of emotional and behavioral problems have been analyzed in a population of students enrolled in Compulsory Secondary Education in Extremadura, aged between 12 and 18 years, identified as having high abilities and with Mental Health care protocol for risk of self-harming behavior. Non-suicidal self-lysis in this group is a very limited field of study and little contrasted in our country, with the difficulties in identifying students with high intellectual abilities being the first obstacle, as well as the lack of
knowledge of the emotional characteristics associated with them. (Tourón, 2022), Furthermore, we do not currently have constructed, validated and scaled tools that allow the evaluation of these behaviors in adolescents and foresee this type of behavior, for which it is extremely important the information, training and awareness of the society (Fonseca and Pérez, 2020).
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