Understanding and Meeting the Socio-Emotional Needs of Gifted and Creative Students: The Role of School-Based Social Workers
(A systematic literature review)
الكلمات المفتاحية:
Gifted and Creative Student, Socio-Emotional Needs, School-Based Social Workers, Inclusive Education, Social and Emotional Interventions, Student Well-Being
الملخص
Gifted and creative students/pupils always exhibit some unique characteristics, both intellectually, emotionally, and socially different from their peers. These pupils might perform well academically, but they continue to face significant Socio-Emotional (SE) obstacles, like increased sensitivity, loneliness, and anxiety, that can prevent the overall progression of these pupils and academic achievement. Socio-emotional necessities, therefore, are critical to the holistic progression of gifted pupils and the realization of their true potential. School social workers are supposed to help such pupils through targeted SE interventions and to develop positive, inclusive school practices. This systematic review synthesizes existing knowledge about the SE necessities of gifted and creative pupils, as well as the critical contribution that the school social worker makes in meeting those necessities. A systematic review of literature was therefore conducted from the 26 studies on the specific SE hurdles faced by gifted pupils, the role of the school social worker, and interventions that may strengthen their SE well-being. In this sense, it is hoped that by laying out evidence-grounded strategies and identifying areas for further research, this review might contribute to the progression of supportive learning environments that would allow gifted and creative pupils to bloom.
المراجع
1. Ahmed, R. (2014). Creativity and Self-Concept of Secondary School Students as Function of Gender, Academic Achievement and Socio-Economic Status (Doctoral dissertation, University of Rajshahi).
2. Baccassino, F., & Pinnelli, S. (2023, January). Giftedness and gifted education: A systematic literature review. In Frontiers in Education (Vol. 7, p. 1073007). Frontiers Media SA.
3. Baurain, C., Nader-Grosbois, N., & Dionne, C. (2013). Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers’ perceptions of their social adjustment. Research in developmental disabilities, 34(9), 2774-2787.
4. Blaas, S. (2014). The relationship between social-emotional difficulties and underachievement of gifted students. Journal of Psychologists and Counsellors in Schools, 24(2), 243-255.
5. Brulles, D., & Naglieri, J. A. (2022). A Social Justice Approach to Developing Equity and Diversity in Gifted Programming. In Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 103-119). IGI Global.
6. Cal, Ü. L. K. Ü., & Demirkaya, H. (2020). The role and importance of social studies in the education of gifted students. Tarih Kultur Ve Sanat Arastirmalari Dergisi-Journal of History Culture And Art Research, 9(2).
7. Callahan, C. M., Sowa, C. J., May, K. M., Tomchin, E. M., Plucker, J. A., Cunningham, C. M., & Taylor, W. (2004). The Social and Emotional Development of Gifted Students. National Research Center on the Gifted and Talented.
8. Chan, D. W. (2006). Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong. High Ability Studies, 16(02), 163-178.
9. Chu, Y. H., & Myers, B. (2015). A social work perspective on the treatment of gifted and talented students in American public schools. School Social Work Journal, 40(1), 42-57.
10. Da Costa, M. P., & Lubart, T. I. (2016). Gifted and talented children: Heterogeneity and individual differences. Anales de Psicología/Annals of Psychology, 32(3), 662-671.
11. Dobrovolska, R., & Gazinska, O. (2021). Development of gifted children in the art educational enviroment. Social work and education, 8(4), 451-460.
12. Ford, D. Y., & Scott, M. T. (2021). Culturally responsive response to intervention: Meeting the needs of students who are gifted and culturally different. In Implementing RtI With Gifted Students (pp. 209-227). Routledge.
13. Godor, B. P., Uysal, R., van der Poel, A., & Jansen, P. (2020). Exploring potential differential relationships between social anxiety and emotional eating amongst normative vs. academically gifted students. Gifted and Talented International, 35(2), 100-109.
14. Holic, R. (2018). Literature Review On Personality Traits And The Psychological Profiles Of The Gifted Population. Journal of Innovation in Psychology, Education & Didactics, 22(2).
15. Johnsen, S. K. (2021). Diversity and Developing Potential. Gifted Child Today, 44(4), 185-186.
16. Kranzlein, K. (2019). Culturally responsive school leadership and gifted identification in a heterogeneous school: A Case Study.
17. Lockhart, K., & Mun, R. U. (2020). Developing a strong home–school connection to better identify and serve culturally, linguistically, and economically diverse gifted and talented students. Gifted Child Today, 43(4), 231-238.
18. Papadopoulos, D. (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.
19. Peterson, J. S., Assouline, S. G., & Jen, E. (2021). Responding to concerns related to the social and emotional development of gifted adolescents. In The handbook of secondary gifted education (pp. 65-90). Routledge.
