Literaturnachweis - Detailanzeige
| Autor/in | Haberlin, Steve |
|---|---|
| Titel | Don't Stress: What Do We Really Know about Teaching Gifted Children to Cope with Stress and Anxiety? |
| Quelle | In: Gifted and Talented International, 30 (2015) 1-2, S.146-151 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1533-2276 |
| DOI | 10.1080/15332276.2015.1137465 |
| Schlagwörter | Coping; Anxiety; Gifted; Stress Management; Qualitative Research; Children; Measures (Individuals); Counseling; Childrens Manifest Anxiety Scale |
| Abstract | Gifted children may experience additional stressors due to their unique characteristics. While empirical evidence suggests otherwise, qualitative studies and clinical observations indicate that gifted individuals may suffer from higher levels of stress due to perfectionistic tendencies, heightened sensitivity, social challenges, and additional external pressures. Nevertheless, empirical research regarding counseling and stress-reducing intervention outcomes remains scant. The few interventions conducted, such as Gaesser's (2014) work using Cognitive Behavioral and Emotional Freedom techniques with gifted students, have demonstrated promising results. Recommendations include offering incentives in the form of grants and funding to researchers interested in investigating intervention outcomes and investigating stress-reducing methods and approaches, such as mindfulness, which have shown positive impact. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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