20. Piske, F. H. R., Stoltz, T., Rocha, A., & Costa-Lobo, C. C. (2020). Socio-emotional development and creativity of gifted students. Imprensa da Universidade de Coimbra/Coimbra University Press.
21. Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130.
22. Robinson, N. M. (2008). The social world of gifted children and youth. In Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 33-51). Boston, MA: Springer US.
23. Rocha, A., Borges, Á., García-Perales, R., & Almeida, A. I. S. (2024, August). Differences in socio-emotional competencies between high-ability students and typically-developing students. In Frontiers in Education (Vol. 9, p. 1450982). Frontiers Media SA.
24. Rutigliano, A., & Quarshie, N. (2021). Policy approaches and initiatives for the inclusion of gifted students in OECD countries.
25. Sapieva, N. (2023). Socio–Pedagogical Support For The Development Of Creative Thinking Competence Of Gifted Students. World Bulletin of Social Sciences, 28, 19-25.
26. Smith, S. (2017). Responding to the unique social and emotional learning needs of gifted Australian students. Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches, 147-166.
27. Striley, K. M. (2014). The stigma of excellence and the dialectic of (perceived) superiority and inferiority: Exploring intellectually gifted adolescents' experiences of stigma. Communication Studies, 65(2), 139-153.
28. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological science in the public interest, 12(1), 3-54.
29. Tasca, I., Guidi, M., Turriziani, P., Mento, G., & Tarantino, V. (2024). Behavioral and socio-emotional disorders in intellectual giftedness: A systematic review. Child Psychiatry & Human Development, 55(3), 768-789.
30. Tomprou, D. M., Georgiadi, M., & Plexousakis, S. (2023). Response to Intervention for Gifted and Talented Students. In Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood: Practical Counseling Strategies (pp. 318-336). IGI Global.
31. Vaivre-Douret, L. (2011). Developmental and cognitive characteristics of “high‐level potentialities”(highly gifted) children. International journal of pediatrics, 2011(1), 420297.
32. Virgolim, A. (2021). The vulnerabilities of gifted and talented students: socio-cognitive and affective issues. Educar em Revista, 37, e81543.
33. Wairire, G. G., Mungai, N. W., & Mungai, K. E. (2015). Gifted and talented education: Some social work implications in emerging approaches for children’s rights in Kenya. International Social Work, 58(2), 297-308.
34. Wellisch, M., & Brown, J. (2012). An integrated identification and intervention model for intellectually gifted children. Journal of Advanced Academics, 23(2), 145-167.
35. Yudha, E. E. S., Yudha, E. S., & Ropipah, R. (2019, December). The Socio-Emotional Competences: Reorientation of Gifted Education in The Era of Industrial Revolution 4.0. In 5th International Conference on Education and Technology (ICET 2019) (pp. 509-513). Atlantis Press.
36. Yusof, R., Mohd Ishak, N., Mohd Zahidi, A. M., & Kamaruddin, S. N. D. M. (2017). Personal Identity and Socio-Emotional Issues among Malaysian Gifted and Talented Students. The European Journal of Social & Behavioural Sciences.
2. Baccassino, F., & Pinnelli, S. (2023, January). Giftedness and gifted education: A systematic literature review. In Frontiers in Education (Vol. 7, p. 1073007). Frontiers Media SA.
3. Baurain, C., Nader-Grosbois, N., & Dionne, C. (2013). Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers’ perceptions of their social adjustment. Research in developmental disabilities, 34(9), 2774-2787.
4. Blaas, S. (2014). The relationship between social-emotional difficulties and underachievement of gifted students. Journal of Psychologists and Counsellors in Schools, 24(2), 243-255.
5. Brulles, D., & Naglieri, J. A. (2022). A Social Justice Approach to Developing Equity and Diversity in Gifted Programming. In Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 103-119). IGI Global.
6. Cal, Ü. L. K. Ü., & Demirkaya, H. (2020). The role and importance of social studies in the education of gifted students. Tarih Kultur Ve Sanat Arastirmalari Dergisi-Journal of History Culture And Art Research, 9(2).
7. Callahan, C. M., Sowa, C. J., May, K. M., Tomchin, E. M., Plucker, J. A., Cunningham, C. M., & Taylor, W. (2004). The Social and Emotional Development of Gifted Students. National Research Center on the Gifted and Talented.
8. Chan, D. W. (2006). Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong. High Ability Studies, 16(02), 163-178.
9. Chu, Y. H., & Myers, B. (2015). A social work perspective on the treatment of gifted and talented students in American public schools. School Social Work Journal, 40(1), 42-57.
10. Da Costa, M. P., & Lubart, T. I. (2016). Gifted and talented children: Heterogeneity and individual differences. Anales de Psicología/Annals of Psychology, 32(3), 662-671.
11. Dobrovolska, R., & Gazinska, O. (2021). Development of gifted children in the art educational enviroment. Social work and education, 8(4), 451-460.
12. Ford, D. Y., & Scott, M. T. (2021). Culturally responsive response to intervention: Meeting the needs of students who are gifted and culturally different. In Implementing RtI With Gifted Students (pp. 209-227). Routledge.
13. Godor, B. P., Uysal, R., van der Poel, A., & Jansen, P. (2020). Exploring potential differential relationships between social anxiety and emotional eating amongst normative vs. academically gifted students. Gifted and Talented International, 35(2), 100-109.
14. Holic, R. (2018). Literature Review On Personality Traits And The Psychological Profiles Of The Gifted Population. Journal of Innovation in Psychology, Education & Didactics, 22(2).
15. Johnsen, S. K. (2021). Diversity and Developing Potential. Gifted Child Today, 44(4), 185-186.
16. Kranzlein, K. (2019). Culturally responsive school leadership and gifted identification in a heterogeneous school: A Case Study.
17. Lockhart, K., & Mun, R. U. (2020). Developing a strong home–school connection to better identify and serve culturally, linguistically, and economically diverse gifted and talented students. Gifted Child Today, 43(4), 231-238.
18. Papadopoulos, D. (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.
19. Peterson, J. S., Assouline, S. G., & Jen, E. (2021). Responding to concerns related to the social and emotional development of gifted adolescents. In The handbook of secondary gifted education (pp. 65-90). Routledge.
20. Piske, F. H. R., Stoltz, T., Rocha, A., & Costa-Lobo, C. C. (2020). Socio-emotional development and creativity of gifted students. Imprensa da Universidade de Coimbra/Coimbra University Press.
21. Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130.
22. Robinson, N. M. (2008). The social world of gifted children and youth. In Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 33-51). Boston, MA: Springer US.
23. Rocha, A., Borges, Á., García-Perales, R., & Almeida, A. I. S. (2024, August). Differences in socio-emotional competencies between high-ability students and typically-developing students. In Frontiers in Education (Vol. 9, p. 1450982). Frontiers Media SA.
24. Rutigliano, A., & Quarshie, N. (2021). Policy approaches and initiatives for the inclusion of gifted students in OECD countries.
25. Sapieva, N. (2023). Socio–Pedagogical Support For The Development Of Creative Thinking Competence Of Gifted Students. World Bulletin of Social Sciences, 28, 19-25.
26. Smith, S. (2017). Responding to the unique social and emotional learning needs of gifted Australian students. Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches, 147-166.
27. Striley, K. M. (2014). The stigma of excellence and the dialectic of (perceived) superiority and inferiority: Exploring intellectually gifted adolescents' experiences of stigma. Communication Studies, 65(2), 139-153.
28. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological science in the public interest, 12(1), 3-54.
29. Tasca, I., Guidi, M., Turriziani, P., Mento, G., & Tarantino, V. (2024). Behavioral and socio-emotional disorders in intellectual giftedness: A systematic review. Child Psychiatry & Human Development, 55(3), 768-789.
30. Tomprou, D. M., Georgiadi, M., & Plexousakis, S. (2023). Response to Intervention for Gifted and Talented Students. In Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood: Practical Counseling Strategies (pp. 318-336). IGI Global.
31. Vaivre-Douret, L. (2011). Developmental and cognitive characteristics of “high‐level potentialities”(highly gifted) children. International journal of pediatrics, 2011(1), 420297.
32. Virgolim, A. (2021). The vulnerabilities of gifted and talented students: socio-cognitive and affective issues. Educar em Revista, 37, e81543.
33. Wairire, G. G., Mungai, N. W., & Mungai, K. E. (2015). Gifted and talented education: Some social work implications in emerging approaches for children’s rights in Kenya. International Social Work, 58(2), 297-308.
34. Wellisch, M., & Brown, J. (2012). An integrated identification and intervention model for intellectually gifted children. Journal of Advanced Academics, 23(2), 145-167.
35. Yudha, E. E. S., Yudha, E. S., & Ropipah, R. (2019, December). The Socio-Emotional Competences: Reorientation of Gifted Education in The Era of Industrial Revolution 4.0. In 5th International Conference on Education and Technology (ICET 2019) (pp. 509-513). Atlantis Press.
36. Yusof, R., Mohd Ishak, N., Mohd Zahidi, A. M., & Kamaruddin, S. N. D. M. (2017). Personal Identity and Socio-Emotional Issues among Malaysian Gifted and Talented Students. The European Journal of Social & Behavioural Sciences.
منشور
2025-01-20
كيفية الاقتباس
Samah Mohammed Albargi. (2025). Understanding and Meeting the Socio-Emotional Needs of Gifted and Creative Students: The Role of School-Based Social Workers: (A systematic literature review). Journal of Arts, Literature, Humanities and Social Sciences, (116), 421-435. https://doi.org/10.33193/JALHSS.116.2025.1330
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 Samah Mohammed Albargi
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